Faculty Evaluation Policy: Bachelor of Science in Exercise Science Program Standards

This policy covers all members of the Bachelor of Science in Exercise Science program
faculty, including Regular (tenure-track , non-tenure track , and part-time) faculty, NonTenure Track Teaching Professionals (Levels I and II), Adjunct (teaching only, nontenure-track, term-based) faculty, and Visiting (non-tenure track) faculty.

5.0 PREAMBLE

5.1 This policy specifies program-wide considerations for faculty evaluation in
the Bachelor of Science in Exercise Science program (EXSC). This
policy has been developed to elaborate upon the unique efforts of faculty in
the EXSC program which may distinguish them from faculty in other
University schools. Consistent with University policy and negotiated
agreements, such distinctions should be incorporated into the faculty
evaluation procedure. As such, these standards are subject to periodic
review and revision as the needs of the program evolve.
5.2 The University-wide Faculty Evaluation and School-wide Faculty
Evaluation Standards shall serve as the standards for faculty evaluation.

6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING
FACULTY IN THE Bachelor of Science in Exercise Science Program

6.1 Teaching
6.1.1 The EXSC program prepares students for entry-level positions
in public or private industries or admission into graduate
programs in related areas. Educating students, both inside and
outside the classroom is the program’s primary purpose.
Therefore, performance in teaching carries the greatest weight in
the evaluation of faculty. All aspects ofteaching, including preceptorial teaching, will be evaluated in order to gain a clear
understanding of each faculty member’s performance.
6.1.1.1 The EXSC program encourages the faculty to demonstrate
teaching effectiveness by a variety of methods. There are
multiple methods of attaining excellence in teaching. Each
individual faculty member is guided by a unique
pedagogical philosophy. The instructor’s pedagogical
philosophy should be reflected in instruction and in
instructional materials such as syllabi.
6.1.1.2 In addition to traditional classroom instruction,
EXSC faculty may be engaged in independent
studies and experiential learning activities in a
variety of venues appropriate for an exercise science,
undergraduate program.
6.1.1.3 To demonstrate teaching effectiveness, the EXSC
program encourages faculty to rely on several
indicators of successful and effective teaching.
6.1.2 In broad terms excellence in teaching is characterized by:
6.1.2.1 A thorough and current command of the subject matter,
teaching techniques and methodologies of the disciplines
one teaches as defined by the nature of the EXSC
program. A current command of subject matter, teaching
techniques, and methodologies should include (but not be
limited to): Evidence of continuing education in one’s
discipline, or evidence of knowledge or application of
current methodologies appropriate for exercise science,
and application of sound pedagogical methods of
instruction appropriate for both theoretical and
experiential coursework. Additional evidence of
maintaining current knowledge in the field may include a
variety of activities. Examples include but are not limited
to:
6.1.2.1.1 Maintenance of professional certification
6.1.2.1.2 Evidence of current clinical/non-clinical practice or
educational activities related to the discipline in
which the faculty member resides if appropriate.
Such practice should suggest that the faculty
member is engaged in current, evidence-based
practices.
6.1.2.1.3 Maintenance of professional licensure by a state or federal agency (e.g. Department of Education, State
Licensure Board) if appropriate.
6.1.2.1.4 Recognition of continuing education by
Professional Organizations.
6.1.2.1.5 Participation in local, state and national
professional development activities related to the
faculty member’s discipline.
6.1.2.2 Sound course design and delivery in all teaching
assignments, as evident in clear learning goals and
expectations and content reflecting the best available
scholarship and teaching techniques aimed at student
learning.
6.1.2.2.1 The process of sound course design will include
assessment of student learning. Student learning
should be assessed in terms of achievement of
program and university-wide learning
outcomes. Information gathered from student
assessments shall be used to revise instruction
accordingly.
6.1.2.3 The ability to organize course material and to
communicate this information effectively. The
development of a comprehensive syllabus for each
course taught, including expectations, grading and
attendance policies and the timely provision of copies to
students.
6.1.2.4 Excellence in teaching also entails respect for students as
members of the Stockton academic community, the
effective response to student questions, and the timely
evaluation of and feedback to students.
6.1.3 Where appropriate, additional measures of teaching
excellence include but are not limited to:
6.1.3.1 Ability to use technology in teaching.
6.1.3.2 The capacity to relate the subject matter to cognate
fields of knowledge.
6.1.3.3 Conveying to students the role of evidence in
practice and encouraging students in the area of
scholarly inquiry.

6.1.3.4 Seeking opportunities outside the classroom to enhance
student learning of the subject matter including service
learning activities and advising student organizations.
6.1.3.5 Engagement in program assessment, curriculum
development, and curriculum assessment.
6.1.3.6 In the School of Health Sciences, NTTP faculty assigned
alternate assignments related to instructional delivery (e.g.,
organization of patient simulations, management and facilitation
of educational laboratories, internship coordination, etc.) will
have those activities recognized as contributing to excellence in
teaching.
6.1.4 Measurement tools used to evaluate teaching effectiveness must
include (but are not limited to):
6.1.4.1 Results of student evaluation tools such as the IDEA
assessment currently being used university-wide.
6.1.4.2 Results of the Preceptor Evaluation form currently
being used university-wide.
6.1.4.3 A teaching portfolio which may include: statement of
educational philosophy; samples of course syllabi;
samples of course assignments, tests, class activities or
exercises; evaluation tools used to evaluate teaching
effectiveness and/or areas of strength and weakness in
course design; recorded sample segments of instructional
practice; correspondence from students or faculty related
to instruction.
6.1.4.4 Written reports generated through peer observation.
6.1.4.5 Evidence of professional development activities
related to excellence in teaching and learning.
6.2 Scholarly Activity
6.2.1 The teacher-scholar model recognizes that a serious and
continuing commitment to engaging in scholarship enriches
teaching and is the foundation of sustained excellence within the
classroom. Expectations for tenure and promotion to Associate
Professor include demonstrating the progression of a scholarly
agenda during the probationary period with the outcome of this
work being at least two scholarly accomplishments.. Progression
during the probationary period would include successfully
conducting research and sharing results with the professional
community. Examples of sharing the results of scholarly work

might include peer reviewed presentations at state, national or
international conferences, peer- reviewed, published abstracts
building towards a peer reviewed publication.
Expectations for promotion to Full Professor include
demonstrating the progression of a scholarly agenda with a
pattern of growth in depth and quality of one's achievements. The
outcome of this work would be a record of scholarly
accomplishments and other "highly valued" and "valued" forms of
scholarship as described on section 6.2 of the university and
school standards.
6.2.2 Publications in support of reappointment and tenure are those
achieved during the tenure candidate’s probationary period.
Activity in support of a post- tenure promotion or range
adjustment is that work completed since the most recent
promotion or range adjustment.
6.2.3 The EXSC Program recognizes a wide variety of scholarly
vehicles including: disciplinary or interdisciplinary research,
scholarship of teaching and learning, scholarship of practice,
applied/clinical research, integrative scholarship, grant writing ,
community engagement, service learning and achievement of
specific criteria necessary for professional
licensure/certification/recertification. Scholarly activities may
take many forms and use different vehicles to communicate
with the broader academic community.
6.2.4 Typically, central to judgments regarding scholarly activity are:
6.2.4.1 The ability to bring scholarly projects to completion.
6.2.4.2 A mix of scholarly activities, pertaining to health and
well-being and/or other activities in multidisciplinary
settings.
6.2.4.3 Judgments of the worth and significance of the work by
those qualified to make such judgments. These may
include disciplinary peers, professional organizations, ad
hoc groups such as evaluation, judging, or refereeing
panels.

6.2.4.4 Documentation of the impact of one’s work
• with students
• within the scholarly area
• within higher education generally
• on documented standards of best practices in
pedagogy
• in the application of one’s work
• as evident in citations of one’s work
• on public policy or institutions
• in the artistic/cultural realm
• or in educational settings
6.2.4.5 Just as in the case of traditional scholarship involving the
discovery of new knowledge, when one’s work consists of
pedagogical, integrative, or applied scholarship, its
significance may be documented by demonstration of clear
goals, adequate preparation, appropriate methods,
significant results, effective presentation, and reflective
critique. Presentation before peers and colleagues and
advancing the discipline are also examples of alternate
forms of scholarship.
6.2.4.6 In addition to guidelines established by university-wide
and school standards, the EXSC program understands
excellence in a variety of scholarly activities may include
the following:

6.2.4.6.1 Published evaluation materials/resources.
Submissions for publication should be subject
to a peer review process prior to publication.
6.2.4.6.2 Articles and essays should be published in
appropriate scholarly/creative journals or
venues, whether print or electronic. Some
assessment should be made as to the quality of
the journal in which the piece appears; in
particular, its scholarly/creative reputation and
whether or not the journal or proceedings are
peer reviewed. Publications in newsletters for
professional articles will be considered
scholarly work if the publication includes a
peer- review process.
6.2.4.6.3 Scholarly activity that involves students as copresenters, co-participants, or co-authors are
important and encouraged.
6.2.4.6.4 A presentation should be evaluated on the
quality of its content and on the prestige of the
meeting where it was delivered. Qualitative
judgments are best made when copies of
materials used in the presentation are made
available. Conferences sponsored by 

international, national, regional and state
organizations should rank higher than locally
sponsored meetings in most instances.
6.2.4.6.5 Work in the arts may be evaluated by a number
of different measures: assessment of its quality
by peers or professional critics; the reputation
of the gallery, museum, or other artistic venue
where it is shown or presented; the respect
afforded the organization for which it is
performed or under contract; or some other
measure of its success or impact (e.g. royalties,
awards, or impact on public debate or on other
artists).
6.2.4.6.6 Other forms of scholarly activity that may
appear in emerging scholarly media may be
included as well, provided that comparable
standards of peer review can be applied to
them.
6.2.4.6.7 Reviews (if submitted as documentation) from
appropriate journals may be included.
6.2.4.6.8 Evidence of disciplinary work and
achievements will be considered as scholarly
activity if such recognition is based at least in
part on exceptional scholarly activity. Examples
include specialty or Board recognition,
recognition as “Fellow” or other special award
or recognition as defined by the profession or
by an interprofessional forum.
6.2.4.6.9 Professional achievement and recognition in
exercise science can be considered as evidence
of scholarly activity if such recognition is based
at least in part on one’s scholarly work.
Examples could include specialty or board
recognition, recognition as a “Fellow,” or other
special award or recognition as defined by the
profession, where such recognition is typically
based on peer- reviewed scholarly achievement
along with other criteria. It is the candidate’s
responsibility to document this.
6.2.4.6.10 Grants or monetary awards that are funded or
reviewed as fundable from governmental or
non-governmental organizations are considered 
examples of scholarship if those grants and
awards are subject to external peer review. The
EXSC faculty member may be involved in
collaborative grant writing with other
disciplines.
6.2.4.6.11 Faculty engaged in community outreach can
make a difference in their communities and
beyond by defining or resolving relevant social
problems or issues, by facilitating
organizational development, by developing new
community programs, by improving existing
practices or programs, and by enriching the
well-being of the community. Scholarship may
take the form of widely disseminating the
knowledge gained in community-based projects
in appropriate professional venues in order to
share its significance with those who do not
benefit directly from the project. 
6.2.4.7 Although NTTPs are not typically responsible for
scholarly and creative works, it may be required by
individual program accreditation standards in the School
of Health Sciences. In those cases, the School recognizes
scholarly activity as contributing to the faculty member’s
overall performance. 

6.3 University and Community Service

6.3.1 The faculty role includes contributions to the achievement of the
University’s mission through effective participation in
governance activities including leadership roles at the program,
school, or university-wide levels. These contributions may
require the capacity to work collaboratively with other members
of the University community, including activities related to
alumni and the University Foundation.
6.3.2 Faculty may also contribute in broader arenas such as state or
regional, national or international organizations,
disciplinary/professional associations. In addition, faculty may
contribute to the University’s public mission through service to
our community, region and the State or the Nation. Per the
Carnegie definition, community engagement and service-learning
enriches scholarship, research, and creative activity; enhances
curriculum, teaching and service learning; prepares educated,
engaged citizens; strengthens democratic values and civic
responsibility; addresses critical societal issues; contributes to the
public good; and enriches scholarship. Community engagement 
and service-learning are particularly valued at Stockton.
6.3.3 The University expects faculty in their first five years of service to
serve the University and community at levels commensurate with
their rank. Faculty who are tenured, have multi-year contracts,
and/or are of senior rank would be expected to have more
substantial records in this area, as demonstrated by achievements
in leadership on campus, in the community, and to their disciplines
and to professional organizations. This may include program
development, curriculum design, and program assessment.
6.3.4 Evaluation of achievements in this area focuses on the significance
of participation, the impact of service, the scope of responsibilities,
the effectiveness of participation, and contributions to the
functioning, administration, and development of the University and
other entities. Clear goals, adequate preparation and appropriate
methods of providing service, significant results of the service, and
reflection on the contribution and its use to improve the quality of
future service are all aspects of documenting achievement in
campus and community service.
6.3.5 Evidence of effectiveness in University or community service
may include such items as:
6.3.5.1 One or more instances when one has used one’s
professional skills or knowledge for the benefit of the
University, or of a non-university group or individual.
6.3.5.2 Contributions to professional organizations that are
focused on service or professional responsibility as
opposed to scholarship, research, or artistic/creative work.
For example, an officership or service on a professional
board may be more appropriately listed here, whereas
editing a special issue of a journal may be more
appropriately listed under the section on scholarship.
6.3.5.3 General civic or community activities to which one has
contributed one’s professional skills or a significant amount
of time, talent, energy, and involvement beyond that which
might be expected by the usual citizen or member.
6.3.6 In the School of Health Sciences, NTTP faculty assigned
alternate assignments related to program administration or other
service to the program will have those activities recognized as
contributing to excellence in service.