Education and Human Development Standards

This policy covers all members of the faculty. For this purpose, the following definitions
of faculty apply:

• Regular faculty includes tenure-track and part-time, non-tenure track faculty;
• Non-Tenure Track Teaching, or Clinical and/or Other Professionals include
Levels I, II and III Specialists;
• Adjunct faculty includes teaching-only, non-tenure-track, term-based faculty,
• Visiting faculty includes non-tenure track faculty pursuant to Article XIII [of the
Master Agreement], and;
• Library faculty includes all librarians who hold academic rank.

1.0 PREAMBLE

1.1 As a nationally ranked public liberal arts university, Stockton University is
committed to high standards of faculty performance that will sustain and
extend the excellence we have achieved. This commitment embodies the
teacher-scholar model central to the liberal arts tradition. In turn, the
dynamic relationship between teaching and scholarship is part of
maintaining the currency of the University’s approach to interdisciplinary
learning. While much of this policy focuses on evaluation of individual
faculty members, this policy also affirms that interdisciplinary, liberal arts
education is not the work of an individual, but necessarily involves
purposeful collaboration in order to achieve the University’s mission.
1.2 The status of faculty members changes as they earn reappointment, tenure
and promotions, advancement, or move from part-time, temporary,
teaching/clinical specialist or visiting employment to a tenure- track position.
As one’s status changes, so do expectations and, in some cases, the
method of evaluation.
1.3 Although formal evaluation processes take place on varied cycles, the
University expects the highest level of professionalism at all times. Faculty
are expected to perform their roles in a manner that reflects positively on
themselves and on the University. Education is a shared enterprise that
entails the ability to work well with colleagues and others on campus and to
contribute to institutional, School, and Program goals.
1.4 University expectations of faculty performance fall into two broad areas:
those areas of faculty responsibility traditionally used by institutions of
higher education to judge performance and the continued development of
their faculty, and those expectations that reflect obligations of faculty as
University employees.
1.5 Throughout this policy, the term “faculty” shall mean teaching faculty and
the term “library faculty” shall be used to refer to librarians covered under
Article XVII of the Master Agreement. For the purposes of communicating
expectations for evaluation, reappointment, and advancement only, the use
of the term “faculty” applies to adjuncts, part-time, and non-tenure-track
professionals as well.

2.0 STATEMENT OF FACULTY AND LIBRARY FACULTYRESPONSIBILITIES

2.1 Statement of Faculty Responsibilities. While individual appointment
contracts outline general responsibilities of a faculty member’s
appointment, the evaluation of faculty requires a clear statement of the
responsibilities of all faculty, including those who are tenured. These
responsibilities include sustained and consistent success in:
2.1.1 Teaching, including General Studies teaching and teaching in all
areas where a faculty member is listed as a member of the Program
faculty or associated faculty in the University’s official publications.
2.1.2 Keeping abreast of developments in one’s areas of teaching
responsibility and in pedagogical innovations as well as incorporating
this knowledge into teaching.
2.1.3 Regular and systematic assessment of the achievement of student
learning outcomes in one’s Program and General Studies teaching,
as appropriate within the context of Program objectives, and the use
of this assessment in the continual improvements of teaching and
professional work.
2.1.4 Precepting as applicable, including facilitation of students’ academic
and career planning/decision making; conscientious attention to
students’ progress toward graduation; and helping students to
access resources to reinforce these efforts. Prompt and timely
communication with students and preceptees, including stewardship
of student records and the maintenance of grading and attendance
records in a manner consistent with University policy and procedures
and all relevant statutes.
2.1.5 Where appropriate, fulfilling all expectations of faculty required to
acquire and maintain professional or other accreditation of the
University’s programs.
2.1.6 Excellence in teaching entails respect for students as members of
the Stockton academic community. Therefore, faculty are expected
to respond to student questions in a timely manner, offering
opportunities to converse outside the classroom to enhance student
learning where appropriate. 
2.1.7 Positive collaboration with one’s colleagues in the achievement of
individual, Program, School, and University purposes. This includes
active participation in Program, School, and other meetings and
providing support for, and contribution to the development of, new
faculty and adjunct faculty.
2.1.8 Regular participation in and support of program activities, including
those designed to foster student learning outside the classroom.
2.1.9 Active participation in faculty recruitment, including efforts to achieve
diversity, equity, inclusion, and belonging.,
2.1.10 Research, scholarship, or artistic/creative work as applicable, which
may include the development of grant proposals as defined in
Section 6.2.4.6.10, applied research, or other approaches to the
discovery of new knowledge, and where appropriate, its integration
with teaching.
2.1.11 Participation in University organizations and activities such as
Faculty Senate, Union leadership, faculty and University task forces
and committees, student recruitment, the maintenance of positive
relations with alumni, and the support of student organizations and
activities. A pattern of ongoing participation in those events that
contribute to the intellectual life of the University, including
ceremonial events
2.1.12 Some uncompensated service is expected of all full-time faculty
members.
2.1.13 The use of one’s professional talents, whether based in one’s
discipline or not, in service to the University and to non-University
audiences, communities, and/or organizations in a manner that
reflects positively on the University and its purposes.
2.1.14 Any other duties as may be assigned within the context of one’s
individual appointment contract.

2.2 Statement of Library Faculty Responsibilities:
While an individual appointment contract outlines general responsibilities of a Library faculty
member’s appointment, a clear statement of the Library faculty member’s
responsibilities must be included in the evaluation file of a tenured or nontenured Library faculty member. These responsibilities include sustained
and consistent success in:

2.2.1 Keeping abreast of developments in one’s area of responsibilities
and in innovations in theory and practice, as well as incorporating
this knowledge into one’s work.
2.2.2 Regular and systematic assessment of the outcomes of library
services in one’s area of assigned responsibility, contributing to the
assessment of library service as a whole, and the use of this
outcomes assessment in the continual improvement of one’s
professional work.
2.2.3 Promoting and exhibiting positive collaboration with one’s colleagues
in the achievement of individual, unit, Library, and University
purposes, including active participation in Library and other meetings.
2.2.4 Active participation in Library faculty and staff recruitment, including
efforts to assist the University and Library achieve its goals related
to diversity, equity, inclusion, and belonging .
2.2.5 Regular participation in unit and Library activities, including those
designed to foster student learning, faculty research, and teaching.
2.2.6 Research, scholarship, or artistic/creative work as applicable, which
may include the development of grant proposals as defined in
Section 6.2.4.6.10, applied research, or other approaches to the
discovery of new knowledge, and its integration with library services.
2.2.7 Participation in University organizations and activities, such as
Faculty Senate, Union leadership, faculty and University task forces
and committees, and events that contribute to the intellectual life of
the University, including ceremonial events, student recruitment, the
maintenance of positive relations with alumni, and the support of
student organizations and activities.
2.2.8 Some uncompensated service is expected of all full-time faculty
members.
2.2.9 The use of one’s professional talents in service to the University and
to non-University audiences, communities, and organizations in a
manner that reflects positively on the University and its purposes.
2.2.10 Any other duties as may be assigned within the context of one’s
individual appointment contract.

2.3 Library Faculty with Teaching Responsibilities:
When librarians assume classroom teaching responsibilities in load, the standards in sections 2.1.1
through 2.1.3]will apply, and classroom teaching will be evaluated under
6.00 (Elaboration of University Standards for Teaching Faculty). When
librarians assume responsibilities of preceptors, the standard set in 2.1.4
will apply.

3.0 OTHER RESPONSIBILITIES OF FACULTY AND LIBRARYFACULTY

Other responsibilities and expectations of faculty that derive from their employment
by the State and the University these include:

3.1 Adherence to all policies and procedures of the University as well as public
laws, administrative rules, or other official regulations and directives.
3.2 Adherence to all obligations and procedures outlined in the Master
Agreement and all locally negotiated agreements.
3.3 Regular attendance and performance of one’s professional responsibilities
to the University, consistent with guidelines issued by one’s supervisor.
3.4 Provided reasonable notice has been given, timely responses to all official
communications and requests for information, including the provision to the
Program Chair and School Dean of a syllabus for every course each term
as well as timeliness in the performance of one’s responsibilities to the
University and its students.

3.5 Regular availability to students, colleagues, and staff.

4.0 EVALUATION OF FACULTY

4.1 It is the policy of the University to evaluate regularly the performance of all
faculty, including library faculty and those who have been granted tenure.
The purposes of such evaluation are 1) to provide probationary faculty with
a clear statement of University, School, and Program expectations of
performance; 2) to provide all faculty with timely information regarding the
extent to which they are meeting these expectations of performance; 3) to
identify aspects of a faculty member’s performance that may need
improvement in order to meet or continue to meet University expectations;
4) to provide a foundation for discussions of performance issues between
the faculty member and the Dean or other direct supervisor as well as their
peers; and 5) to determine whether a faculty member should be
reappointed, advanced, tenured, or promoted.
4.2 Adjunct faculty are expected to meet the obligations that derive from
employment by the State and the University listed above, those noted in the
Agreement for State Colleges/Universities Adjunct Unit, and those
obligations listed above that focus primarily on teaching, i.e., [2.1.1, 2.1.2,
2.1.3, 2.1.6, and 2.1.13].

5.0 UNIVERSITY STANDARDS FOR FACULTY EVALUATION
The University expects faculty to excel in a variety of ways and to balance teaching,
scholarship/creative activity (if applicable), and service effectively. Sustained
excellence in teaching is a necessary but not in itself sufficient condition for tenure
or promotion to higher rank or for reappointment to any faculty position that
includes teaching. Scholarship leading to peer-reviewed or other scholarly
publications, grants, and/or creative work and activity is also a requirement for
tenure and promotion to higher rank . Exceptions to this expectation that are not
outlined below in 5.1 will be documented in the evaluation process through a
recommendation at any level of review. Faculty are also expected to contribute to
University, community, and/or professional life through service activities.
Excellence in teaching and impact of service are sufficient conditions for
reappointment of non-tenure track or other faculty positions that exclude research,
scholarly or creative activity. 

5.1 Specifically, the University recognizes five scenarios:

5.1.1 Faculty who are hired under the full-time, Tenure-Track Instructor
Lines MOA earn Tenure at the rank of instructor. The emphasis of
their work is expected to be on teaching and service. Scholarship
and/or creative activities is not required for the achievement of
tenure. However, those seeking promotion to a higher rank must
meet the applicable School and Program standards for that rank .
5.1.2 It is sometimes advisable to appoint, as tenure-track faculty,
individuals who have excellent credentials as practitioners or
clinicians in an applied field but have not previously had the need to
develop a scholarly program. Typically, these individuals will have
terminal degrees that are not research-based degrees. Such
individuals should be identified no later than year three in their
evaluation cycle. They may be considered for tenure without
concurrent promotion to Assistant Professor or Associate Professor,
provided that they have demonstrated a particularly high level of
excellence in teaching and service and that they are deemed likely
to meet the standards for promotion in the area of
scholarship/creative activity after attaining tenure.
5.1.3 Candidates who successfully pursue early promotion will be
evaluated for tenure based upon their performance during their entire
probationary period and will not be required to pursue additional
concurrent promotion.
5.1.4 Visiting (Article XIII of the Master Agreement) positions in this policy
are not eligible for tenure and/or promotion. However, all faculty
members who aspire to apply to a tenure-eligible position may
engage in activities that will be expected of them, should they
succeed in attaining a tenure-track position.
5.1.5 Some of the positions in this policy include opportunities for a change
from Level III to Level II and Level II to Level I, as applicable to their
appointment and the needs of the University. In no cases is
concurrent level change an expectation for reappointment.

5.2 University Standards

5.2.1 This section outlines University standards for the evaluation of all
faculty and the process whereby School and Program standards,
consistent with the University standards, are restated in terms
consistent with the character of the different Schools and disciplines.
5.2.2 The University expects all faculty to meet and sustain these
standards with consistent evidence of positive development in all
areas of evaluation. Adjunct, part-time, pre-tenured, tenured and
professionals serving on non-tenure-track contracts are expected to
sustain an overall pattern of excellence consistent with their rank
and/or assigned responsibilities.
5.2.3 The University recognizes that faculty members, either in response
to evaluations or in the interest of continuing vitality, may create
individual paths towards excellence in a blend of teaching, service
and/or scholarship/creative activity, as applicable, that allows them
to distinguish themselves. Consistent accomplishment over time will
be evaluated positively, while recognizing that a candidate’s relative
contributions to the campus community in terms of
teaching/librarianship, scholarly/creative/professional activity, and
service normally will vary over time. Therefore, short periods of
relatively less activity in one area should be complemented by
greater activity in the others, producing balance and a consistently
high level of accomplishment overall.

6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING FACULTY

6.1 Teaching
6.1.1 Educating students, both inside and outside the classroom, studio
or laboratory is the University’s primary purpose. Therefore,
performance in teaching carries the greatest weight in the evaluation
of faculty. All aspects of teaching, including preceptorial teaching as
applicable, will be evaluated in order to gain a clear understanding
of each faculty member’s performance.

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.
6.1.2.2 Sound course design and delivery in all teaching
assignments–whether program or General Studies,
introductory or advanced offerings–as evident in clear
learning goals and expectations, content reflecting the best
available scholarship or artistic practices, and teaching
techniques aimed at student learning.
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 Demonstration of respect for students as members of the
academic community through timely feedback and
responses to student communications.

6.1.3 Where appropriate, additional measures of teaching excellence are:
6.1.3.1 Ability to use technology in teaching.
6.1.3.2 The capacity to relate the subject matter to other fields of
knowledge.
6.1.3.3 Seeking opportunities outside the classroom to enhance
student learning of the subject matter.
6.1.3.4 The ability to lead, promote, and/or participate in successful
credit-bearing experiences in community engagement,
service-learning, faculty-sponsored/mentored research, and
global education.
6.1.3.5 Ability to create an inclusive and respectful environment.

6.2 Scholarly and Creative Activity

6.2.1 The teacher-scholar model recognizes that a serious and continuing
commitment to engaging in scholarship or creative activity of one’s
disciplinary and/or interdisciplinary work consistent with rank and/or
assigned responsibilities, enriches teaching and is the foundation of
sustained excellence within the classroom.
6.2.2 Publications and creative work 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 University recognizes a wide variety of scholarly vehicles:
disciplinary or interdisciplinary research, pedagogical research,
applied research, integrative scholarship, community engagement
and service-learning, artistic or creative activity, and grant writing.
Scholarly or creative activities may take many forms and use
different vehicles to communicate with the broader academic
community.
6.2.3.1 The University recognizes that the time and effort required
to complete scholarly or artistic projects may vary markedly
among disciplines and sub-disciplines. Such variance is
addressed in approved School and Program standards.

6.2.4 The burden is always on the candidate to document the excellence
of one’s work. In cases of shared or multiple authorship, clarification
of the degree of one’s participation is expected. In cases of
conference presentations or proceedings, clarification should be
provided with regard to the selectivity of the review process.
Typically, central to judgments regarding scholarly and creative
activity are:
6.2.4.1 The capacity to bring scholarly or creative projects to
completion.
6.2.4.2 A mix of scholarly activities appropriate to one’s
appointment e.g., in some cases scholarly activity will be
primary, in others creative activity.
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 an educational setting

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 expectations of alternate
forms of scholarship.
6.2.4.6 The University understands excellence in a variety of
scholarly or creative activities to embody the following:
6.2.4.6.1 Books should be published by reputable
academic or trade presses and reviewed in
appropriate journals.
6.2.4.6.2 Articles, essays, reviews, and creative writing
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.
6.2.4.6.3 Scholarly and creative activity that involves
students as co-presenters, co-participants, or coauthors.
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 presentations are
made available. National and regional meetings
should rank higher than local meetings in most
instances. Scholarly presentations should be
ranked more highly than non-scholarly ones.
Competitive selections as well as presentations
receiving disciplinary acknowledgement for
excellence should be noted. In most disciplines a
record of scholarship based on presentations
alone will not be evaluated as highly as one
including refereed publications.
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 or creative activity that
may appear in emerging scholarly or artistic
media may be included as well, provided that
comparable standards of peer review can be
applied to them.
6.2.4.6.7 Where reviews are included in a file as evidence
of the worth of a candidate’s scholarly or artistic work, attention should be given to the
professional credentials of the reviewer and the
reputation of the journal or publication as
specified in School and/or Program standards.
6.2.4.6.8 Professional activities undertaken as a
practitioner or consultant are considered scholarly
activity when they go beyond the routine
application of knowledge to the creation of new
knowledge and the development of new
standards for practice. Such qualities distinguish
between scholarship and professional service.
Those making the judgments regarding the
standards for applied research necessarily
involve more than clients and include academic
peers familiar with the area of practice under
consideration.
6.2.4.6.9 In those disciplines with strong expectations of
practice to maintain current competency,
appropriate standards for determining the
significance of this work will be developed at the
Program level and approved through the standard
procedure.
6.2.4.6.10 Grants or monetary awards that are funded or
reviewed as fundable from governmental or nongovernmental organizations are considered
examples of scholarship if those grants and
awards are subject to external peer review.
6.2.4.6.11 Faculty engaged in community outreach can
make a difference in the communities and beyond
by defining or resolving relevant social problems
or issues, by facilitating organizational
development, by improving existing practices or
programs, and by enriching the cultural life 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.

6.3 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, 
regional, national or international organizations and
disciplinary/professional associations.. In addition, faculty may
contribute to the University’s public mission, including its
commitment to diversity, equity, inclusion, and belonging, through
service to our community, region, state or country. Per the Carnegie
definition, community engagement and service-learning that
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 enriches scholarship. Community engagement and
service-learning is 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, to their disciplines, and to professional
organizations.
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 or community service. Sustained service is expected to meet
the minimum requirement of this responsibility. Compensated
service is generally not sufficient to meet the minimum requirements.
However, expectations for how it can be used to demonstrate
excellence may be conveyed in School and Program standards. 

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 officer ship 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.

 

7.0 ELABORATION OF UNIVERSITY STANDARDS FOR LIBRARYFACULTY

7.1 Librarianship

7.1.1 Performance in the delivery of library service carries the greatest
weight in the evaluation of library faculty. All aspects of library service
in the library faculty member’s assignment of responsibilities will be
evaluated in order to gain a clear understanding of each library
faculty member’s performance. Contribution to scholarship and the
profession of librarianship will also be evaluated.
7.1.2 In broad terms excellence in librarianship is characterized by:
7.1.2.1 A thorough and current command of librarianship and best
practices in library service.
7.1.2.2 Promotion of student learning through the appropriate
collection and classification of materials, through
appropriate reference or consultation, and through design of
effective delivery systems to make the University a learning
resource- rich environment.
7.1.2.3 Sound design and application of assessment in one’s area
of librarianship.
7.1.2.4 Ability to use technology appropriately in the provision of
information and library services.
7.1.2.5 Excellence in librarianship entails respect for students as
members of the Stockton academic community and the
effective response to student questions, and may also entail
seeking opportunities outside the Library to enhance
student learning.

7.2 Library Faculty with Teaching Responsibilities
When library faculty members assume classroom teaching responsibilities,
teaching will be evaluated under section 6.1 (Teaching).
7.3 Library Faculty Scholarly and Creative Activity
Library faculty members will be evaluated under section 6.2 (Scholarly and
Creative Activity)
7.4 Library Faculty University and Community Service
Library faculty members will be evaluated under section 6.3 (University and
Community Service)

8.0 DEFINITION OF SCHOOL AND PROGRAMSTANDARDS
The University standards outlined above are applicable to all faculty as specified,
but their application requires that they be interpreted in light of disciplines
represented in each academic School and Program. Each School and Program
will develop standards interpreting the University standards within the context of
its own disciplinary and interdisciplinary traditions. Thus, Program definitions
should be consistent with both School and University standards and School
standards will be consistent with the University standard. Prior to their application,
each standard will be approved through the process outlined in the local 
agreement “Procedure for the Evaluation of Faculty and Library Faculty.”

8.1 A School is a unit of the University headed by an academic Dean or other
academic officer with line responsibility over faculty. For purposes of this
definition, the Library shall be considered a School. Any new School created
by the University that meets this definition shall automatically be covered.
8.2 Programs are academic units of the University usually linked to their own
academic degrees (majors) at the graduate or undergraduate level. FirstYear Studies and other academic units to which full-time or part-time faculty
lines have been assigned are also Programs for the purpose of this policy.

9.0 STATUTORY REQUIREMENTS FOR TENURE IN ACADEMIC RANK

9.1 Tenure in academic rank in New Jersey public colleges and universities is
governed by N.J.S.A. 18A:60-16, which provides:

9.1.1 “Faculty members at a State college shall be under tenure in their
academic rank, but not in any administrative position, during good
behavior, efficiency and satisfactory professional performance, as
evidenced by formal evaluation and shall not be dismissed or
reduced in compensation except for inefficiency, unsatisfactory
professional performance, incapacity or other just cause and then
only in the manner prescribed by subarticle B of article 2 of chapter
6 of Title 18A of the New Jersey Statutes, after employment in such
college or by such Board of Trustees for:
(1) 6 consecutive calendar years; or
(2) 6 consecutive academic years, together with employment at
the beginning of the next academic year; or
(3) the equivalent of more than 6 academic years within a period
of any 7 consecutive academic years."

9.2 Tenure by Exceptional Action
Notwithstanding the above, a Board of Trustees, upon the recommendation
of the President of the University, may, as an exceptional action and upon
a 2/3 roll call vote, grant tenure to an individual serving as an academic
administrator eligible for faculty rank after employment in such State college
for two (2) consecutive academic years.

9.3 University Perspectives on Tenure
Tenure, as established by New Jersey law, is viewed by the University as a
specific condition of employment, which is afforded to those members of the
academic community who qualify for it, and is a means of making the
teaching profession attractive to persons of exceptional ability. While
academic tenure is one important protection for academic freedom, it is not
a shield for mediocrity, incompetence, or academic irresponsibility.
Notwithstanding the granting of tenure, a member of the faculty is expected
to attain and maintain that standard of excellence that led the University to
award tenure in the first place.

9.4 The following guidelines established by the Board of Trustees are used by
the University to consider appointments that confer tenure:

9.4.1 Tenure should be awarded only to individuals whose performance
during their probationary period gives clear evidence of the ability
and willingness to make a significant and continuing contribution to
the growth and development of the institution.
9.4.2 Tenure should be awarded after presentation of positive evidence of
excellence in the achievement of University, School, and Program
standards.
9.4.3 Tenure should be awarded to those who can affirmatively
demonstrate the ability to fulfill professional responsibilities, as
members of the faculty and employees of the University, and not
solely because negative evidence to the contrary is not presented.
9.4.4 Assistant Professors normally receive promotion to the rank of
Associate Professor concurrent with their reappointment with tenure,
unless there are unusual circumstances in the individual
tenure/promotion situation. Such unusual circumstances would
include those noted in 5.1 above.
9.4.5 The University reserves the right not to tenure a faculty member
under certain circumstances, including:

9.4.5.1 fiscal exigency as determined by the Board of Trustees;
9.4.5.2 the determination by the University that long-term patterns
of enrollment and degrees granted within the candidate’s
primary program or the future of the program do not warrant
the conferral of additional tenure appointments; and/or
9.4.5.3 other institutional considerations as determined by the Board
of Trustees upon recommendation of the President.

10.0 EXPECTATIONS FOR RANK OR LEVEL
The general criteria for faculty expectations have been outlined above. In addition,
the University has specific expectations for each rank or level. The expectations
for each specific rank or level are used to evaluate performance within that rank or
level and when judging readiness for promotion or advancement to the next higher
rank or level. Generally, only performance since the last promotion will be
considered in the new evaluation. 

10.1 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position III):

10.1.1 Have a minimum of a master’s degree or its equivalent in a field
appropriate for the appointment, and
10.1.2 Demonstrate a record of teaching toward excellence (in both
Program and General Studies courses, as assigned) and/or
excellence in non-teaching responsibilities as assigned; consistent
with the program standards.
10.1.3 Document the capacity to contribute effectively through the use of
professional skills in service to the program, school, University,
discipline, and community, as applicable.

10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II and I):

10.2.1 In addition to 10.1.1, must also have attained a prominent role in
their profession (e.g. CPA, Hospital Administrator, elected official,
broadcast journalist, uniformed services leader) as specified in
School and/or Program standards.
10.2.2 Document consistent excellence in teaching (in both Program and
General Studies courses, as assigned) and/or consistent excellence
in non-teaching responsibilities as assigned, and
10.2.3 Document progressively important service roles and demonstrate a
capacity for leadership, as identified in their individual contracts.

10.3 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position I):

10.3.1 Must have earned a terminal degree in their field,
10.3.2 In addition to 10.2.2, must also document distinction in teaching (in
both Program and General Studies courses, as assigned) and
pedagogical leadership; and/or distinction in non-teaching
responsibilities and leadership as assigned
10.3.3 Document significant and sustained service roles and demonstrate
leadership, as identified in their individual contracts.

10.4 Tenure-eligible Instructors:

10.4.1 Must have earned a minimum of a master’s degree or equivalent
from an accredited institution in a field appropriate for the initial
appointment. There are two types of situations where individuals
hold the rank of Instructor:

10.4.1.1 Those hired in tenure-track Instructor lines because of
their teaching excellence and from whom we do not expect
scholarship or creative activity. These individuals are
expected to provide evidence for excellence in teaching (in
both Program and General Studies courses), and/or
excellence in non-teaching responsibilities as assigned
and service as specified in their contracts.

10.4.1.2 Those hired as Instructors because they do not yet hold
the terminal degree in their field. These individuals are
expected to:

10.4.1.2.1 Actively pursue an accredited terminal degree,
and
10.4.1.2.2 Provide evidence in meeting the University and
Program’s standards for excellence in
teaching, scholarship or creative activity, and
service commensurate with rank of Assistant
Professor.
10.4.1.2.3 Only those hired with expectations specified in
their contract of earning a terminal degree will
automatically receive rank adjustment to
Assistant Professor upon documented
completion of the terminal degree provided that evaluations to that point are satisfactory.

10.5 Assistant Professors:

10.5.1. Must have a terminal degree or its equivalent from an accredited
institution in a field appropriate for the appointment, and
10.5.2 Demonstrate a record of continuous improvement in teaching (in
both Program and General Studies courses) toward excellence,
10.5.3 Demonstrate a growing record of scope and/or significance of
scholarly and creative activity beyond that presented to secure rank,
and
10.5.4 Demonstrate the capacity to contribute effectively in the use of
professional skills in service to the University, discipline, and
community.

10.6 Associate Professors:

10.6.1 Must achieve and maintain consistent excellence in teaching (in
both Program and General Studies courses) and demonstrate
capability in pedagogical leadership, such as the ability to
demonstrate pedagogical innovations to others within or outside
their program;
10.6.2 Demonstrate a record of scholarly/creative activity that is
recognized by others within their discipline or area of specialization;
and
10.6.3 Document progressively important service roles and demonstrate a
capacity for leadership.

10.7 Professors:

10.7.1 Must achieve a consistent record of excellence in teaching (in both
Program and General Studies courses), including curricular
contributions, pedagogical leadership, and/or in activities that
support the achievement of teaching excellence throughout the
University;
10.7.2 Must achieve and continue to demonstrate a record of
scholarly/creative activities that are nationally and/or internationally
recognized as outstanding and significant; and
10.7.3 Must be stewards of service; they must play and continue to play a
major role in significant University initiatives, major public initiatives,
or hold key positions in their professional organizations. Professors
must demonstrate that their service is recognized as outstanding in
quality, effectiveness, and scope.

 

11.0 EXPECTATIONS FOR RANK: LIBRARYFACULTY

11.1 Instructors:

11.1.1 Must have a master’s degree or equivalent from an accredited
institution in a field appropriate for the initial appointment.
11.1.2 Provide evidence of satisfactory performance of professional
responsibilities and scholarly or creative activity or substantive, documented contributions to librarianship appropriate to one’s
discipline and one’s rank.

11.2 Assistant Professors:

11.2.1 Demonstrate a record of continuous improvement in performance of
their professional responsibilities toward excellence. Such
excellence is demonstrated through excellence in library service
outcomes, the effective utilization of the most recent scholarship
and methods of librarianship and information science, and through
the integration of one’s activities into improved library service and
student learning.
11.2.2 Demonstrate a growing record of breadth and significance in
scholarly or creative activity or substantive, documented
contributions to library science beyond that presented to secure
rank.
11.2.3 Demonstrate the capacity to contribute effectively through the use
of professional skills in service to the University and/or to nonUniversity environments.

11.3 Associate Professors:

11.3.1 Provide evidence of successful performance in terms of the
expectations in the Assistant Professor rank.
11.3.2 Have achieved consistent excellence in the performance of their
professional responsibilities. Associate Professors should be
capable of leadership in the areas of their professional
responsibilities, including the ability to demonstrate new innovations
in librarianship to others within or outside the Library.
11.3.3 Have achieved a record of scholarly or creative activity or
substantive, documented contributions to library science that are
recognized by others within their discipline or chosen area of
specialization.
11.3.4 Have played progressively important roles in support of Library or
University activities.

11.4 Professors:

11.4.1 Provide evidence of successful performance in terms of
expectations for Associate Professor.
11.4.2 Have achieved a consistent record of excellence in the performance
of all their professional and administrative responsibilities, in the
successful application of innovations to library service, in
demonstrated leadership in the Library, and in activities that support
the achievement of excellence in student learning throughout the
University.
11.4.3 Have achieved a scholarly or creative record of significance as
demonstrated by a record of publications, conference presentations
or creative activities of similar scope, activity or substantive,
documented contributions to library science and by leadership
within their professional organizations.
11.4.4 Play and continue to play a major role in the most significant
University initiatives and/or major public initiatives and demonstrate
that such leadership is recognized to be of outstanding quality,
effectiveness, and scope.

12.0 DISTINGUISHED PROFESSOR

12.1 Internal Appointments

12.1.1 The title of Distinguished Professor is reserved for individuals who
have exceeded all standards for Professor and have received
university-wide and/or frequent recognition for their exceptional
sustained achievement in teaching and nationally/internationally
recognized achievement in either scholarship/creative activity or
service.
12.1.2 Candidates must submit evidence of significant accomplishments
that have been achieved since the last promotion or range
adjustment, when documenting their consistently excellent
performance.
12.1.3 Unless exceptional circumstances apply, candidates for the title of
Distinguished Professor must have held the rank of Professor for
ten years.

12.2 External Appointments
Individuals who are not members of the University faculty may be
appointed to the University at the rank of Distinguished Professor provided
that they meet the criteria for Professor and Distinguished Professor as
indicated above.
12.3 Remuneration
Upon recommendation by the President to the Board of Trustees, the
Board will determine the appropriate salary adjustment upon conferral of
the title and may grant other privileges commensurate with the candidate’s
qualifications and professional needs.
12.4 Continuing Expectations
In addition to continuing to meet the expectations of faculty at the rank of
Professor, each recipient will be expected to engage actively in University
service that has significant impact (reviewed in consultation with the Dean
and/or Provost).

13.0 CRITERIA FOR RANGE ADJUSTMENT
In accordance with the Master Agreement, full-time tenured faculty and library
faculty members who meet or exceed the merit-based criteria established by the
University are eligible to be considered for and may apply for a range adjustment
within rank. As established by the University, the following criteria must be met:

13.1 The applicant is currently not eligible for promotion due to insufficient
progress in meeting the criteria required for promotion to the next rank.
13.2 Has not previously received a range adjustment within rank;

13.3 Presently exhibits, and has consistently demonstrated over the entire time
since their last promotion:

13.3.1 Fulfillment of all expectations for faculty and library faculty
responsibilities as specified in 2.0 of this Policy;
13.3.2 Exceptional teaching; and
13.3.3 Exceptional performance that is demonstrable of impact in either
scholarship/creative activity or service.

14.0 NON-SUBSTANTIVE CHANGES
In any year, non-substantive changes may be made to this document to reflect
clarifications and changes in semantics and nomenclature.