SCHOOL STANDARDS SCHOOL OF HEALTH SCIENCES

Note: The School Standards for Health Sciences were drafted and approved at a time when
the unit was known as “Professional Studies.” The Standards have been re- endorsed by the
Health Sciences Faculty. The following text has been revised only to the extent necessary to
acknowledge the new name; there have been no substantive changes.

Approved by Faculty: 12/8/23
Approved by Dean of Health Sciences: Brent L. Arnold

This policy covers all members of the Health Sciences School faculty, including tenure- track
faculty, non-tenure track faculty, and part-time faculty.

PREAMBLE

This policy specifies school-wide considerations for faculty evaluation in the School
of Health Sciences (HLTH). This policy has been developed to elaborate upon the
unique efforts of faculty in the School of Health Sciences which may distinguish
them from faculty in other college schools. Such distinctions should be
incorporated into the faculty evaluation procedure.
The University-wide Faculty Evaluation (Policy # II-10.5) shall serve as the
standard for faculty evaluation.
The School of Health Sciences (HLTH) encourages the faculty to
demonstrate teaching effectiveness by a variety of methods. There are
multiple methods of attaining excellence in teaching. Each program as
well as each individual faculty member is guided by a unique
pedagogical philosophy. In addition to traditional classroom instruction,
HLTH faculty are often engaged in independent studies, support of
student research and clinical supervision of students. To demonstrate
teaching effectiveness, the HLTH school encourages faculty to rely on
several indicators of successful and effective teaching.

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.
6.1.3.6 In the School of Health Sciences, NTTP faculty assigned
alternate assignments related to instructional delivery (e.g.,
organization of patient simulations, maintenance of education
laboratories, internship coordination, etc.) will have those
activities recognized as contributing to excellence in teaching. 

 

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 School 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 School 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 School 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.
6.2.4.7 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,
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 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. 

 

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
thatevaluations 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.