NURSING PROGRAM STANDARDS

Standards for Reappointment, Tenure, and Promotion for Faculty and Teaching Specialists
of the Graduate and Undergraduate Nursing Programs
Approved by Nursing Faculty, May 13, 2024
Approved by Associate Dean of Nursing, May 13, 2024
Approved by Dean of Health Sciences 5/15/2024

KEY:

Black font color =
University Standard

Red font color = SHS
Standards

Blue font color =
Nursing Program
Standards

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/clinicalspecialist 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 expectationsfor evaluation, reappointment,
and advancement only, the use of the term “faculty” applies to adjuncts, part-time, and nontenure-track professionals as well.

1.6 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 # 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.

1.7 This document provides all members of the Nursing Program Faculty, including tenure-track
faculty, non-tenure track faculty, and part time faculty clear guidelines for reappointment, tenure,
and promotion. These guidelines recognize the unique efforts of faculty in the Nursing Program,
which may distinguish them from faculty in other programs. Such distinctions include clinical
practice requirements for national certification and licensure and should be incorporated into the
faculty evaluation procedure. Nursing faculty acknowledge the role of faculty assessment in
teaching, scholarly activities, and service to the Program, the School of Health Sciences, the
University, the Community, and the discipline.

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
Program’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.

6.1.1.1 The education of professional nurses, both inside and outside the classroom,
clinical setting, or laboratory is the Program’s primary purpose. Therefore,
performance and effectiveness in teaching carries the greatest weight in the
evaluation of faculty. All aspects of teaching, including nursing theoretical
information, practice skills and techniques, grading and attendance policies, and
timely response to students will be evaluated to gain a clear understanding of each
faculty member’s effectiveness in the educator role. Preceptorial teaching/advising is
also a component of teaching evaluation.

6.2.1. In broad terms, excellence in teaching is characterized by:
6.2.1.1. A thorough and current command of the subject matter, teaching techniques, and methodologies of the disciplines one teaches.

6.2.1.1.1 A thorough and current command of the subject matter, teaching
techniques and methodologies of the discipline of nursing as defined by the New
Jersey Administrative Code Title 13, Chapter 37, New Jersey State Board of
Nursing (2024); The Essentials of Baccalaureate Education for Professional
Nursing Practice (2008); The Essentials of Master’s Education in Nursing
(2011); The Essentials of Doctoral Education for Advanced Nursing Practice
(2006); the American Association of Colleges of Nursing’s (AACN) Essentials:
Core Competencies for Professional Nursing Education (2023); Standards for
Quality Nurse Practitioner Education (6th edition) (2022) a report of the National
Task Force on Quality Nurse Practitioner Education; the ANA Nursing Scope
and Standards of Practice (4th edition) (2021); the ANA Code of Ethics for
Nurses with Interpretative Statements (2015), and The Roy Adaptation Model.
6.2.1.1.2 Excellence may be evidenced by national certification in the faculty
member’s area of teaching responsibility, a record of completion of required
continuing education requirements relative to one’s teaching responsibilities,
ongoing research that is related to teaching responsibilities, and other
scholarship that relates to faculty specialty expertise.

6.2.1.2 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.

6.2.1.2.1 Sound course design and delivery in all teaching assignments, whether
introductory, advanced or graduate offerings, clinical or classroom, is evidenced
by clear and measurable student learning outcomes, content reflecting current
and best available scholarship and teaching techniques aimed at successful
student learning. An important component of course design should be in
preparation for NCLEX-RN (prelicensure) and NP specialty licensure
examinations as well as safe clinical practice. Course design should provide
evidence of the linkage between student learning outcomes and evaluation
techniques.

6.2.1.3 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.

6.2.1.3.1 Materials submitted by faculty should provide evidence of the above
and should include all syllabi for courses taught. The Program Conceptual
Model (The Roy Adaptation Model) should be evident in every program
syllabus. Faculty are expected to consult with senior program members
regarding syllabi changes so that content remains congruent with the curriculum
plan. Faculty are expected to earn a majority of scores that are at least 3.5 (on a
5-point Likert) on the IDEA under the categories of “Teaching Methods and
Style, Excellent Teacher, Excellent Course.” Faculty are invited to submit all
documents that reflect their ability to organize course material and to
communicate it effectively.

6.1.2.4 Demonstration of respect for students as members of the academic community
through timely feedback and responses to student communications.

6.1.2.4.1 Nursing faculty will demonstrate this respect by holding office hours
per University policy. Faculty will provide feedback to students about
examination grades in a timely manner. Faculty will respond to student
electronic communications within 48 hours – unless there are extenuating
circumstances. Faculty will conduct preceptorial advising meetings to assist
students in course planning. Faculty are not required to return emails on
weekends, nights or holidays.
6.2.2 Where appropriate, additional measures of teaching excellence are:
6.2.2.1 Ability to use technology in teaching.
6.2.2.1.1 Nursing faculty members are expected to demonstrate computerassisted teaching in the classroom and, when appropriate, in clinical areas. The
delivery of online course materials is expected. Faculty will orient students to
the specific areas of technology to be utilized in a course when necessary.
6.2.2.2 The capacity to relate the subject matter to other fields of knowledge.
6.2.2.2.1 The development of interdisciplinary activities might include
interaction with physical therapy, occupational therapy, social work, psychology,
communications programs, and others to enhance the nursing science approach.
These activities need not be limited to health science disciplines, but also to the
liberal arts. For example, the integration of the freshmen reading is encouraged
in the prelicensure program.

6.2.2.3 Seeking opportunities outside the classroom to enhance student learning of the
subject matter
6.2.2.3.1 In nursing, opportunities outside the classroom might include clinical
and professional organizational activities. Nursing faculty can demonstrate such
opportunities by participation in the Nursing Club; the off-campus Influenza
Immunization Program; Sigma Theta Tau, Theta Sigma, the Stockton Chapter of
the International Honor Society for Nursing; or the Graduate Student Nursing
Academy. Exposure by faculty to the New Jersey State Student Nurses’
Association annual meeting would also enhance the professional development of
students. The development of clinical activities within the faculty member’s
clinical specialty and the communication of real-world clinical experiences by
faculty enhance student learning.
6.2.2.4 The ability to lead, promote, and/or participate in successful credit-bearing
experiences in community engagement, service-learning, facultysponsored/mentored research, and global education.
6.2.2.5 Ability to create an inclusive and respectful environment.
6.2.2.6 In the School of Health Sciencesand in the Nursing Program,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.

6.2.2.7 Measurement tools used to evaluate teaching effectiveness must include (but
are not limited to):
6.2.2.7.1 Results and reflection about student evaluation tool results, this may
include the IDEA or small class evaluation instrument. Evaluation
requirements should follow the current MOA requirements for student
evaluation of teaching and be based on the position/rank of the
individual faculty member.
6.2.2.7.2 Results and reflection on the currently used Preceptor Evaluation Form.
6.2.2.7.3 A teaching portfolio may include statement of educational philosophy;
samples of course syllabi; samples of course assignments, tests, class
activities, or assignments; 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.
6.2.2.7.4 Written reports generated through peer observation; the number of peer
observations of teaching should follow current MOA guidelines
appropriate to the specific faculty member’s position/rank.
6.2.2.7.5 Evidence of professional development activities related to excellence in
teaching and learning.
6.2.2.7.6 Additional assessment instruments or other methods to ascertain
students’ feedback regarding professor’s teaching pedagogy and
practices.
6.2.2.7.7 As stated, the above is not an exclusive list and the program will be open
to additional reasonable suggestions from the candidate regarding
methods of evaluation.

6.3 Scholarly and Creative Activity
6.3.1 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.

6.3.1.1 The Nursing faculty of Stockton University value the role of
scholarship in contributing to the body of knowledge to advance the art
and science of nursing. Nursing Program faculty recognize that the
teacher-scholar model is a serious and continuing commitment to
scholarship, enriches teaching, and is the foundation of sustained
excellence within the classroom. It is expected that tenure track faculty
will initiate a research agenda during the first year of employment and
establish and carry out that agenda in future years. The progression of
that agenda is critical to personnel decisions and should be clearly
documented in the faculty member’s yearly faculty plan progress
report.

6.3.2 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.

6.3.3 The School and the Nursing Program 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.
6.3.3.1 The School and the Nursing Program 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.
6.3.1.1 Sharing the results of scholarly work further contributes to scholarly
and creative activity. Expectations for tenure and promotion to
associate professor include at least two scholarly accomplishments, one
of which is a first author, peer reviewed publication by the time of
tenure review.

6.3.2 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:
6.3.2.1 The capacity to bring scholarly or creative projects to
completion.
6.3.2.2 A mix of scholarly activities appropriate to one’s
appointment e.g., in some cases scholarly activity will be
primary, in others creative activity.
6.3.2.3 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.
6.3.2.4 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
6.3.2.5 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.

6.3.2.6 The School understands excellence in a variety of scholarly
or creative activities to embody the following: Nursing
Program faculty acknowledge excellence can be exhibited in
a variety of scholarly, creative or nursing practice activities
that embody the following:
6.3.2.6.1 Books should be published by reputable
academic or trade presses and reviewed in
appropriate journals.
6.3.4.6.1.1 Books and book chapters should be
published by reputable academic or trade presses.
Reviews of books and book chapters should be
published in appropriate journals.
6.3.2.6.2 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.
6.3.4.6.2.1. Articles, essays, reviews, and other
forms of writing should be published in
appropriate scholarly/creative journals or venues,
whether print or electronic. 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.

6.3.2.6.3 Scholarly and creative activity that involves
students as co-presenters, co-participants, or coauthors.
6.2.4.6.3.1 Scholarly activity that involves
students or colleagues as co-presenters, coparticipants, or co-authors is encouraged.
Collaborative research with nursing and other
related majors is particularly valued.
6.3.2.6.4 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.

6.3.2.6.5 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).
6.3.2.6.6 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.
6.3.2.6.7 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.

6.3.4.6.7.1. Reviews, if submitted, should include
documentation from the journal to confirm
review.

6.3.2.6.8 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.
6.3.4.6.8.1. An example is the development of a
new community program or a new evidence-based
nursing intervention that provides improved
patient outcomes.

6.3.2.6.9 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.
6.3.4.6.9.1 Nursing is a discipline with strong
expectation of practice to maintain current
competency, as exemplified by professional
licensure, certifications, continuing education, and
practice hour requirements. Other examples of
professional nursing accomplishments as
prescribed by the Board of Nursing and the
certifying body for the specific nursing specialty
may also be required.

6.3.2.6.10 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.
6.3.2.6.11 Faculty and teaching specialists 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
10
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.

6.3.2.7 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.
6.3.4.7.1. The Nursing program does not require NTTP
faculty to engage in scholarship as part of their evaluation
process.

6.4 University and Community Service
6.4.1 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.
6.4.1.1. The nursing faculty role includes service to the Nursing Program, the
School of Health Sciences, the University, and to the community. This service
expectation “ will include positive collaboration with one’s colleagues in the
achievement of individual, Program, School, and University purposes “ (Stockton
University Faculty Evaluation Policy July 2023) and should contribute to the
achievement of the mission and goals of these entities. Faculty will participate in
governance and service activities including leadership roles within the program,
School of Health Sciences, University, and community. Those contributions will
require the capacity to work collaboratively.
6.4.2 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 servicelearning 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.
6.4.2.1 Participation in a leadership role within the university community and
active participation in university activities.
6.4.2.2 Participation in a leadership role within the School of Health Sciences and
through active participation in School activities.
6.4.2.3 Participation in a leadership role in Nursing Program governance through
chairmanship of a committee and active participation in program matters.
6.4.2.4 Nursing faculty may also contribute to service with broader arenas such as
state, regional, national and international nursing organizations. In addition,
nursing faculty may contribute to the University’s public mission through service
to community, region, state, or nation.

6.4.3 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.
6.4.3.1. Normally the Nursing Program expects probationary faculty to serve the
University and community in selected activities, while faculty who are tenured
and/or of senior tank would be expected to have more substantial records in this
area, as demonstrated by achievements in leadership on campus and to their
disciplines and professional organizations. This may include program
development, curriculum design, and program assessment.
6.4.4 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 notsufficient to meet
the minimum requirements. However, expectations for how it can be used to demonstrate
excellence may be conveyed in School and Program standards.
6.4.4.1. Evaluation of achievements in this area focuses on the significance of
participation, the impact of service, the scope of responsibilities, and the
effectiveness of participation. 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. In the nursing
program, 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.

6.4.5 Evidence of effectiveness in University or community service may include such
items as:
6.4.5.1 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.
6.4.5.2 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.

6.4.5.3 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.
6.4.5.3.1. Maintenance of licensure, certification, and continuing education is
considered demonstration of excellence in nursing. Documentation of
achievement of clinical practice hours and continuing education required to
maintain licensure and/or certification for Advance Practice Nurses, Nurse
Midwives, and Registered Nurses may be considered in lieu of general civic or
community activities for all nursing faculty and Teaching Specialists.
6.4.6 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 nonteaching 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,

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.