Master of Science in Occupational Therapy Program Reappointment, Tenure, & Promotion Standards and Procedures

Approved by Faculty [2/24/24]
Approved by Dean of Health Sciences 5/13/24

This policy covers all members of the MSOT faculty, including tenure- track faculty,
non-tenure track faculty, and part-time faculty

 

PREAMBLE
This policy specifies department considerations for faculty evaluation in the
Master of Science in Occupational Therapy (MSOT) program. This policy
has been developed to elaborate upon the unique efforts of faculty in the
MSOT program.
The MSOT program encourages the faculty to demonstrate
teaching effectiveness by a variety of methods. There are
multiple methods of attaining excellence in teaching. To
demonstrate teaching effectiveness, the OT program
encourages faculty to rely on several indicators of successful
and effective teaching.

6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING FACULTY

6.1 Teaching and 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.
In the MSOT program, a thorough and current
command of the subject matter, teaching techniques,
and methodologies of occupational therapy education
is demonstrated through a pattern of results in the
formalstudent evaluations of teaching reflecting
excellent student achievement of learning outcomes.
These outcomes are in line with both the instructor's
and the program's objectives for the course and in
courses across the candidate's areas of teaching
assignments.

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.
In the MSOT program, the evaluation of this standard
includes consistently developing and delivering course
materials that meet the standards set forth by the
Accreditation Council for Occupational Therapy
Education (ACOTE). All faculty members should use
current literature to support the course content.
Evidence of such will be obtained via the MSOT
program's course evaluation, administered at the end
of each semester as is required by the standards set
forth by the Accreditation Council for Occupational
Therapy Education (ACOTE). Faculty should receive
scores on this course evaluation form that are 3.0 or
higher. This form shall be administered in each class 
taught by the individual. In addition, each faculty
member should have at least 2 of the tenured
members of the program's faculty observe delivery of
course material and produce positive written reviews
of their teaching. If a review in the early years of the
reappointment process is not positive, the faculty
member should show improvement over time and that
adequate attempts at following the suggestions for
improving teaching suggested by the tenured faculty
member were made for all assigned teaching
responsibilities.
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.
In the MSOT program the faculty member should
demonstrate consistent organization, development
and delivery of course materials in a timely manner
that allows students to meet their learning goals.
Evidence ofsuch will be obtained via the MSOT
program's course evaluation administered at the end of each
semester as is required by the standards set forth by ACOTE.
Faculty should receive scores on the "teaching ability of the
faculty" sections of this course evaluation form that are above
average (3.0 on a 5-point Likert scale). In addition, all faculty
are expected to provide syllabi for each course taught which
includes expectations, grading and attendance policies.
6.1.2.4
Demonstration of respect for students as members of the
academic community through timely feedback and responses
to student communications.
For MSOT faculty, evidence will be demonstrated by MSOT
program's course evaluation administered at the end of each
semester as is required by the standards set forth by ACOTE
(faculty should receive scores that are above average (3.0 on a 5
point Likert scale), effective preceptorial teaching to assigned
MSOT students to include meeting formally with these students
once each semester and informally as requested by the student,
(evidence of such will be obtained via the faculty member's
timely and complete documentation of meetings with students
and active participation in faculty reviews of the students'
professional behavior plan), and provision of support and
guidance to students assigned as Graduate Assistants (evidence
will be obtained via the student evaluation of the GA experience
administered at the end of each academic semester). Evidence
for the Academic Fieldwork Coordinator (NTTP) may also include
class survey feedback of fieldwork orientation class, fieldwork
level 1 courses and student feedback from level 2 fieldwork. 

 

6.1.3 Where appropriate, additional measures of teaching excellence are:

6.1.3.1 Ability to use technology in teaching.
All MSOT faculty members should demonstrate computer skills
that incorporate the latest technology in accordance with the
content of their courses, for example, clinical documentation
software. Evidence of such can be provided via copies of
instructional tools (e.g., PowerPoint lectures), observations by
tenured faculty members of the individual delivering course
material using such technology, and students utilizing the
technologies in presentations for the courses.
6.1.3.2 The capacity to relate the subject matter to other fields of
knowledge.
MSOT faculty need to demonstrate development of
learning activities that reflect the best practice in 
occupational therapy in clinical settings. Such examples
may include utilizing the proximity ofthe physical therapy,
nursing, and communication disorders programs, by
developing activities that are interprofessional in nature,
and incorporating evidence-based practice into course
learning activities (as is mandated by ACOTE). Evidence of
such can be provided via copies of syllabi and lab guides
demonstrating the use of such activities.
6.1.3.3 Seeking opportunities outside the classroom to enhance
student learning of the subject matter.
MSOT faculty should seek opportunities outside of the
classroom to enhance student learning. Such activities can
include, but is not limited to, seeking out guest speakers, field
trips, access to clients either in-person or virtually,
participation in IPE events, online events through professional
organizations such as NJOTA or AOTA, community-based
programs such as Special Olympics & FACES 4 Autism events. 
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.
MSOT faculty should demonstrate the ability to lead, promote,
and/or participate in successful credit-bearing or non-credit
bearing experiences in community engagement, servicelearning,faculty-sponsored/mentored research, and global
education. Such activities can include but are not limited to,
student mentored research with faculty member, participation
in MSOT program international programs, faculty-led classroom
international experiences, interprofessional international
experiences (i.e., AFRI-VIPE), and AOTA sponsored experiences.
6.1.3.5 Ability to create an inclusive and respectful environment.
MSOT faculty should create an inclusive and respectful
environment. Evidence of such can be provided via copies of
course activities, assignments, or materials that reflect inclusive
classroom strategies or demonstrated and documented through
faculty observation of teaching.
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.
In the MSOT program, NTTP faculty will be evaluated by the successful coordination and completion of alternative assignments

 

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 MSOT 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.

6.2.3.1 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.
The MSOT program expects that candidates for tenure and
promotion initiate a research agenda during the first year of
service and further establish that agenda in subsequent years.
Decisions about reappointment, tenure, and promotion will
be made based on the candidate's documentation of the
progression of that agenda. Evidence of such progression
should be included in the candidate's yearly Faculty
Professional Development Plan as required by ACOTE.

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.
For MSOT tenure-track faculty, excellence in scholarship can be
demonstrated in numerous ways but a minimum of one peerreviewed publication (e.g., article, book chapter, book) with candidate as first author or second author is required.
Additionally, two peer-reviewed national or international
presentations as first author is required for tenure. Significant
state or federal grants may also be considered as evidence of
scholarship in lieu of another publication/presentation. Evidence
of such progression/achievement should be included in the
candidate's yearly Faculty Professional Development Plan as
required by ACOTE. A copy should also be included in the
candidate's official evaluation file.
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.
For MSOT tenure-track faculty, evidence of such can be
provided in many ways in the self-evaluation file and can
include, but is not limited to, the candidate including this
information in their yearly Faculty Professional Development
Plan, as required by ACOTE, as well as samples of completed
and/or published works.
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.
In the MSOT program, evidence of such can be provided in many
ways in the self-evaluation file and can include, but is not
limited to, the candidate providing journal/conference
presentation review guidelines, letters of acceptance from
journals and conference providers, copies of publications, and
conference proceedings.

 

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
For MSOT tenure track faculty, evidence of such can be provided in
many ways in the self-evaluation file and can include, but is not
limited to, the candidate including this information in their yearly
Faculty Professional Development Plan, as required by ACOTE and
via the self-evaluation file.
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.
The MSOT program recognizes that there are alternative forms of
scholarship that do not fall under the traditional forms of
scholarship. Presentation before
disciplinary/interdisciplinary peers and colleagues are
also expectations of MSOT faculty members as alternate
forms ofscholarship. Evidence can be provided in a variety of ways
and will be outlined in subsequent standards below.
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.
In the MSOT program, evidence of such can include,
but is not limited to, providing the book, book review
guidelines and letters of acceptance from publishers.

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.
In the MSOT program, evidence of such can include,
but is not limited to, copies of the published article,
the journal review guidelines, and letters of
acceptance from journal publishers.
6.2.4.6.3 Scholarly and creative activity that involves
students as co-presenters, co-participants, or coauthors.
In the MSOT program, mentoring/supervising research

with students who are the lead investigators can also
be considered under the teaching standards. Evidence
of such can include, but is not limited to, copies of
journal articles, presentations, or conference, or
conference guide where the presentation is listed.
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.
In the MSOT program, evidence of such can include,
but is not limited to copies of the presentations,
journal/conference presentation review guidelines
and letters of acceptance from journals and
conference providers.
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).
This standard does not apply to MSOT faculty.
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.
The MSOT program recognizes that other forms of
scholarly or creative activity that may appear in
emerging scholarly or artistic media (e.g., online blogs,
YouTube videos/channel) 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.
The MSOT program accepts reviews from appropriate
journals as evidence of the worth of the scholarly
work. In such cases, the professional credentials of the
reviewer, the reputation of the journal or publication,
and the journal impact factor should be considered as
further support of the significance of the scholarly
work.
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.
The MSOT program encourages faculty members to
undertake professional activities as a practitioner or
consultant. It recognizes such activities 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 (e.g., development of a new community
program). Evidence of such can include, but is not
limited to, letters from individuals who can attest to
the significance of such programs in advancing the
knowledge of the profession.
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.
The MSOT program encourages all faculty members to
maintain their current competency in the field of
occupational therapy to enhance their teaching,
service and scholarship. Clinical practice may lead to

scholarly achievements by providing subject matter
for research or by supporting the development of
community programs that can also be the subject of
refereed scholarship. Practice may also lead to the
faculty member’s obtaining/maintaining specialty and
board certifications through professional
organizations; such certifications typically require
scholarly achievements as a prerequisite; this should
be documented, as should all activities submitted as
scholarship under this heading.
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.
Faculty in the MSOT program are encouraged to
apply for external grants or monetary awards that
are funded or reviewed as fundable from
governmental or non- governmental organizations.
Such grants are considered examples of scholarship if
those grants and awards are subject to external peer
review. Evidence of such can include, but is not
limited to, copies of letters of award or
documentation of an application that is reviewed as
fundable but not awarded from the awarding
organization.
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.
Faculty in the MSOT program may engage in
community outreach by defining or resolving relevant
social problems or issues (e.g., participate in lobbying
for healthcare reform), by facilitating organizational
development, by improving existing practices or
programs, and by enriching the cultural life of the
community. In doing so, faculty are expected to
produce publications or presentations in appropriate
professional venues (e.g., OT Practice, NJOTA
meetings) to disseminate the knowledge gained and
to share its significance with those who do not benefit
from the project. Evidence of such can include, but is
not limited to, copies of the presentation, copies of
the article, or letters from individuals who can attest
to the significance of such programs.
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.
In the MSOT program, NTTP faculty are not required to
complete scholarly work, however the program recognizes
scholarly work 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.
All MSOT faculty members should contribute to the achievement of the
University’s mission through effective participation in governance
activities, including leadership roles at the Program, School, or Universitywide levels. Such activities can include, but are not limited to, participation in
Faculty Senate committees, the Institutional Review Board, and faculty and Dean
search committees. Evidence of such can include, but is not limited to, letters
from other committee members stating the significance and scope of the
individual’s participation in the committee or examples of products developed
because of participation in the committee (e.g., written
recommendations/reports submitted to the Faculty Senate).
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.
All MSOT faculty may also contribute to broader arenas by contributing
to the occupational therapy profession and healthcare arena by
participation in community, regional, state, and national organizations.
Such organizations can include but is not limited to, the American
Occupational Therapy Association and the New Jersey Occupational
Therapy Association as well as participation in the leadership or special
interest committees in such organizations. Such participation is
recommended since it reflects professional behaviors that we would want
students to emulate. Evidence of such can include, but is not limited to,
letters from other members who can evaluate and document the specific
scope and significance of the individual’s participation in the group.
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.
All faculty members in the MSOT program are expected to participate in
program special interest activities which include, but are not limited to,
participating in open house events, active participation in the
development of the ACOTE interim and reaccreditation reports and timely
submission of all assigned responsibilities with this, yearly active
participation in the admission process for applicants to the MSOT program,
development of in-services and training sessions, as needed, to enhance
student learning, participation in yearly graduation activities, participation
in monthly faculty meetings and full day retreats, active participation in
program evaluation and timely submission of materials related to this,
active participation in the accreditation process, mentoring of graduate
assistants, as well as other activities identified by the program director.
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.
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 MSOT program, School Health
Sciences and the University. 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 not
sufficientto meetthe minimum requirements in the MSOT program.
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.
In the MSOT program, this may include contributions to the
continuing education of professionals within health care or
education, and in particular, the field of occupational therapy.
Evidence of such can include, but is not limited to, letters from
individuals who can attest to the scope and significance of the
individual’s contributions in this area as well as copies of the
presentation used in the education sessions.
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.
For MSOT faculty, this standard includes contributions to
professional organizations in the capacity of an Officers position
or significant service on a professional board (e.g., AOTA NJOTA).
Evidence of such can include, but is not limited to, letters from
individuals who can evaluate and document the specific scope
and significance of the individual’s contribution in this area.
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

For MSOT faculty, evidence of such can include, but is not
limited to, letters from individuals who can attest to the scope
and significance of the individual’s contribution in this area.
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.
The MSOT Program expects that NTTP faculty will be
predominately involved in service to their program, however
the program recognizes that service outside of the program can
contribute to the faculty member’s overall performance. The
evidence of such can include, but is not limited to, evidence of
work through work samples or letters from individuals who can
attest to the scope and significance of the individual’s
contribution in this area.

 

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.
In the MSOT program, NTTP faculty will demonstrate active
participation and/or have a leadership role in professional organizations
such as NJOTA or AOTA.
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.