Faculty Evaluation Policy

Faculty Evaluation Policy

This policy covers all members of the faculty, including tenure-track faculty, non-tenure
track faculty, part-time faculty, and librarians with faculty status. As of January 2022 -
Items germane to tenure-track faculty in the Ed.D. in Organizational Leadership program
are noted in italicized and highlighted blue lettering.

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 so 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 tenure and promotions or
move from part-time, temporary, or grant-funded employment to a tenuretrack 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. Also, 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 its 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.

2.0 STATEMENT OF FACULTY AND LIBRARY FACULTYRESPONSIBILITIES

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

2.2 Statement of Library Faculty Responsibilities:

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

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

 

2.3 Library Faculty With Teaching Responsibilities: When librarians assume
classroom teaching responsibilities, the standards in sections 2.1.2 through
2.1.4 will apply, and classroom teaching will be evaluated under 6.00
(Elaboration of University Standards for Teaching Faculty). When librarians
assume responsibilities of preceptors, the standard set in 2.1.5 will apply.

 

3.0 OTHER RESPONSIBILITIES OF FACULTY AND LIBRARY FACULTY

There are other responsibilities and expectations of faculty that derive from their
employment by the State and the University. These include:

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

4.0 EVALUATION OF FACULTY

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

5.0 UNIVERSITY STANDARDS FOR FACULTY EVALUATION
The University expects faculty to excel in a variety of ways and to balance teaching,
scholarship/creative activity, and service effectively. Sustained excellence in teaching
is a necessary but not in itself a sufficient condition for tenure or promotion to higher
rank. Except in unusual circumstances, scholarship leading to peer- reviewed
publication and/or peer-reviewed creative activity is also a requirement for tenure and
promotion to higher rank. Any exception to the expectation will be documented in
writing. Faculty are also expected to contribute to University, community, and/or
professional life through service activities.

5.1 Specifically, the University recognizes that it is sometimes advisable to
appoint, as tenure-track faculty, individuals who have excellent credentials as
practitioners or clinicians in an applied field but have not previously had need
to develop a scholarly program. Typically, these individuals will have
terminal degrees that are not research-based degrees. Such individuals should
be identified early in their time at the University. They may be considered for
tenure without concurrent promotion to Assistant Professor or Associate
Professor, provided that they have demonstrated a particularly high level of
excellence in teaching and service and that they are deemed likely to meet the
standards for promotion in the area of scholarship/creative activity in the near
future.

5.2 University Standards

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

6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING FACULTY

6.1 Teaching
6.1.1 Educating students, both inside and outside the classroom, studio,
or laboratory is the University’s primary purpose. Therefore,
performance in teaching carries the greatest weight in the evaluation
of faculty. All aspects of teaching, including preceptorial teaching,
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. Faculty should demonstrate
proficiency in integrating core Organizational
Leadership competencies into their teaching.

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 Excellence in teaching also entails respect for students
as members of the Stockton academic community, the
effective response to student questions, and the
timely evaluation of and feedback to students. Faculty
should use both formative and summative methods to
provide timely feedback to students. 

6.1.3 Where appropriate, additional measures of teaching excellence are:

6.1.3.1 Ability to use technology in teaching. Faculty will
demonstrate competence in the use of computerassisted teaching in the classroom and electronic
means of communication with students, including
delivery of any designated on-line course components.
6.1.3.2 The capacity to relate the subject matter to other fields
of knowledge. The Ed.D. in Organizational
Leadership program is designed to be relevant,
practical, flexible, and process-driven. Leadership
development is viewed as an integrated and sustained
process, not as an event, or series of disconnected
events. The leadership concepts and
understandings embedded in the program are
designed to be relevant and will be connected to and
applied within the leader's real world and work
environment.
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 international
education and global engagement.

6.2 Scholarly and Creative Activity

6.2.1 The teacher-scholar model recognizes that a serious and continuing
commitment to scholarship or creative activity 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 applicant’s probationary period. Activity
in support of a post-tenure promotion or range adjustment is that work
completed since the most recent promotion or range adjustment.
6.2.3 The University recognizes a wide variety of scholarly vehicles:
disciplinary or interdisciplinary research, pedagogical research, applied
research, integrative scholarship, artistic or creative activity, and grant
acquisition. Scholarly or creative activities may take many forms and
use different vehicles to communicate with the broader academic
community. 

6.2.3.1 The University recognizes that the time and effort required to
complete scholarly or artistic projects may vary markedly
among disciplines and sub-disciplines. Such variance is
addressed in approved School and Program standards. In
Organizational Leadership, great value is placed on
innovative, applied, and interdisciplinary scholarship.
Faculty members are expected to develop and maintain a
program of research that demonstrates their capacity to
bring scholarly projects to fruition. Scholarship may take
a variety of forms and can include published scholarly
articles, books, book chapters, conference proceedings,
and successful peer-revised external grant applications.

6.2.4 It is always the case that the burden is 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
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qualified to make such judgments. These may include
disciplinary peers, professional organizations, ad hoc groups,
such as evaluation, judging, or refereeing panels.

6.2.4.4 Documentation of the impact of one’s work
• with students
• within the scholarly area
• within higher education generally
• on documented standards of best practices in pedagogy
• in the application of one’s work
• as evident in citations of one’s work
• on public policy or institutions
• in the artistic/cultural realm
• or in educational settings
6.2.4.5 Just as in the case of traditional scholarship involving the
discovery of new knowledge, when one’s work consists of
pedagogical, integrative, or applied scholarship, its significance
may be documented by demonstration of clear goals, adequate
preparation, appropriate methods, significant results, effective
presentation, and reflective critique. Presentation before peers
and colleagues and advancing the discipline are also
expectations of alternate forms of scholarship.

6.2.4.6 The University understands excellence in a variety of
scholarly or creative activities to embody the following:

6.2.4.6.1 Books should be published by reputable academic or
trade presses and reviewed in appropriate journals.
6.2.4.6.2 Articles, essays, and creative writing should be
published in appropriate scholarly journals, 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 reputation and
whether or not the journal or proceedings are peer
reviewed. Scholarly articles are those published in
peer-reviewed print or on-line journals. Both
disciplinary and interdisciplinary scholarship is
valued. Therefore, research published in scholarly
journals outside of the field of leadership is of equal
value to research published within the field of
leadership

6.2.4.6.3 Scholarly and creative activity that involves students
as co-presenters, co-participants, or co-authors. The
Organizational Leadership program encourages
scholarly activity that involves collaboration with
students.
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 nonscholarly 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. Faculty members are encouraged to
present at peer-reviewed national and international
meetings.
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).

6.2.4.6.5 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 Reviews (if submitted as documentation) from
appropriate journals may be included. Where reviews
are included in a file as evidence of the worth of
scholarly or artistic work, attention should be given to
the professional credentials of the reviewer and the
reputation of the journal or publication.

6.2.4.6.8 Professional activities undertaken as a practitioner or
consultant are considered scholarly activity when they
go beyond the routine application of knowledge to the
creation of new knowledge and the development of
new standards for practice. Such qualities distinguish
between scholarship and professional service. Those
making the judgments regarding the standards for
applied research necessarily involve more than clients
and include academic peers familiar with the area of
practice under consideration.
6.2.4.6.9 In those disciplines with strong expectations of
practice to maintain current competency, appropriate
standards for determining the significance of this work
will be developed at the Program level and approved
through the standard procedure.
6.2.4.6.10 Grants or monetary awards that are funded or
reviewed as fundable from governmental or nongovernmental organizations are considered examples
of scholarship if those grants and awards are subject to
external peer review.
6.2.4.6.11 Faculty engaged in community outreach can make a
difference in the communities and beyond by defining
or resolving relevant social problems or issues, by
facilitating organizational development, by improving
existing practices or programs, and by enriching the
cultural life of the community. Scholarship may take
the form of widely disseminating the knowledge
gained in community- based projects in appropriate
professional venues in order to share its significance
with those who do not benefit directly from the
project.

6.3 University and Community Service

6.3.1 The faculty role includes contributions to the achievement of the
University’s mission through effective participation in governance
activities, including leadership roles at the Program, School, or
University-wide levels. These contributions may require the capacity to
work collaboratively with other members of the University community,
including activities related to alumni and the University Foundation. In
Organizational Leadership we will evaluate the overall performance

and impact of activities that enhance the liberal arts mission of the
university, particularly activities that have an impact beyond the
Organizational Leadership Program. Such activities may include 1)
new course offerings in the General Education; 2) presentations or
participation in panel discussions on campus; 3) contributing to events
or programs that are open to, and benefit, the university community as
a whole; 4) service on formal committees or task forces that support
the mission of the institution or are critical to its governance; and 5)
collaborating and cooperating with other university programs, centers,
or organizations to promote the curricular and co-curricular mission
of the institution.
6.3.2 Faculty may also contribute in broader arenas such as State or regional
organizations and disciplinary associations or their activities. In
addition, faculty may contribute to the University’s public mission
through service to our community, region, state or nation. The
Organizational Leadership Program values the participation of faculty
in events/activities/organizations that serve or impact the southern New
Jersey region, the state of New Jersey, and the nation. Community
service activities may include presentations to the public, building or
contributing to programs or events that benefit the broader community,
participation in public deliberation, and service or membership in
community organizations.

6.3.3 Normally the University expects probationary faculty to serve the
University and community in selected activities, while faculty who are
tenured and/or of senior rank would be expected to have more
substantial records in this area, as demonstrated by achievements in
leadership on campus, to their disciplines, and 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, 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.
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.

7.0 ELABORATION OF UNIVERSITY STANDARDS FOR LIBRARY FACULTY

7.1 Librarianship

7.1.1 Performance in the delivery of library service carries the greatest
weight in the evaluation of library faculty. All aspects of library service
in the library faculty member’s assignment of responsibilities will be
evaluated in order to gain a clear understanding of each library faculty
member’s performance. Contribution to scholarship and the profession
of librarianship will also be evaluated.

7.1.2 In broad terms excellence in librarianship is characterized by:

7.1.2.1 A thorough and current command of librarianship and best
practices in library service.
7.1.2.2 Promotion of student learning through the appropriate
collection and classification of materials, through appropriate
reference or consultation, and through design of effective
delivery systems to make the University a learning resource- rich
environment.
7.1.2.3 Sound design and application of assessment in one’s area
of librarianship.
7.1.2.4 Ability to use technology appropriately in the provision of
information and library services.
7.1.2.5 Contributions to the advancement of the profession
through such activities as participation in professional
organizations, presentation of papers, and scholarly publication.
7.1.2.6 Excellence in librarianship entails respect for students as
members of the Stockton academic community and the effective
response to student questions, and may also entail seeking
opportunities outside the Library to enhance student learning.

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

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

8.1 A School is a unit of the University headed by an academic Dean or other
academic officer with line responsibility over faculty. For purposes of this
definition, the Library shall be considered a School. Any new School created
by the University that meets this definition shall automatically be covered.
8.2 A Program is an academic unit of the University with its own academic degree
(major) at the graduate or undergraduate level. Those academic units with
only minors or certificates are not considered Programs for personnel
evaluation purposes, with the exception of those minors to which full-time or
part-time faculty lines have been assigned.

9.0 STATUTORY REQUIREMENTS FOR TENURE IN ACADEMIC RANK

9.1 Tenure in academic rank in New Jersey public colleges and universities is
governed by statute N.J.S.A. 18A:60-8, which was changed effective
September 1, 2014, and provides:

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

9.2 Tenure for Previously-Employed Faculty Members
In the case of a faculty or library faculty member who was employed at a State
college prior to the effective date of September 1, 2014, tenure shall be granted
in accordance with the provisions in effect prior to that date.

9.3 Tenure by Exceptional Action
Notwithstanding the above, a Board of Trustees, upon the recommendation of
the President of the University, may, as an exceptional action and upon a 2/3
roll call vote, grant tenure to an individual faculty member after employment
in such State college for two (2) consecutive academic years. (N.J.S.A.
18A:60-9)

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

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

9.5.1 Tenure should be awarded only to individuals whose performance
during their probationary period gives clear evidence of the ability and
willingness to make a significant and continuing contribution to the
growth and development of the institution.
9.5.2 Tenure should be awarded after presentation of positive evidence of
excellence in the achievement of University, School, and Program
standards.
9.5.3 Tenure should be awarded to those who can demonstrate the ability to
fulfill professional responsibilities, as members of the faculty and
employees of the University, and not solely because negative evidence
to the contrary is not presented.

9.5.4 In granting tenure to individuals, the needs of the University and the
proportion of presently-tenured faculty on both the University-wide and
Program-wide basis should be considered. No tenure quota is imposed.
However: existing minimum qualifications for appointment or
promotion to certain ranks constitute necessary, but not sufficient,
justification for awarding tenure.
9.5.5 Assistant Professors normally receive promotion to the rank of
Associate Professor concurrent with their reappointment with tenure,
unless there are unusual circumstances in the individual
tenure/promotion situation. Such unusual circumstances would include
those noted in 5.1 above.
9.5.6 The University reserves the right not to tenure a faculty member under
certain circumstances, including:

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

10.0 EXPECTATIONS FOR RANK
The general criteria for faculty expectations have been outlined above. In addition, the
University has specific expectations for each rank. The expectations for each specific
rank are used to evaluate performance within that rank and when judging readiness
for promotion to the next higher rank.

10.1 Instructors:

10.1.1 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:

10.1.1.1 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), professional activity, and service
as specified in their contracts.
10.1.1.2. Those hired as Instructors because they do not yet hold the
terminal degree in their field. These individuals are expected
to:

10.1.1.2.1 actively pursue an accredited terminal degree, and
10.1.1.2.2 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.
10.1.1.2.3 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.

10.2 Assistant Professors:

10.2.1have a terminal degree or its equivalent from an accredited institution
in a field appropriate for the appointment, and
10.2.2demonstrate a record of continuous improvement in teaching (in both
Program and General Studies courses) toward excellence, a growing
record of scope and/or significance of scholarly and creative activity
beyond that presented to secure rank, and the capacity to contribute
effectively in the use of professional skills in service to the University,
discipline, and community.

10.3 Associate Professors:

10.3.1must 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;

10.3.2demonstrate a record of scholarly/creative activity that is recognized by
others within their discipline or area of specialization; and
10.3.3document progressively important service roles and demonstrate a
capacity for leadership.

10.4 Professors:

10.4.1must 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;
10.4.2must achieve and continue to demonstrate a record of scholarly/creative
activities that are nationally and/or internationally recognized as
outstanding and significant; and
10.4.3must be stewards of service; they must play and continue to play a
major role in significant University initiatives, major public initiatives,
or hold key positions in their professional organizations. Professors
must demonstrate that their service is recognized as outstanding in
quality, effectiveness, and scope.

11.0 EXPECTATIONS FOR RANK: LIBRARY FACULTY

11.1 Instructors (Librarian III):

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

11.2 Assistant Professors (Librarian II):

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

11.3 Associate Professors (Librarian I):

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

11.4 Professors (Assistant Director):

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

 

12.0 DISTINGUISHED PROFESSOR

12.1 Internal Appointments

12.1.1The title of Distinguished Professor is reserved for those individuals
who have exceeded all standards for Professor and have received
recognition for their exceptional achievement in teaching and widely
recognized achievement in either scholarship/creative activity or
service.
12.1.2Unless exceptional circumstances apply, candidates for the title of
Distinguished Professor must have held the rank of Professor for ten
years.

12.2 External Appointments
Individuals who are not members of the University faculty may be appointed
to the University at the rank of Distinguished Professor provided that they
meet the criteria for Professor and Distinguished Professor as indicated above.

12.3 Remuneration
Upon recommendation by the President to the Board of Trustees, the Board
will determine the appropriate salary adjustment upon conferral of the title and
may grant other privileges commensurate with the candidate’s qualifications
and professional needs.

12.4 Continuing Expectations
In addition to continuing to meet the expectations of faculty at the rank of
Professor, each recipient will be expected to engage actively in University
service that has significant impact (reviewed in consultation with the Dean
and/or Provost)