VISUAL ARTS Program Standards

5.1 VISUAL ARTS PROGRAM STANDARDS

5 .1.1 This section outlines Program standards for the evaluation of all visual arts
faculty.
5. 1.2 The Program expects all visual arts faculty to meet and continue to meet
these standards. For probationmy faculty the Program 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.
5.1.3 The Program 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 accomplislunent
over time will be evaluated positively, while recognizing that a candidate's
relative contributions to the campus community in terms of teaching,
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.
5.1.4 The faculty of the Visual Arts Program supports the Standards of the
College and School of Arts and Humanities and intend for the elements of this
document to further elucidate the areas of teaching, scholarship, and service from
the perspective of the Visual Arts Program. Candidates for reappointment,
reappointment with tenure, and promotion, need to refer to both the College and
the Visual Arts Program standards. 

6.00 ELABORATION OF PROGRAM STANDARDS FOR ARTY TEACHING
FACULTY

6.1 Teaching

6.1.1 Educating students, both inside and outside the studio, or classroom is the
Programs's primmy purpose. Therefore, performance in teaching carries
the greatest weight in the evaluation of ARTY 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 in the
particular track or discipline, teaching techniques and
methodologies of the disciplines one teaches.
6.1.2.2 Sound course design and delive1y in all teaching assignmentswhether program or General Studies, introductmy or advanced
offerings - as evident in clear Ieaming goals and expectations,
content reflecting the best available scholarship or artistic
practices, and teaching techniques aimed at student teaming and reflected in the production of excellent student art in exhibition or
portfolio as assessed by the Program Review Committee in
accordance with NASAD standards (see 6.2.4.6.8).
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.
6.1.3 Where appropriate, additional measures of teaching excellence are:
6.1.3.1 Ability to use technology in teaching.
6.1.3.2 The capacity to relate the subject matter to other fields of
knowledge.
6.1.3.3 Seeking opportunities outside the classroom to enhance student
learning of the subject matter. 

6.2 Scholarly and Creative Activity

6.2.1 The teacher-artist and 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 Visual Arts Program recognizes a wide variety of scholarly vehicles:
disciplinary or interdisciplinary research, pedagogical research, applied
research, integrative scholarship, artistic or creative activity, grant
acquisition. Scholarly or creative activities may take many forms and use
different vehicles to communicate with the broader artistic and/or
academic community such as; exhibitions (at selective, regionally,
nationally, and internationally recognized venues), publication of artwork
and design, production of multimedia presentations, atiicles, conference
presentations, and commissioned works. For graphic design and visual
communications this usually takes the form of sustained professional
practice based on competitive client commissions. Design competitions
and exhibitions a,{ recognized significance may also be included.
Evaluation is based on the number, stature and selectivity a,{ the venues.
6.2.3.1 The Visual Arts 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. 

6.2.4 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
qualified to make such judgments. These may include disciplinary
peers, professional organizations, ad hoc groups such as
evaluation, judging, or refereeing panels. The methods for peer
review are those outlined in the Procedure for Evaluation of
Faculty and Librmy Faculty, Section 6.2 External Reviewers and
Selection Process, with Related reJponsibilities if Candidate,
Program, School Dean, and Provost.
6.2.4.4 Documentation of the impact of one's work
• with students
• within the Fine Art, Visual Communications or scholarly
area
• · within Visual Arts higher education generally
• on documented standards of best practices in Visual Art
. 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 and fine art activity
involving the discovery of new knowledge or development of an
individual aesthetic, when one's work consists of pedagogical,
integrative or applied creative activity, such as sustained
competitive professional design practice, 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 and/or creative activity.
6.2.4.6 The Visual Arts Program 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 writings 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.
6.2.4.6.3 Scholarly and creative activity that involves students as
co-presenters, co-participants, or co-authors.
6.2.4.6.4 A presentation, exhibition, commission or competition
should be evaluated on the quality of its content and on the
prestige of the meeting, gallery, commission or competition
where it was delivered. Qualitative judgments are best
made when copies of the work are made available. National
and regional meetings, galleries, commissions and
competitions should rank higher than local ones in most
instances. Scholarly presentations should be ranked more
highly than non-scholarly ones. Competitive selections as
well as exhibitions, commissions, and presentations
receiving disciplinary acknowledgement for excellence
should be noted. In Art History a record of scholarship
based on presentations alone will not be evaluated as highly
as one including refereed publications.
6.2.4.6.5 Work in the arts may be evaluated by a number of
different measures: assessment of its quality by peers or
professional critics; the reputation of the gallery, museum,
or other artistic venue where it is shown or presented; the
respect afforded the organization for which it is performed
or under contract; or some other measure of its success or
impact (e.g. royalties, awards, or impact on public debate
· or on other artists).
6.2.4.6.6 Other forms of scholarly or creative activity that may
appear in emerging scholarly or artistic media may be
included as well, provided that comparable standards of
peer review can be applied to them.
6.2.4.6.7 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, For graphic design and
visual communications this usually takes the form of
sustained professional practice based on competitive client
commission. National and regional clients should rank
higher than local clients in most instances. Evaluation is
based on the number, stature and selectivity of the venues.
Competitive acknowledgement for excellence should be
noted.
6.2.4.6.1 0 Grants or monetary awards that are funded or reviewed
as fundable from governmental or non-governmental
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 their communities and beyond by defining or
resolving relevant social problems or issues, by facilitating
organizational development, by improving existing
practices or programs, and by emiching 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 College and Community Service

6.3.1 The faculty role includes contributions to the achievement of the College's
mission through effective participation in governance activities including
leadership roles at the program, School, or College-wide levels. Service to
the program involves teaching the courses required by the program and
participating in other program activities as needed such as attendance at
program meetings, exhibitions, presentations, field trips, contributions to
program and track development. Community service may take the form of
participation in or service to national, regional, or local-level organizations
in the field. These contributions may require the capacity to work
collaboratively with other members of the College community, including
activities related to alumni and the College Foundation.
6.3.2 Faculty may also contribute in broader arenas such as state or regional
organizations or disciplinary associations. In addition, faculty may
contribute to the College's public mission through service to our
community, region, and the State or the Nation.

6.3.3 Normally the College expects probationary faculty to serve the College 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 and 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 patiicipation. 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 College 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 College, or of a non-college
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 oftime, talent,
energy, and involvement beyond that which might be expected by
the usual citizen or member. 

 

9.00 Statutory Requirements for Tenure in Academic Rank

9.0.1 Tenure in academic rank in New Jersey public colleges and universities is
governed by statute. N.J.S.A. 18A:60-8 provides:
9.0.2 "Faculty members 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 or
article 2 of Chapter 6 of Title 18A of the New Jersey Statutes, after
employment in such college or such board of trustees for:
9.0.3 (I) 5 consecutive calendar years; or (2) 5 consecutive academic years,
together with employment at the beginning of the next academic year; or
the equivalent of more than.S academic years within a period of any 6
consecutive academic years."
9.1 Tenure by Exceptional Action
9.1.1 Notwithstanding the above, a Board of Trustees, upon the recommendation
of the President of the College, may, as an exceptional action and upon a
2/3 roll call vote, grant tenure to an individual faculty member after
employment in such college for two (2) consecutive academic
years.(N.J.S.A. 18A60:-9) 

 

9.2 College Perspectives on Tenure

9.2.1 Tenure, as established by New Jersey law, is viewed by the College 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
College to award tenure in the first place.

9.3 The following guidelines are used by the Visual Arts Program to consider
appointments that confer tenure:

9.3.1 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 program.
9.3.2 Tenure should be awarded after presentation of positive evidence of
excellence in the achievement of College School and program
standards.
9.3.2.1 Tenure should be based on evidence of commitment to
excellence in teaching involvement in program or collegewide service activities, and a record of active and ongoing
scholarship. Appropriate accomplishments might include
exhibition, juried exhibition till'ough a recognized gallery or
museum in one's field, and competitive commissioned
graphic print, illustration, multimedia and web design in the
commercial indushy. Scholarly articles, especially peerreviewed articles in scholarly periodicals or edited
volumes, studio workshops; or presentations at conferences
might be included. Evaluation is based on the number,
stature and selectivity of the venues.
9.3.3 Tenure should be awarded to those who can demonstrate the ability
to fulfill professional responsibilities; as members of the faculty
and the program; and not solely because negative evidence to the
contrary is not presented.
9.3.4 In granting tenure to individuals, the needs of the Program and the
proportion of presently-tenured faculty on the 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.
9.3.5 Normally, tenure will not be granted to a faculty member in the rank
of Instructor. 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.
9.3.6 The College reserves the right not to tenure a faculty member under
ce1tain circumstances, including:
( l) fiscal exigency as determined by the Board of Trustees
(2) the determination by the College that long term pattems 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.
(3) other institutional considerations as determined by the Board of
Trustees upon recommendation of the President. 

10.00 Expectations for rank

The general criteria for faculty expectations have been outlined above. In addition the
Program has specific expectations for each rank. The expectations for the next higher
rank are used to judge readiness for promotion to that higher rank. The expectations for
each specific rank are used to evaluate performance within that rank.

10.1 Instructors:
10.1.1 have a master's degree or equivalent from an accredited institution in a
field appropriate for the initial appointment. Faculty with Masters degrees
in fields in which the latter is the terminal degree would ordinarily be
appointed to a higher rank.
10.1.2 actively pursue an accredited terminal degree in an appropriate field.
10.1.3 provide evidence of scholarly or creative activity appropriate to one's
discipline and one's rank.
10.1.4 Instructors will receive a rank adjustment upon completion of the terminal
degree provided that the previous evaluation was satisfactory.
10.2 Assistant Professors:
10.2.1 have a terminal degree or its equivalent in a field appropriate to one's
appointment unless there are exceptional programmatic needs as
determined by the college.
10.2.2 demonstrate a record of continuous improvement in teaching toward
excellence in core teaching responsibilities, i.e. program and General
Studies teaching (unless appointed only to a graduate program). Such
excellence is demonstrated through attention to achieving student learning
outcomes in the courses one teaches and in the production of excellent
student art in exhibition or por(folio as assessed by the Program Review
Committee in Accordance with NASAD standards, as well as the effective
utilization of the most recent scholarship and pedagogical approaches
from their disciplines, through the integration of activities outside the
classroom into student learning, and through evidence of effective
preceptorial teaching.
10.2.3 demonstrate a growing record of scope and/or significance of scholarly and
creative activity beyond that presented to secure rank.
10.2.4 demonstrate the capacity to contribute effectively in the use of professional
skills in service to the College and/or to non-college environments.
10.3 Associate Pr9fessors:
10.3 .1 provide evidence of successful performance in terms of the expectations in
the Assistant Professor rank. 

10.3 .2 have achieved consistent excellence in teaching in all assigned teaching
responsibilities. Associate Professors should be capable of pedagogical
leadership, such as the ability to demonstrate new pedagogical innovations
to others within or outside their program.
10.3.3 have achieved a record of scholarly /creative activity that is recognized by
others within their discipline or chosen area of specialization. Normally,
this record will include the external validation and recognition of one or
more major works such as those outlined in 6.2.4.6 above, Such as a
record of active and ongoing scholarship, including exhibition, juried
exhibition through a recognized gallery or museum in one's field,
competitive commissioned graphic print, illustration, multimedia and web
design in the recognized commercial industry in one's field. Design
competitions and exhibitiohs of recognized significance; or scholarly
articles, especially peer-reviewed articles in scholarly periodicals or edited
volumes, studio workshops; or presentations at conferences, book reviews.
Evaluation is based on the number, stature and selectivity of the venues.
10.3.4 have played progressively important roles in support of program, School,
College or professional activities and have demonstrated a capacity for
leadership including the achievement of demonstrable outcomes .

10.4 Professors:

10.4.1 provide evidence of successful performance in terms of expectations for
Associate Professor.
10.4.2 have achieved a consistent record of excellence in meeting all teaching
assignments, in pedagogical leadership, and in activities that support the
achievement of teaching excellence throughout the College.
10.4.3 have achieved a scholarly/creative record of significance as demonstrated
by a consistent record of significant publications, presentations at national
or international conferences or creative activities such as exhibitions or
commissions of similar scope, and evidence of internal and external
recognition of the record as outstanding and significant. Examples include
a record of active and ongoing scholarship, including solo exhibition with
recognized galleries or museums in one's field, gallery representation,
competitive commissioned graphic print, illustration, multimedia and web
design in the recognized commercial industry in one's field; Design
competitions and exhibitions of recognized significance; or publication of
one or more books or their equivalent in scholarly articles, especially peerreviewed articles in scholarly periodicals or edited volumes, in addition to
professional presentations, book reviews. Evaluation is based on the
number, stature and selectivity of the venues.
10.4.4 play and continue to play a major role in significant College initiatives
and/or major public initiatives or by leadership in professional
organizations, and demonstrate that such leadership is recognized to be of
outstanding quality, effectiveness and scope.
12.00 Distinguished Professor
12.1 Normally, the title of Distinguished Professor may be awarded to those full
professors who have made outstanding, nationally or internationally recognized contributions to the College, to their field, or to the common
good, above and beyond the expectations of the rank of full professor.
Their overall record as full professors in teaching, in research or creative
activity, and in service must be excellent and they must be exemplars to
their colleagues within academe and the College. Beyond that record, the
title of Distinguished Professor may be conferred upon those who:
12.1.1 have set the highest standards of excellence in all facets of their
teaching and are able to demonstrate that they have had a positive
impact on College-wide teaching as well as on the national
discourse about teaching through their work as demonstrated to
their disciplinary peers, or
12.1.2 have set the highest standards of scholarship or artistic
achievements for their colleagues at the College, and have been
recognized nationally or internationally for the impact of their
scholarship or artistic achievement by their disciplinary peers or
others, or
12.1.3 have set the highest standards of service to the College, in civic
engagement, in community service, or in service to professional
organizations, and be recognized at the regional, state, national, or
international level for their sustained efforts over time that have
demonstrable lasting impact on those areas wherein the service,
based on their disciplinary background, was provided

12.1.2 Normally, candidates for the rank of distinguished professor must have
held the rank of Full Professor for seven years.