ELABORATION OF THE COASTAL ZONE MANAGEMENT PROGRAM STANDARDS FOR TENURE, PROMOTION AND REAPPOINTMENT

Preamble
The faculty of the Coastal Zone Management Program support the University standards as
well as those of the School of Natural Sciences and Mathematics. This document is intended
to further elucidate the areas of teaching, scholarship, and service from the perspective of
Coastal Zone Management. University, School, and Program standards will be employed in
our review and evaluation of full time, part time, and adjunct faculty for reappointment,
tenure and promotion.

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 supervision of graduate
theses and capstones, and preceptorial teaching as applicable, will be
evaluated in order to gain a clear understanding of each faculty
member’s performance.
6.1.2 The Coastal Zone Management Program (CZMT) encourages the
faculty to demonstrate teaching effectiveness by a variety of
methods. There are many ways of achieving excellence in teaching,
and each program and individual faculty member may have a unique
way of dealing with the challenges of teaching. In addition to
traditional classroom teaching, we recognize that CZMT faculty are
often involved in supervision of graduate student research,
independent studies and field and laboratory work, which may
present additional time constraints and challenges. To demonstrate
teaching effectiveness, we encourage the faculty to rely on several
indicators of successful teaching, including but not limited to the
ones listed in the following sections. In broad terms excellence in
teaching is characterizedby:

6.1.2.1 A thorough and current command of the subject matter,
teaching techniques, and methodologies of the disciplines
one teaches. CZMT faculty are expected to integrate the
multidisciplinary nature of coastal zone science and
management into their graduate-level program courses
and align with program-level student learning objectives.
Syllabi, teaching portfolios and other course materials may
be submitted as indicators, as well as peer evaluations of
teaching.

6.1.2.2 Same as School Standards
6.1.2.3. Same as School Standards
6.1.2.4 Same as University and School Standards
6.1.3 Same as School Standards
6.2 Scholarly and Creative Activity. Note: Instructors and Non-Tenure Track Teaching
Professionals are not required to engage in scholarly or creative activity.
6.2.1 The teacher-scholar model recognizes that a serious and continuing
commitment to engaging in the 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. Additionally, consideration
should be given to scholarship in areas different than the candidate's
specialty, if it contributes to the candidate's intellectual and scholastic
development and reputation, as it is consistent with Stockton's mission
as a liberal arts college. CZMT faculty are expected to develop
scholarship areas that enable graduate student research opportunities,
including seeking external grant funding. While all student research is
valued, sponsorship of projects that lead to student-led or co-authored
publications or conference oral and poster presentations should be
recognized.
6.2.2 Same as School and University Standards
6.2.3 Same as School and University standards
6.2.3.1 Same as School Standards
6.2.4 Same as School Standards
6.2 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 or
other agencies. CZMT faculty are expected to contribute to the successful
operations of the program, including activities such as reviewing
applications for admission and graduate assistantships, participating in
recruitment events, or serving on thesis and capstone project
committees.
6.3.2 Same as School and University Standards
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.
Expectations for quantity of service are reduced for full time Instructors
and Non-Tenure Track Teaching Professionals due to their increased
teaching loads. 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 ofthe 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. Although service
contributions are expected as part of faculty workload, the CZMT
program recognizes that some service obligations may be compensated.
Compensated work used to demonstrate service to the university and/or
community should also have clear goals and measurable impacts.
6.3.5 Same as School and University Standards