ELABORATION OF THE MATHMATICS PROGRAM STANDARDS FOR TEACHING FACULTY

Preamble

The faculty of the Mathematics Program endorses the University standards as well as those of
the School of Natural Sciences and Mathematics. Both sets of standards were used as the basis of
these Program standards for the Mathematics faculty. University, School, and Program standards
will be employed in our review and evaluation of full time faculty for the purpose of awarding
tenure and promotion. In addition, these Program standards can be used in full or in part to
provide insight into the effective teaching and service of faculty in Instructor and other NTTP
positions, as well as the effective teaching of part time and adjunct faculty. These Program
standards are not intended to replace the standards provide by the University or School of
NAMS, but to further elucidate the areas of teaching, scholarship, and service as they apply to
the Mathematics program. Wording that applies specifically to the Mathematics program is
italicized in this document. In addition, specific examples provided in this document are not
intended to be exhaustive but are intended to help a candidate build a framework of opportunities
to contribute to successful teaching, research and service.

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. Same as University standards.
Excellence in teaching is our highest priority in the Mathematics program, and effective
teaching in mathematics is both performative and tutorial. Vibrant teaching relies on a
strong classroom persona. However, to be effective, there is a greater burden on an
instructor of Mathematics to foster understanding. Therefore, teaching done in small
groups and with individuals in office hours provides further evidence of effective
teaching.
The Mathematics Program encourages faculty to demonstrate teaching effectiveness
based on their own unique pedagogical philosophy and as guided in this document. The
Mathematics program recognizes that teaching styles differs from instructor to instructor
and that successful teaching takes many forms. Therefore, in fulfillment of these
standards, each faculty member should clearly describe their own personal teaching
philosophy and should provide concrete evidence of fulfilling that philosophy in mode of
instruction, instructional resources, and assessment.
6.1.2 The Mathematics Program in the School of Natural Sciences and Mathematics
(NAMS) encourages the faculty to demonstrate teaching effectiveness by a variety of
methods. Individual faculty members may have a unique way of dealing with the
challenges of teaching. In addition to traditional classroom teaching, we recognize that 
faculty are often involved in independent studies and supervising student research 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 characterized by:
6.1.2.1 A thorough and current command of the subject matter, teaching
techniques and methodologies of the disciplines one teaches. Syllabi, teaching
portfolios, and other course materials may be submitted as indicators, as well as
peer evaluations of teaching.
The Mathematics program values pedagogical research and activities that
strengthen faculty teaching. Continuing professional development into current
educational trends can also serve as an indicator of this charge.
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, and teaching techniques aimed at student learning. (See School
standards for examples of indicators of successfully meeting this standard.) Sound
course design and delivery may further include a variety of University, Program
and faculty designed assessment methods and the revision of course design based
on data gathered from those assessments. The Mathematics program values
reflective teaching that dynamically addresses changes in educational culture and
student learning styles.
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. Course organization may also be
evidenced by effective online resources including Blackboard and regular
communications with students via email. (See School standards for additional
indicators.)
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.
6.1.2.5 Challenge and motivate students in a variety of ways; for example
assigning interesting projects (individual and/or group) using real life data, using
concepts related to their majors whenever possible and student presentations thus
bringing enthusiasm and excitement to the learning process.
6.1.2.6. Develop and show evidence of a variety of teaching methods, to be able
to address the diverse learning styles of students. This can be achieved in many
ways including, but not limited to, giving students thorough syllabi, worksheets in 
class, hands on individual or group projects, computer-based assignment and oral
presentations. The program can measure and assess these by documented written
materials from faculty, official student evaluation comments, informal student
correspondences (past and present), classroom observation etc.
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. This
includes other disciplines of study and other academically valid skills, including
scholarly inquiry, critical thinking, and modes of mathematical communication
(e.g. proof writing, verbal and written mathematical communication, use of Latex,
etc. )
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 community engagement, service learning, international education,
and global engagement. The Mathematics program recognizes the additional time
and effort that faculty must commit to experiential learning, independent studies
and student research projects.
6.1.3.5 Ability to create an inclusive and respectful environment
6.1.3.6 Evidence of effectiveness for alternate assignments and/or non-teaching
responsibilities should be demonstrated.
6.1.3.7 Evidence of addressing the decolonization of mathematical topics. The
Mathematics program recognizes the historical entrenchment of western thought
in mathematical topics. Thus, the Mathematics program highly value teaching
that addresses the decolonization of mathematics and promotes a recognition of
mathematical contributions from diverse cultures.
6.1.3.8 Evidence of reflective teaching. The Mathematics program recognizes the
value of reflection in teaching. Evidence of reflective teaching that alters
unsuccessful teaching strategies or expands successful teaching strategies, based
on student evaluations, student responses, personal reflection, etc., will be highly
valued by the Mathematics program.
6.1.3.9 Evidence of successful teaching outside the discipline of Mathematics. The
Mathematics program values teaching in the General Studies curriculum and
independent studies and research projects that fall outside the scope of
Mathematics. Faculty may display effectiveness in teaching in these areas using
the same metric of indicators described in this document. In addition, the 
Mathematics program recognizes that unique indicators may be needed for these
unique teaching experiences.
6.1.4 Measurement tools used to evaluate teaching effectiveness may include some or all
of the following (This is not intended as an exhaustive list, and the program will accept
other reasonable evidence as provided by the candidate):
6.1.4.1 Results and reflections from student evaluation tools, including IDEA,
small class evaluation instrument. (Evaluation using university provided tools
should follow the current MOA requirements for student evaluation of teaching
based on position and rank of the individual faculty member.) In addition, faculty
designed evaluation tools are acceptable means of producing indicators of
effective teaching.
6.1.4.2 Results and reflection on current Preceptor Evaluation form may be used
for evidence of effective Preceptorial teaching
6.1.4.3 A teaching portfolio providing a statement of teaching philosophy and
samples of syllabi, course assignments, exams, class activities, projects,
evaluation tools, example of instructor’s feedback to students, and
correspondence with student or faculty that support effective teaching. Samples
that display a unique aspect of a faculty’s instruction will be most helpful as
indicators.
6.1.4.4 Written reports provided by peer observation, the number and timing of
which is laid out by the current MOA appropriate for a faculty member’s position
and rank.
6.1.4.5 Evidence of professional development activities related to excellence in
teaching and learning.

6.2. Scholarly and 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 discipline and/or interdisciplinary
work, consistent with rant and/or assigned responsibilities, enriches teaching and is the
foundation of sustaining 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 and the faculty member's
current contract with the University. Scholarly activities that involve students and that
lead to co-authored publications and presentations at professional meetings will be
viewed as being especially valuable. Peer reviewed articles in professional or
pedagogical journals, conferences, presentations, and successful grant applications all
indicate successful scholarship.

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. Same as University standards
6.2.3 The College recognizes a wide variety of scholarly vehicles: disciplinary or
interdisciplinary research, pedagogical research, applied research, integrative scholarship,
artistic or creative activity, grant writing, and grant acquisition. Scholarly or creative
activities may take many forms and use different vehicles to communicate with the
broader academic community. Same as University standards.
6.2.3.1 The College recognizes that the time and effort required to complete
scholarly or artistic projects may vary markedly among disciplines and
subdisciplines. Such variance is addressed in approved school and program
standards. Scholarly research in Mathematics may involve lengthy timeframes of
inquiry and investigation. Well-documented work with progress towards a result
will be viewed as scholarship by the Mathematics program when the candidate
provides appropriate evidence of value.
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. Same
as University Standards.
Clarification of the evaluation of scholarly and creative activities are as follows:
6.2.4.1 The capacity to bring scholarly or creative projects to completion. This
may be demonstrated by a publication and presentation record, as well as by
periodic grant reports (where appropriate) or by evidence deemed reliable and
satisfactory established by candidate and Program. For projects that have not yet
resulted in publication or are underway and not yet completed, current
unpublished manuscripts and comments by knowledgeable peers both internal
and external to the University are appropriate to include in the candidate’s 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.
However, a candidate will have the opportunity to contribute to both scholarly
and creative activities.
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, funding
organizations, conference organizers, professional organizations, and ad
hoc groups such as evaluation, judging, or refereeing panels.

6.2.4.4 Documentation of the impact of one’s work
• with students
• inclusion into the classroom or teaching laboratory
• 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
• Particular value will be placed on research that effectively enhances
teaching, either in content or pedagogy.

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.
Same as University standards.

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. Same as University
standards.
6.2.4.6.2 Articles, essays, and creative writings 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 reputation
and whether or not the journal or proceedings are peer reviewed. Same as
School standards.
6.2.4.6.3 Scholarly and creative activity that involves students as copresenters, coparticipants, or co-authors.
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. However, presentations that align with University’s
mission statement will be highly valued whether the presentation is local, 
regional, or national. 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.
Same as University standards.
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). Same as University standards.
6.2.4.6.6 Other forms of scholarly or creative activity that may appear in
emerging scholarly or artistic media such as online journals, websites, fora
and bogs, may be included as well, provided that work is of sufficient
quality and comparable standards of peer review can be applied to them.
6.2.4.6.7 Reviews (if submitted as documentation) from appropriate
journals and other outlets 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. Same as University standards.
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. These activities may include but are not
limited to serving as a peer reviewer or an external program or department
reviewer, serving on editorial boards of scientific or other professional
journals and publications, and conducting contracted research with the
appropriate evaluation by the contracting government agency or private
company.
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. Same as University standards
6.2.4.6.10 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. In addition, grant applications that receive positive
reviews from the external evaluators and the University faculty may be
included as evidence of scholarship.
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 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 directlyfrom the project. Same as University
standards.

6.3. University and Community service.
6.3.1. Service is considered an important part of academic life, and a candidate is 
expected to be service oriented throughout their career.  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. The definition of service may also apply to service 
within the mathematics community, and/or service within the community at large.  In 
the first year, it is understood that the new candidate will be acquainting themselves 
with the climate and culture of the institution and that university-wide service may not 
be appropriate at that time.  However, service within the program is encouraged from 
the onset of employment and service within the mathematical community and/or the 
greater community is appropriate at any stage of the candidate’s career.  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. Service within the program, school, 
university and the larger mathematical community includes, but is not limited to:
6.3.1.1. Participation in committee work at the program level and active 
participation in the Math Seminar including giving talks at the seminar will be 
viewed as successful service.  Additionally, participation in Math Mayhem, the 
Dual Credit Program, working with Partnering Universities Overseas, etc. are 
considered valuable service. 
6.3.1.2. The development, enrichment or leadership of the Mathematics 
program.  This includes service as program chair, assessment coordinator 
and organization and implementation of new program tracks and 
curriculum.  Service at the program level that supports the administrative 
work of the program and its communication with the School and University 
will be highly valued, as this work creates a particular time burden for faculty 
and is often done behind the scenes. Examples of this include, authoring 
programmatic reviews, authoring letters of support for candidates, and other 
written and verbal communication with the School and University. 
6.3.1.3. Student directed service with be particularly valued by the Mathematics 
program. Supervising student research projects, program distinctions, 
participation and involvement in student related activities including the math 
club, Stockton Women in Mathematics (SWIM), Pi Mu Epsilon (Mathematics 
Honor Society), student conference trips, student competitions, student 
presentations and other student organized events will count as valuable 
service. (This list is not intended to be exhaustive, but instead to recognize the 
most active opportunities for service at the writing of this document.)
6.3.1.4. Service to the University or School through participation or leadership 
in committees or other formal or informal university initiatives. Service to 
programs outside of a faculty’s discipline will be considered service to the 
School of NAMS or service to the University where appropriate.
6.3.1.5. Service to the campus and wider community through the development 
of engagement or enrichment opportunities for our students or future students.
6.3.1.6 Service at any level that addresses diversity issues in academia or that is 
directed at underrepresented or marginalized groups will be particularly 
valued by the mathematics program. Examples of this may include, work with 
first-generation college students, tutoring opportunities in low income 
populations, activities designed to build inclusivity, etc. 

6.3.2 Faculty may also contribute in broader arenas such as state, regional, national or
international organizations, and disciplinary/professional associations or their activities.
In addition, faculty may contribute to the University’s public mission through service to
our community, region, State or the Nation. 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; and enriches scholarship. Community engagement
and service-learning are particularly valued at Stockton.
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 and to their disciplines and professional
organizations. 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 rand 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 and community service. Sustained, significant service is expected to meet the
minimum requirement for this responsibility. The University standards state that
compensated service is generally not sufficient to meet the minimum requirements.
However, the Mathematics Program (as well as the School of NAMS) values all service
irrespective of whether it is compensated or uncompensated, as typically the time and
workload for service activities far surpasses University compensation, and the
willingness to serve in compensated roles creates a commitment of time and resources for
the faculty member that simultaneously eases the workload of other members of the
program or university.

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.