PHYSICAL THERAPY PROGRAM STANDARDS

05/18/2016; Revised 4/18/2024

The intent of this document is to provide clear guidelines for the evaluation of Physical Therapy
faculty for reappointment, tenure, and promotion. This document covers all full-time and part-time
members of the Physical Therapy Program faculty. Henceforth, the Program refers to the Physical
Therapy Program. Faculty refers to the full-time and part-time faculty members of the Physical
Therapy Program.

INTRODUCTION

4.00  The physical therapy program faculty support and acknowledge the critical role of
assessment of performance in the areas of teaching, scholarly work, and service. As faculty of an
entry level doctoral program, the physical therapy faculty further acknowledge and seek to
specifically identify the unique responsibilities of the faculty in the program so that these unique
roles/responsibilities are reflected in the program evaluation of faculty. The application of these
program standards will occur as part of the evaluation for reappointment, tenure, and promotion
process as established by Stockton University.

5.00 EVALUATION OF FACULTY

5.1 It is the policy of the University to regularly evaluate the performance of all faculty.
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.

5.2 The Program expects faculty to excel in a variety of ways and to balance teaching,
scholarship/creative activity, and service effectively. The successful candidate for
tenure and/or promotion will hold a minimum of an academic doctorate (PhD, EdD,
DSc, etc.). A clinical doctorate in physical therapy (DPT) and an American Board of
Physical Therapy Specialties (ABPTS) certification is also acceptable. Sustained
excellence in teaching is 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 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 the Program, University, community and/or
professional life through service activities.

6.00 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING FACULTY IN THE PHYSICAL
THERAPY PROGRAM

6.1 Teaching
6.1.1 Educating students, both inside and outside the classroom, clinical setting in
teaching carries the greatest weight in the evaluation of faculty. All aspects of
teaching, including preceptorial teaching as applicable, will be evaluated in order to
gain a clear understanding of each faculty member’s performance. 

6.1.2 In broad terms excellence in teaching is characterized by:

6.1.2.1 A thorough and current command of the subject matter, teaching
techniques and methodologies of the disciplines one teaches. Evidence of
excellence may include American Board of Physical Therapy Specialties
(American Physical Therapy Association) certified specialist in the faculty
member’s teaching responsibilities, membership and active participation
in a professional association that facilitates excellence in teaching
physical therapy students (particularly relevant association committees,
or special interest groups), a record of regular attendance at continuing
education courses related to the member’s teaching responsibilities, and
ongoing involvement in research activities and dissemination of scholarly
work related to teaching responsibilities.
Clinical work, paid or unpaid, is valued for a physical therapy faculty
member. Clinical work should enhance but not interfere with other faculty
responsibilities. Evaluation of this work will be measured by its ability to
support the mission of the Program and its ability to directly relate to the
faculty member’s teaching and scholarship. Evidence of effective clinical
work is encouraged through American Physical Therapy Association
clinical specialization or other organizations approved through the faculty
plan.
• Presentation of continuing education courses or presentations to
peers on topics related to the member’s teaching responsibilities is
valued for a physical therapy faculty member.
• Faculty provide evidence of contemporary expertise specific to
assigned teaching content in the DPT program. Evidence may
include;
o Post-professional academic work, residency, fellowship, and
continuing education
o Clinical expertise specifically related to teaching areas (e.g.,
certification as a clinical specialist)
o Consultation and service related to teaching areas Scholarship
(publications, grant activities, and presentations related to
teaching areas)
o Scholarship (publications, grant activities and presentations
related to teaching areas)
6.1.2.3 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. Physical therapy faculty will demonstrate evidence of
consultation with other Program faculty, including members of the faculty
team and course and module coordinators for team-taught courses, in the
development and refinement of course materials. Faculty will
demonstrate evidence that course materials are based on current peerreviewed literature on the practice of physical therapy and related
disciplines. Student learning outcomes for entry-level courses are
expected to meet accreditation standards and prepare students for the
physical therapist licensure examination.

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. These materials will
reflect evidence of consultation with other Program faculty, including
members of the faculty team for team-taught courses, and evidence of
revision of these materials based upon faculty, student, and consultant
feedback.
6.1.2.4 Excellence in teaching also entails respect for students as members of the
Stockton academic community, through timely feedback and responses to
student communications. the effective response to student questions, and
the timely evaluation of and feedback to students. Physical therapy faculty
will demonstrate excellence by scheduling and holding regular office hours
at least twice during most weeks of the semester for meetings with
students, and attendance at Program meetings or activities that include
students (examples are Brown Bag lunches with the faculty and student
research presentations), and faculty meetings related to student
performance or concerns. Faculty will provide feedback to students
regarding their performance on exams in a timely manner, and more
immediate feedback following practical exams.
Responses to student questions and concerns will be provided in a timely
manner via electronic communication, meetings with the student, or other
appropriate means of timely communication.

6.1.3 Where appropriate, additional measures of teaching excellence include:

6.1.3.1 Ability to use technology in teaching. Physical therapy faculty will
demonstrate competence in the use of computer-assisted teaching in the
classroom and electronic means of communication with students,
including delivery of on-line course materials.
6.1.3.2 The capacity to relate the subject matter to other fields of knowledge.
Faculty will demonstrate evidence of inclusion of other fields of knowledge
in their teaching materials.
6.1.3.3 Seeking opportunities outside the classroom to enhance student learning
of the subject matter. Physical therapy faculty can demonstrate evidence
of excellence by participation in activities outside the classroom such as
the Physical Therapy Club, Physical Therapy Month activities, professional
association activities that involve physical therapy students such as the
American Physical Therapy Association’s annual student conclave, and
student participation in research projects and presentations.
6.1.3.4 The ability to lead, promote, and/or participate in successful creditbearing experiences in community engagement, service-learning, facultysponsored/mentored research, and global education.
6.1.3.5 Ability to create an inclusive and respectful environment.
6.1.3.6 In the School of Health Sciences, NTTP faculty assigned alternate
assignments related to instructional delivery (e.g., organization of patient
simulations, maintenance of education laboratories, internship
coordination, etc.) will have those activities recognized as contributing to
excellence in teaching.

6.1.3.7 Core faculty support justice, equity, diversity, inclusion (JEDI), belonging
and anti-racism

6.2 Scholarly and Creative Activity

6.2.1 The teacher-scholar model recognizes that a serious and continuing commitment to
scholarship 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 posttenure promotion or range adjustment is that work completed since the most recent
promotion or range adjustment.
6.2.2.1 Expectations for tenure include demonstrating the progression of a
scholarly agenda during the probationary period with the optimal outcome
of this work being at least two scholarly accomplishments, one of which is
a first author, peer reviewed publication by the time of review for tenure.
Progression during the probationary period would include successfully
conducting research and sharing results with the professional community.
Examples of sharing the results of scholarly work might include peer
reviewed presentations at state or national conferences, peer-reviewed,
published abstracts building toward peer reviewed publication.
6.2.2.2 Expectations for tenure and promotion to associate professor include
demonstrating the progression of a scholarly agenda during the
probationary period with the optimal outcome of this work being at least
two scholarly accomplishments, one of which is a first author, peer
reviewed publication by the time of review for tenure year. Textbooks/book
chapters that involve a peer-reviewed process would be included.
Progression during the probationary period would include successfully
conducting research and sharing results with the professional community.
Examples of sharing the results of scholarly work might include peer
reviewed presentations at state or national conferences, peer-reviewed,
published abstracts building toward peer reviewed publication.
6.2.2.3 Expectations for promotion to full professor rank include demonstration of
progression of a scholarly agenda with a pattern of growth in depth and
quality of one’s scholarly achievements. The outcome of the scholarly
work would be a record of first author, peer reviewed publications and
other” highly valued” and” valued” forms of scholarship as described on
section 6.2 of the University and school standards.
6.2.3 The Program recognizes a wide variety of scholarly vehicles including disciplinary or
interdisciplinary research, pedagogical research, applied/clinical research,
integrative scholarship, grant acquisition, and achievement of specific scholarly
criteria necessary for professional licensure/certification. Scholarly activities may
take many forms and use different vehicles to communicate with the broader
academic community.
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.
The DPT program considers collaborative research of equal value with solo research 
projects, so long as candidates provide evidence of significant contributions to the
collaboration.
Typically, central to judgments regarding scholarly activity are:
6.2.4.1 The capacity to bring scholarly projects to completion and peer- reviewed
dissemination.
6.2.4.2 A mix of scholarly activities appropriate to one’s appointment.
6.2.4.2.1 Examples of a variety of scholarly activities should provide
evidence that a candidate is progressing a scholarly agenda.
6.2.4.2.2 Peer reviewed presentations are valued, including results
disseminated as a published abstracts.
6.2.4.2.3 Published reviews of a textbook or journal article are examples
of scholarly 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.
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
• or in educational settings
• on the profession of physical therapy including clinical practice
• interprofessional collaboration
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 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. Authorship or
editing a textbook subject to editorial review is recognized as a
highly valued form of scholarship and considered a peer
reviewed publication. Authorship or editing of a chapter in a
textbook subject to editorial review is valued. Authorship or
editing a textbook and/or chapter is considered less rigorous
than a peer reviewed manuscript.
6.2.4.6.2 Articles and essays 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 activity that involves students as co-presenters, coparticipants, or co-authors. Collaborative research with
students is highly valued. Examples include advising student
research and mentoring recipients of the Distinguished
Research Fellowship for Graduate 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.
Conferences sponsored by international, national, regional and
state organizations should rank higher than locally sponsored
meetings in most instances.
6.2.4.6.5 Work in the arts may be evaluated by a number of different
measures specified in University and School standards.
6.2.4.6.6 Other forms of scholarly activity that may appear in emerging
scholarly 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 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. An example is the development of a new community
program. 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 we acknowledge the following
examples: specialty or board recognition, recognition as
“fellow” or other special award or recognition as defined by the
profession or by an interprofessional forum.
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. Submission of
grants is considered a form of scholarship subject to peer
review; Being awarded an external grant is highly valued. While
not all grants will receive funding or a letter of explanation for
not being funded, a grant reviewed as fundable and/or a
favorable review is evidence of advancing one’s scholarly
agenda. It is the responsibility of the faculty member to provide
evidence of a favorable review such as a high National Institute
of Health review score or being invited to reapply.
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 developing new community programs, 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 communitybased projects in appropriate professional venues in order to
share its significance with those who do not benefit directly
from the project.

6.2.4.7 Although NTTPs are not typically responsible for scholarly and creative works, it
may be required by individual program accreditation standards in the School of
Health Sciences. In those cases, the School recognizes scholarly activity as
contributing to the faculty member’s overall performance.

6.2.4.7.1 The Commission on Accreditation in Physical Therapy
Education requires that each core faculty member has a welldefined, ongoing scholarly agenda that reflects contributions to
the profession and is aligned with the mission of the institution.

6.3 University and Community Service

6.3.1 The faculty role includes direct 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 require
the capacity to work collaboratively with other members of the University community,
especially program faculty, including activities related to alumni and the University
Foundation.
The Physical Therapy Program is unique in many ways including the demands of
required accreditation and the team-teaching structure of portions of the curriculum.
These demands require re-emphasizing excellent collaboration and participation in
program governance including but not limited to: timely and thorough cooperation
with: mandatory program responsibilities, program faculty, communication;
consistently serving the identified needs of the Program such as program committee
work, course coordinator of “systems” courses, mentoring faculty, coordinating
continuing education activities for the Program
6.3.2 Faculty may also contribute in broader arenas such as state or regional
organizations, disciplinary associations or their activities. In addition, faculty may
contribute to the University’s public mission through service to our community,
region and the State or the Nation.
6.3.3 The University expects faculty in their first five years of service to serve the University
and community at levels commensurate with their rank. Faculty who are tenured,
have multi-year contracts, and/or 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. This may include
program development, curriculum design, and program assessment.
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.
• Pro bono clinical work is valued as service for a physical therapy faculty
member. Clinical work should enhance but not interfere with other faculty
responsibilities.
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. Examples include service on professional
committees or boards, serving as a manuscript reviewer for a peer
reviewed publication, and/or serving as an invited reviewer for a
textbook /book chapter prior to its publication.
6.3.6 Generic 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.

10.0 EXPECTATIONS FOR RANK OR LEVEL
The general criteria for faculty expectations have been outlined above. In addition, the University has
specific expectations for each rank or level. The expectations for each specific rank or level are used
to evaluate performance within that rank or level and when judging readiness for promotion or
advancement to the next higher rank or level. Generally, only performance since the last promotion
will be considered in the new evaluation. Additionally, refer to program standards (6.1, 6.2&, 6.3) for
further clarification.
10.1 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position III):
10.1.1 Have a minimum of a master’s degree or its equivalent in a field appropriate
for the appointment, and

10.1.2 Demonstrate a record of teaching toward excellence (in both Program and
General Studies courses, as assigned) and/or excellence in non-teaching
responsibilities as assigned; consistent with the program standards.
10.1.3 Document the capacity to contribute effectively through the use of
professional skills in service to the program, school, University, discipline,
and community, as applicable.
10.1.4 The Commission on Accreditation in Physical Therapy Education requires
that each core faculty member has a well-defined, ongoing scholarly
agenda that reflects contributions to the profession and is aligned with the
mission of the institution.
10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II and I):
10.2.1 In addition to 10.1.1, must also have attained a prominent role in their
profession (e.g. CPA, Hospital Administrator, elected official, broadcast
journalist, uniformed services leader) as specified in School and/or Program
standards.
10.2.2 Document consistent excellence in teaching (in both Program and General
Studies courses, as assigned) and/or consistent excellence in non-teaching
responsibilities as assigned, and
10.2.3 Document progressively important service roles and demonstrate a
capacity for leadership, as identified in their individual contracts.
10.2.4 The Commission on Accreditation in Physical Therapy Education requires
that each core faculty member has a well-defined, ongoing scholarly
agenda that reflects contributions to the profession and is aligned with the
mission of the institution.
10.3 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position I):
10.3.1 Must have earned a terminal degree in their field,
10.3.2 In addition to 10.2.2, must also document distinction in teaching (in both
Program and General Studies courses, as assigned) and pedagogical
leadership; and/or distinction in non-teaching responsibilities and
leadership as assigned
10.3.3 Document significant and sustained service roles and demonstrate
leadership, as identified in their individual contracts.
10.3.4 The Commission on Accreditation in Physical Therapy Education requires
that each core faculty member has a well-defined, ongoing scholarly
agenda that reflects contributions to the profession and is aligned with the
mission of the institution.
10.4 Tenure-eligible Instructors:
10.4.1 Must have earned a minimum of a master’s degree or equivalent from an
accredited institution in a field appropriate for the initial appointment. There
are two types of situations where individuals hold the rank of Instructor:
10.4.1.1 Those hired in tenure-track Instructor lines because of their
teaching excellence and from whom we do not expect
scholarship or creative activity. These individuals are expected to
provide evidence for excellence in teaching (in both Program and
General Studies courses), and/or excellence in non-teaching
responsibilities as assigned and service as specified in their
contracts.
10.4.1.2 Those hired as Instructors because they do not yet hold the
terminal degree in their field. These individuals are expected to:
10.4.1.2.1 Actively pursue an accredited terminal degree, and
10.4.1.2.2 Provide evidence in meeting the University and
Program’s standards for excellence in teaching,
scholarship or creative activity, and service
commensurate with rank of Assistant Professor.
10.4.1.2.3 Only those hired with expectations specified in their
contract of earning a terminal degree will
automatically receive rank adjustment to Assistant
Professor upon documented completion of the
terminal degree provided that evaluations to that
point are satisfactory.
10.4.2 The Commission on Accreditation of Physical Therapy Education requires
Doctoral preparation for all core faculty.
10.5 Assistant Professors:
10.5.1 Must have a terminal degree or its equivalent from an accredited institution
in a field appropriate for the appointment, and
10.5.2 Demonstrate a record of continuous improvement in teaching (in both
Program and General Studies courses) toward excellence,
10.5.3 Demonstrate a growing record of scope and/or significance of scholarly and
creative activity beyond that presented to secure rank, and
10.5.4 Demonstrate the capacity to contribute effectively in the use of professional
skills in service to the University, discipline, and community.
10.6 Associate Professors:
10.6.1 Must achieve and maintain consistent excellence in teaching (in both
Program and General Studies courses) and demonstrate capability in
pedagogical leadership, such as the ability to demonstrate pedagogical
innovations to others within or outside their program;
10.6.2 Demonstrate a record of scholarly/creative activity that is recognized by
others within their discipline or area of specialization; and
10.6.3 Document progressively important service roles and demonstrate a
capacity for leadership.
10.7 Professors:
10.7.1 Must achieve a consistent record of excellence in teaching (in both Program
and General Studies courses), including curricular contributions,
pedagogical leadership, and/or in activities that support the achievement of
teaching excellence throughout the University.

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