Program Standards for Biology (BIOL)

Preamble

The faculty of the Biology 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 Biology faculty. University, School, and Program standards will
be used during review and evaluation of all Program faculty, including tenure-track faculty, nontenure track faculty, and part-time faculty.
Instructors and Non-Tenure Track Teaching Professionals (NTTP) are not required to engage in
scholarly or creative activity. They will be held to the same teaching and service standards
outlined in sections 6.1 and 6.3 of this document.

6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING FACULTY

6.1 Teaching
6.1.1 In addition to the expectations in the University and School standards, all
Biology (BIOL) faculty members are expected to teach and contribute
effectively to the core curriculum of the program (BIOL 1200, BIOL 1205,
BIOL 1400, BIOL 1405, BIOL 2110, BIOL 2115, BIOL 2600, BIOL 4600,
or Ecology (plant) courses) and/or other service-related courses (e.g.,
BIOL 1260, BIOL 1270, BIOL 2260, BIOL 2270, BIOL 2150, BIOL
2180, BIOL 3020). All BIOL faculty are expected to contribute to the
program's upper-level offerings and develop and teach courses in the
General Studies program or equivalent.
6.1.2 The BIOL program expects faculty to demonstrate teaching effectiveness
by a variety of methods. There are many ways of achieving excellence in
teaching, and individual faculty members may have a unique way of
dealing with the challenges of teaching. In addition to traditional
classroom teaching, we recognize that BIOL faculty are often involved in
independent studies, internships, field and laboratory work, and other
relevant instructional methods. To demonstrate teaching effectiveness, we
encourage the faculty to use several indicators of successful teaching in
addition to university-approved student evaluations of teaching (for
example, the IDEA instrument). Examples may include but are not limited
to: peer observations, teaching philosophy, syllabi, handouts, activities, lab
manuals, formative and summative assessments, student reflections,
midterm evaluations, etc. The faculty self-evaluation should clearly guide
the reader through the evidence of teaching effectiveness using these
indicators.
In broad terms, excellence in teaching is characterized by:
6.1.2.1 Same as University and School standards.
6.1.2.2 Same as University and School standards.
6.1.2.3 Same as University and School standards.
6.1.2.4 Same as University and School standards.
6.1.3 Where appropriate, additional measures of teaching excellence are:
6.1.3.1 Same as University and School standards.
6.1.3.2 Same as University and School standards.
6.1.3.3 Same as University and School standards.
6.1.3.4 Same as University and School standards.
6.1.3.5 Same as University and School standards.
6.1.3.6 Evidence of effectiveness for alternate assignments and/or nonteaching responsibilities should be demonstrated. Alternative
assignments and non-teaching responsibilities include but are not
limited to externally funded grant course releases, sabbaticals, and
assignments from the Dean or other administrator to fill course
load requirements after an unexpected cancellation.
6.1.3.7 Evidence of Professional development training in classroom topics,
such as attending workshops, seminars, or webinars on pedagogy,
anti-bias/discrimination, inclusivity, or other topics pertinent to
teaching. This also includes developing and/or delivering such
training to others.

6.2 Scholarly and Creative Activity. 

6.2.1 The BIOL program expects all faculty to establish and develop a research
program. When establishing their research program, probationary faculty
should demonstrate their expertise as independent researchers. Examples
of this include, but are not limited to, senior authorship on peer-reviewed
publications, grant proposals, and collaborative work. In the case of
collaborations, faculty must provide evidence of their significant
contributions to the collaborative effort.
6.2.2 Same as University and School standards.
6.2.3 The BIOL program recognizes a wide variety of scholarly contributions:
disciplinary and interdisciplinary research, both basic and applied,
pedagogical research, and grant submissions to external funding agencies.
Evidence of scholarly progress and bringing research projects to
completion must be demonstrated through peer-reviewed publications in
scientific journals. External grants submitted and funded are evidence of
scholarly progress and are valued as equal to peer-reviewed publications.
6.2.3.1 For submitted and unpublished manuscripts, external reviews can
be used to evaluate the quality of the work.
6.2.3.2 Unfunded grants are also of value, but the quality of the grant
proposal must be documented based on the opinion of external
reviewers who are experts in the field.
6.2.3.3 Active scholarship may also be demonstrated through peerreviewed conference presentations/posters and are an additional
way that the results of research may be disseminated. Conference
presentations are a valuable addition to the scholarship portfolio;
however, they are generally not valued as highly as peer-reviewed
publications.
6.2.3.4 Textbooks, textbook chapters, and chapters in an edited volume
may be used to indicate scholarly activity, provided these undergo
a rigorous peer-review process. While contributing to a scholarly
portfolio, these are generally not valued as highly as peer-reviewed
publications or externally funded grants.
6.2.3.5 The BIOL program recognizes that the time and effort required to
complete scholarly activity may vary markedly among disciplines
and subdisciplines. Faculty should provide context for the pace of
research productivity.
6.2.3.6 The BIOL program recognizes the significant time and effort
required to mentor student researchers. Faculty should provide
clear documentation of the time spent, the research
accomplishments, dissemination, and other scholarly outcomes.
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. The BIOL program recognizes that
selectivity varies between subdisciplines in conference presentations or
proceedings. Clarification should be provided with regard to the selectivity
of the review process if the conference is selective. Clarifications for the
evaluation of scholarly and creative activities are as follows.
Judgments about the excellence of scholarly and creative activity should
be assessed by the following guidelines as appropriate:
6.2.4.1 Same as University and School standards.
6.2.4.2 Same as University and School standards.
6.2.4.3 Same as University and School standards.
6.2.4.4 Same as University and School standards.
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 or applied scholarship, its significance must be
documented by demonstrating clear goals, adequate preparation,
appropriate methods, significant results, effective presentation, and
reflective critique.
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 Same as University and School standards.
6.2.4.6.2 Same as University and School standards.
6.2.4.6.3 Scholarly activity that involves students as coauthors and/or co-presenters is highly valued by the
program.
6.2.4.6.4 A presentation should be evaluated on the quality of
its content and the prestige of the conference where
it was delivered. In most instances, international
and national conferences rank higher than regional
and local conferences. Scholarly presentations
should be ranked more highly than non-scholarly
ones. Competitive selections and presentations
receiving disciplinary acknowledgment 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
peer-reviewed publications in scientific journals.
6.2.4.6.5 Same as University and School standards.
6.2.4.6.6 Same as University and School standards.
6.2.4.6.7 Same as University and School standards.
6.2.4.6.8 Same as University and School standards.
6.2.4.6.9 Same as University and School standards.
6.2.4.6.10 Same as University and School standards.
6.2.4.6.11 Same as University and School standards.

6.3 University and Community Service

6.3.1 The BIOL faculty’s 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 Universitywide levels. These contributions may require the capacity to work
collaboratively with other University community members, including
activities related to alumni and the University Foundation or other
agencies. Off-campus professional activity is also valued. The quality of
the service and leadership activities is of critical importance.
6.3.2 Same as University and School standards.
6.3.3 Same as University and School standards.

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. BIOL recognizes all
service, whether compensated or not, as valuable.
6.3.5 Evidence of effectiveness in University or community service may include
such items as:
6.3.5.1 Same as University and School standards.
6.3.5.2 Same as University and School standards.
6.3.5.3 Same as University and School standards.
6.3.6 The BIOL program encourages faculty to direct their service efforts in
areas and activities best suited to their interests, strengths, and faculty
plans. BIOL members should tailor their service to fit their professional
goals. The balance of effort among program, school, university,
community, and professional service may shift but should result in an
overall high level of service.
Examples of BIOL program/NAMS school service include but are not
limited to:
6.3.6.1 Regular attendance at program meetings.
6.3.6.2 Leading or serving on BIOL subcommittees (e.g., search
committees, working groups, etc.).
6.3.6.3 Participating in admissions and recruiting events (e.g., open
houses, instant decision days, discover Stockton, etc.).
6.3.6.4 Serving on or leading NAMS wide committees.
6.3.6.5 Post-tenure, serving as program chair as well as on program review
committees.

Examples of University service include but are not limited to:
6.3.6.6 Serving on University wide committees or task forces.
6.3.6.7 Serving on Faculty Senate.
6.3.6.8 Involvement with Union committees and/or officership.
Examples of professional service include but are not limited to:
6.3.6.9 Chairing or serving on panels at local, regional, national, or
international conferences.
6.3.6.10 Serving as a peer reviewer for scientific journals.
6.3.6.11 Serving as an officer for professional organizations at the
local, regional, national, or international level.
Examples of community service include but are not limited to:
6.3.6.12 Membership or leadership of local, statewide, national, or
international professional boards, charities, institutions,
civic, or advocacy groups.
6.3.6.13 Educating through workshops, seminars, and talks to local,
statewide, national, or international professional
organizations, charities, institutions, civic, or advocacy
groups.
6.4 Part-Time Faculty: Expectations for part-time teaching faculty are not explicitly
addressed in the University and School Standards and thus are elaborated here:
6.4.1 Teaching: Same as University and School Standards for Assistant
Professor with the following modifications:
6.4.1.1 While the standards for teaching faculty include precepting, the
BIOL Program typically does not require part-time faculty to act as
preceptors. 
6.4.1.2 While the standards for teaching faculty include General Studies
teaching, part-time faculty in the BIOL program typically are
needed to teach exclusively in Program courses due to enrollment
demand.
6.4.2 Scholarship: Part-time faculty in the BIOL Program are not expected to
engage in independent research and there are minimal resources available
with which they could do so. Part-time faculty should participate in
professional development activities and/or collaborative research projects
to meet scholarly expectations.
6.4.3 Service: Part-time faculty are expected to engage primarily in Programlevel service. Additional University or community services is valued but
not expected.

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10.1 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.
10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position III):
10.2.1 Same as University standards.

10.2.2 Demonstrate a record of teaching toward excellence (in both Program
and/or General Studies courses, as assigned) and/or excellence in nonteaching responsibilities as assigned; consistent with the program
standards. While the standards for teaching faculty include General
Studies teaching, NTTP faculty in the BIOL program typically teach
exclusively in Program courses due to enrollment demand.
10.2.3 Same as University standards.
10.3 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II and I):
10.3.1 Evidence of attaining a prominent role as a biology educator may include
participation in significant professional development activities related to
biology teaching, assessment, diversity, and inclusivity, or other related
activities.
10.3.2 Document consistent excellence in teaching (in both Program and/or
General Studies courses, as assigned) and/or consistent excellence in nonteaching responsibilities as assigned.
10.3.3 Same as University standards.
10.4 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position I):
10.4.1 Same as University standards.
10.4.2 In addition to 10.2.2, must also document distinction in teaching (in both
Program and/or General Studies courses, as assigned) and pedagogical
leadership; and/or distinction in non-teaching responsibilities and
leadership as assigned.
10.4.3 Same as University standards.
10.5 Tenure-eligible Instructors:
10.5.1 Same as University standards.