School Standards for Natural Sciences and Mathematics (NAMS)

This policy covers all members of the School of NAMS faculty, including tenure-track
faculty, non-tenure track faculty, and part-time faculty.

Preamble
The faculty of the School of NAMS support the University standards and intend for the
elements of this document to further elucidate the areas of teaching, scholarship, and
service from the perspective of the natural sciences and mathematics.

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 preceptorial teaching as
applicable, will be evaluated in order to gain a clear understanding
of each faculty member’s performance. Same as University standards

6.1.2 The School of Natural Sciences and Mathematics (NAMS) 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 NAMS faculty are often involved in 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 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.
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 or artistic practices, and teaching
techniques aimed at student learning. Syllabi, teaching
portfolios and other evidence, such as assessment results
and that indicated in Section 6.1.2.2 of this Policy, may be
submitted as indicators. Faculty may submit evaluation of
one's course materials and content by members of their
program or of General Studies who do not participate in the
formal “Peer Evaluation of Teaching” as described in
Section 7.3.3 of the Procedures.
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. Syllabi and peer
evaluations along with student evaluations and assessment
(such as IDEA, informal assessment, and formal assessment
administered by outside observers) may be submitted as
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. Same as University
standards

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.
6.1.3.4 The ability to lead, promote, and/or participate in
successful credit-bearing experiences in community
engagement, service-learning, international education, and
global engagement.
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.
6.2 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
6.2.2 Publications and creative work in support of reappointment and tenure
are those achieved during the tenure candidate’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 University recognizes a wide variety of scholarly vehicles:
disciplinary or interdisciplinary research, pedagogical research, applied
research, integrative scholarship, community engagement, servicelearning, artistic or creative activity, and grant writing. 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 University 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 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. Clarifications of the evaluation of scholarly and creative
activities are as follows.
Typically, central to judgments regarding scholarly and creative activity
are:
6.2.4.1 The capacity to bring scholarly or creative projects to
completion . may be demonstrated by a publication and
presentation record, as well as by periodic grant reports
(where applicable). For projects that have not yet resulted
in publication, 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.
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 agencies, conference
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
• 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
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 the 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 appropriatejournals. Same
as University standards
6.2.4.6.2 Articles, essays, and creative writing 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/creative reputation
and whether or not the journal or proceedings are peer
reviewed. Additionally, college publications such as lab
manuals and other teaching publications should be
evaluated by internal or external peers. The quality of
material submitted to or contained in government
documents should be judged by the level of its prepublication review.
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 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. 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 
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 blogs, may be included
as well, provided that work is of sufficient quality, as
evaluated by knowledgeable faculty or external
evaluators.
6.2.4.6.7 Reviews (if submitted as documentation) from
appropriate journals and other outlets specified at the
School and Program level 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 contract
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 College
faculty may be included as evidence of scholarship.
6.2.4.6.11 Faculty engaged in community outreach can make a
difference in the 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 directly from the project. Same as
University standards
6.3 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.
6.3.2 Faculty may also contribute in broader arenas such as state, regional,
national or international organizations and disciplinary/professional
associations. In addition, faculty may contribute to the University’s
public mission through service to our community, region, state ornation.
Per the Carnegie definition, community engagement and servicelearning 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. Same as 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.
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. Same 
as University 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.
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, NAMS values all service irrespective of whether
it is compensated or uncompensated.
6.3.5 Evidence of effectiveness in University or community service may
include such items as: Same as University standards
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.