School Standards for Social and Behavioral Sciences

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

Preamble
The faculty of the School of Social and Behavioral Sciences 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 social and behavioral sciences.

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.
Our highest priority in the School of Social and Behavioral Science is excellence in
teaching. Teaching in our School is particularly vital and challenging given the
constantly changing nature of the subject, emerging research findings, societal
implications, and often contentious nature of the issues, as well as the direct and
important policy implications of the knowledge and understanding we foster. We
are in the business of shaping engaged citizens, trained professionals, critical
analysts, scientists, and contemplative scholars, all at the same time.
6.1.2 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.
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.
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.
6.1.2.4 Demonstration of respect for students as members of the academic community
through timely feedback and responses to student communications.
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
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 School of Social and Behavioral Sciences recognizes the vital
importance of engaged and creative teaching. We recognize that the role of
teacher may extend beyond the classroom to include the development and
supervision of internships and student research opportunities,
professional and personal precepting, and the development and fostering
of opportunities for community, and social and policy engagement for our
students. All of these modes of student engagement, teaching, and
guidance are vital to our task, and will be recognized as examples of
excellence in teaching. As such, a commitment to service learning and
community engagement is particularly valued in our School.
6.1.3.5 Ability to create an inclusive and respectful environment.
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 disciplinary and/or interdisciplinary work,
consistent with rank and/or assigned responsibilities, enriches teaching and is the foundation
of sustained excellence within theclassroom.
The School of Social and Behavioral Sciences recognizes the value of innovative, original,
disciplinary, and interdisciplinary scholarship. Scholarship that enriches or advances
our understanding of social change and human behavior is clearly valuable and should
not be constrained by disciplinary boundaries.
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.
6.2.3 The University recognizes a wide variety of scholarly vehicles: disciplinary or interdisciplinary
research, pedagogical research, applied research, integrative scholarship, community
engagement, service-learning, 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.
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 subdisciplines. 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.
Typically, central to judgments regarding scholarly and creative activity are:
6.2.4.1 The capacity to bring scholarly or creative projects to completion.
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, 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
• 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.
In the School of Social and Behavioral Sciences, scholarship ranging from
the theoretical to the empirical that enhances the public understanding of
social issues and pressing policy matters or which assesses interventions
and resources that benefit the well-being of individuals, families,
organizations and communities is also valued and may take the form of
books or articles, professional papers, policy documents, innovative
curricula, online professional educational teleconferences and journal
submissions, and many other printed products or media that help inform
citizens, shape public dialogue, inform policymaking, and improve the
lives of diverse people across the lifespan.
In our School, Programs may determine the relative value of these forms
of dissemination.
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.
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.
6.2.4.6.3 Scholarly and creative activity that involves students as copresenters, 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.
In the School of Social and Behavioral Sciences, public or
professional presentations may play an important role in this
process and will also be valued as examples of engaged
scholarship. As a further reflection of our commitment to
quality teaching, we believe that research, publications, or
other endeavors that help advance pedagogical understanding
and develop quality teaching may also be a valued contribution
to the faculty member’s research portfolio.
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).
6.2.4.6.6 Other forms of scholarly or creative activity that may appear in
emerging scholarly or artistic media may be included as well,
provided that comparable standards of peer review can be applied
to them.
6.2.4.6.7 Where reviews are included in a file as evidence of the worth of a
candidate’s scholarly or artistic work, attention should be given to
the professional credentials of the reviewer and the reputation of
the journal or publication as specified in School and/or Program
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.
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.
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.
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.
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.
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 or nation. Per
the Carnegie definition, community engagement and service-learning that enriches
scholarship, research, and creative activity; enhances curriculum, teaching and servicelearning; 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.
Because the social and behavioral sciences are necessarily entwined with ongoing
changes and challenges in society, policy, and culture, community service can be an
important aspect of faculty development. Multiple modes of community engagement are
valued and consistent with the obligations of faculty members in the School. Service can
take many forms and may include the development, enrichment, or leadership of the
academic program, service to the University and School through participation or
leadership in committees or other formal or informal university initiatives, service to
the campus community through the development of engagement or enrichment
opportunities for our students, broader community service with local, regional, or
national organizations, and professional service of many types.
The centrality of community and professional service to the applied research and
teaching of many school faculty members may link service with teaching and research
in important and indelible ways, and thus enrich multiple aspects of the faculty
member’s contribution to the University, community, and society.

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.
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. Compensated service is
generally not sufficient to meet the minimum requirements; however, expectations for how it
can be used to demonstrate excellence may be conveyed in School and Program standards.
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.
In our School, service which brings a faculty member’s skills, analytical
abilities, or academic expertise to bear on a social challenge or objective
is particularly valuable; similarly, general social engagement that
enriches the community, tightens the bonds between campus and
community, helps fulfill the University’s responsibilities as citizen, or
allows the faculty member to form a richer understanding of community
issues and bring that understanding to their teaching is also of value.

Summary: 
Academic programs in the School of Social and Behavioral Sciences may define more specific guidelines for
faculty promotion and advancement. Such guidelines may specify particular expectations for teaching,
service, or research based on that program’s priorities and needs. In addition, program standards might
offer contextual details that help frame and define the professional expectations and norms in the respective
discipline; this will help frame the individual faculty member’s achievements for reviewers outside the
discipline and enrich evaluators’ understanding of program developments and needs as candidates’ files are
reviewed.