Sustainability Program (SUST) Standards as Aligned with School Standards for Natural Sciences and Mathematics (NAMS)

In order to clearly express the aligned expectations and standards of the Sustainability 
program withing the School of Natural Science and Mathematics, the supplementary or 
particular SUST program standards are presented below in italics as amendments to the 
NAMS standards.
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.

1. ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING
FACULTY

1. Teaching

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
The Sustainability Program assigns the highest priority to teaching. We 
also  expect  that  individuals  will  emphasize  innovation,  public 
engagement  and  service in  their  scholarly,  creative  activity  and  their 
teaching  endeavors,  while  also  ensuring  excellence that  meets 
University and School standards in all areas.

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 in addition to the 
IDEA, including but not limited to the ones listed in the following 
sections: In broad terms excellence in teaching is characterized by:

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.

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

3. Where appropriate, additional measures of teaching excellence are:
1. Ability to use technology in teaching. This expectation is 
particularly  important  to  the  sustainability  program,  as  the 
application of changing technology is often a vital element on the 
efforts to achieve a more sustainable society.
2. The capacity to relate the subject matter to other fields 
of  knowledge. Making  connections  between  field  of 
understanding speaks to the core of sustainability, and is central 
to teaching in the discipline.
3. Seeking opportunities outside the classroom to enhance 
student learning of the subject matter.
4. The  ability  to  lead,  promote,  and/or  participate  in 
successful  credit-bearing  experiences  in  community 
engagement,  service-learning,  international  education,  and 
global engagement.
5. Ability  to  create  an  inclusive  and  respectful 
environment.
6. Evidence  of  effectiveness  for  alternate  assignments 
and/or non-teaching responsibilities should be demonstrated.

4. The  central  commitment  of  the  Sustainability  Program  is  to  produce 
competent,  innovative,  and  informed  sustainability  professionals  that 
are equipped to help address the societal and ecological challenges we 
face and well prepared to begin their careers. In addition, the program 
is committed to Stockton's mission as a liberal arts institution, and the 
need to infuse pressing topics of sustainability, science, technology and 
social  justice  into  the  curriculum. Hence,  teaching  that  empowers 
students as agents in  the  shaping of a more socially-just, verdant and 
sustainable society is valued and expected of all program faculty.
Similarly, a pedagogical approach that embraces the broad liberal arts 
mission of the university is highly valued. Thus innovative and engaged 
pedagogy  that  allows  student  to  develop  intellectual  creativity, 
resiliency, and professional competence is highly valued. Teaching that 
allows opportunity to hands-on learning, engaged scholarship, research, 
creativity, as well as moral and intellectual development is critical to the 
mission of the sustainability program. 
In Sustainability, teaching that offers an opportunity for intellectual and 
moral  growth  and  innovative  capacity  is  particularly  vital  given  the 
constantly-changing nature of the field. As a result, it is vital for teaching 
to  emphasize  emerging  technology and  research,  changing  societal 
challenges  and  implications,  and  the  often contentious  nature  of  the 
issues,  as  well  as  the  direct  and  important  environmental,  social  and 
political implications of the knowledge and understanding we foster.
5. In  Sustainability,  the  evaluation  of  a  faculty  member’s  teaching  may 
include  the  range,  rigor,  and  quality  of  courses  offered  in  both  the 
Sustainability  Program  and  the  General  Studies  curriculum,  with 
attention  to  the  service  they  provide  to  the  program’s  aims  described 
above.  Given  the  dynamic  nature  of  the  field,  and  the  ecological  and 
social challenges we collectively face, a capacity to shape and adapt both 
the curriculum and pedagogical methods so as to continuously adapt to 
the changing needs of the field and of our students, is needed. This might 
be  reflected  in  efforts  by  faculty  members  to  update  their  courses  to 
reflect  changes  in  the  field,  vary  course  offerings  to  provide  students 
with  a  range  of  educational,  professional  and  engagement 
opportunities,  upgrade  courses  to  provide  training  in  new  methods, 
techniques  and  processes,  and  the  creation  of  innovative  learning 
opportunities in and out of the classroom.
In this vein, tenure track faculty are encouraged to produce pedagogical 
resources  and  instructional  materials  that  might  help  enhance  and 
expand  the  value  and  breadth  of  the  sustainability  curriculum. 
Instructors and Non-Tenure Track teaching Professionals are similarly 
expected to demonstrate creative and engaged pedagogy. However, they 
are  not  expected  to  develop  instructional  resources  and  curricular 
innovations  beyond  those  specifically  required  for  courses  they  are 
teaching.
6. In Sustainability, we expect professional and personal precepting which 
is mindful of the broad variety of professional areas that sustainability 
students  may  aspire  to,  the  professional  expectations  in  the field,  the 
broad societal and ecological challenges we collectively face, and future 
trends  in  all  of  these  variables.  This  expectation  is  tempered  for 
Instructors and Non-Tenure Track teaching Professionals who may need 
to focus their academic and professional mentoring on their specific field 
of expertise.
2. Scholarly and Creative Activity-Note: Instructors and Non-Tenure Track 
teaching Professionals are not required to engage in scholarly or creative 
activity
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
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
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
In  the  Sustainability  Program,  this  need  to  recognize  the  value  and  full 
breadth of scholarly activity is critical. In particular, as the field is still being 
defined  and  shaped  by  the  nature  of  the  challenges  humanity faces, 
scholarship  and  creative  activities  that  endeavor  to  help  shape  the 
professional  fields  within  the  broad  context  of  sustainability,  form  and 
identify  the  emerging  field  of  sustainability  studies,  and  enrich  the 
pedagogical approach to sustainability education are of great value.
3.5  In  Sustainability,  great  value  is  placed  on  innovative,  original, 
disciplinary, and interdisciplinary scholarship. And a particular high value 
is placed on scholarship that is formed by or enhances college teaching and 
the  field  of  sustainability  education.  This  is  expected  of  all  tenure  track 
faculty and may be valued but is not expected of non-tenure track faculty 
members. 
In the area of scholarship and creative activity, we will evaluate the amount 
and quality of a tenure-track faculty member's performance in the following 
areas: (1) Published scholarship - disciplinary or interdisciplinary, print or 
electronic  - in  all areas  related  to  sustainability,  social  justice,  applied 
technology, ecology,  and  other  related fields  as well  as  the  broad  area  of 
civic  engagement  and  social  change.  (2)  The  scholarship  necessary  to 
prepare  course  offerings  on  new  topics  or  new  approaches  to established 
topics (3) The scholarship and professional activities necessary to support 
the development of Sustainability as a discipline and to further the aims of 
the  program.  And  (4)  scholarship  in  support  of  or  shaped  by  social, 
intellectual,  and  political  efforts  to  address  pressing  social  and 
environmental issues  and  challenges. Where  the intended  process  of  peer 
review  is  not  in  place,  the  use  of  an  intellectual  or  creative  product  to 
address, highlight, and engage a social or environmental challenge can help 
demonstrate the quality and impact of the scholarship.
In Sustainability, a variety of forms of engagement with academic research 
in the field will be valued. This includes published books and peer reviewed 
articles  as well  as  other forms  of  original  research  that  are indicators  of 
ongoing contributions to one’s discipline. This might include book reviews, 
contributions to collected works, and similar engagement with research in 
the field or the advancement of public understanding of vital issues and the 
policy  process.  It  might  also  include  professional  documents,  educational 
materials,  applied  social  and  scientific  research  and  other  less-formal 
methods  aimed  at  the  achievement  of  a  more  sustainable,  just,  verdant 
society. 
Non-tenure-track  instructors  are  not  expected  to  engage  in  such 
scholarship.
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:
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.
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.
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.
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
In  Sustainability,  scholarship  and  professional  activities 
necessary  to  support  the  development  of  the  study  and 
understanding of sustainability as a discipline are particularly 
valued. Importantly,  documentation  of impact  can  be  shown 
through  scholarship  or  actions  that  enhances  the  public 
understanding of pressing environmental issues, social issues, 
innovative solutions, emerging technology and policy matters.
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.
In  Sustainability  applied  and  theoretical  research  are  both 
valued.  Presentations  before  and  activities  with  peer  groups, 
community  members,  and  policy-makers  that  apply  scholarly 
knowledge to “real-world” problems and issues are particularly
valued.  The  contributions  faculty  members  make  to  the 
organizational life of institutions of civil society (e.g. non-profit, 
community-based  organizations),  and  the  use  of  these 
contributions in the development of an applied research agenda 
that is disseminated in both academic and non-academic forums 
is valued by the program.
6. The  University  understands  excellence  in  a  variety  of 
scholarly or creative activities to embody the following:
1. Books  should  be  published  by  reputable  academic  or 
trade presses and reviewed in appropriate journals. Same as 
University standards
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 
pre-publication review.
In  sustainability  we  particularly  value  interdisciplinary 
scholarship.  Consequently,  research  published  outside  of  the 
strict field of sustainability is valued equally with publications 
in sustainability and environmental science.
3. Scholarly and creative activity that involves students as 
co-presenters, co-participants, or co-authors.
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
In  sustainability,  the  public  presentation  of  research  in 
academic settings, for example serving as a discussant or panel 
chair  at  an  academic  conference,  major  public  event  or 
significant  civic  gathering  is  valued  as  an  important 
contribution to the discipline. However, public presentations in 
non-academic settings are also highly valued.
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 
(e.g. royalties, awards, or impact on public debate or on other 
artists). Same as University standards
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..
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
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.
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
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.
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
3. University and Community Service
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 Universitywide  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.
In  Sustainability  we  will  value a  faculty  member's efforts to  enhance 
sustainability  and  social  and  ecological  awareness  on  campus  as  well  as 
enhance  the  sustainability  of  the  campus  community,  operations  and 
facilities.
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  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
In  Sustainability,  community  service  that  provides  education, instruction,
and  empowerment  to  individuals  or  community  groups  is  highly  valued. 
Such  community  activities  might  include  (1)  courses  offered,  (2) 
presentations made,  (3)  the building of and/or contribution  to, programs 
open  to members of  the local community,  (4) evaluations of, or proposals 
for, public policies, and (5) service to community organizations.
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
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.
5. In  the  Sustainability  Program,  seeking  opportunities  outside  the 
classroom  to  enhance  student  learning  of  the  subject  matter may  also 
constitute service. These opportunities might include: The development and 
supervision  of  hands-on  learning  opportunities,  possibilities  for  research, 
internships  and  professional  training;  The  development  and  fostering  of 
opportunities for community, social and policy engagement for our students 
through  internships,  civic  involvement,  and  research  endeavors;  And  the 
supervision of independent studies and special projects.
5. Evidence  of  effectiveness  in  University  or  community  service  may 
include such items as: Same as University standards
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.
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.

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 and involvement beyond that which might 
be expected by the usual citizen or member.