- Review the current institutional practices of visa procedures and their effect on the retention rate of international faculty;
Review policies and best practices at similar institutions in New Jersey;
Make recommendations regarding visa procedures and support for international faculty including financial support.
|Yulong “Helen” Gu, HLTH (Co-chair)||Arleen Gonzalez, SOBL (Co-Chair)|
|Xu “Bevin” Song, ARHU||Chenyan Xu, BUSN|
Priti Haria, EDUC
|Francis Nzuki, GENS|
|Kathy Sedia, NAMS||Jiangyuan “JY” Zhou, Office of Global Engagement|
|Lawrence Fox, Human Resources||Maggie Quinn, Admin & Finance|
As of September 2018, Stockton University has a number of positions, held by faculty, which carry with them a wide range of duties and responsibilities beyond those assigned to them purely in their role as faculty per se. These positions, Co-ordinators and sub-coordinators, Directors, Convenors, Presidents, Advisors, Chairs, permeate the institution and will be referred to hereafter as “Faculty Leadership Positions.” All of these are listed in the Coordinators Agreement of 2018. Some of these positions date back to the founding days of the college and are a product of the original ethos of the institution. Because these positions include the option of either financial compensation or course release or a combination of both they have been the subject of negotiation between the Union and the Administration. For these reasons any substantive reexamination of the Faculty Leadership Positions requires the combined efforts of the Stockton Senate and the Union.
The need for such a reexamination has been motivated by several factors but three figure most prominently.
First, Stockton has been engaged in a robust expansion for the past twenty years in almost every area of its existence: student population, faculty, administration, curriculum, geographic locale, number of buildings, community services, number of accredited programs, etc. This rapid and extensive expansion has resulted in a wide range of consequences, many of which impact the scope and nature of the Faculty Leadership Positions.
Secondly, higher education nationally and locally has changed over the past twenty years, and faculty, programs, and administrators now have additional responsibilities. As just a few examples, programs are now responsible for more frequent and robust assessment of student learning, and faculty leaders in these positions are often responsible for hiring, scheduling, mentoring, and managing the needs of a larger proportion of adjunct faculty.
The third factor is a direct outgrowth of the first two, namely that the administrative demands of these positions have increased to the extent that both the faculty and administration believe the current system(s) has become both inefficient and often even demoralizing.
With this in mind, the Senate and SFT 2275 have agreed to form a joint task force with the following goals:
a) Critically examine the history, scope, and nature of the positions covered in the Coordinators Agreement of 2018
b) Ascertain the opinions of the individuals who hold or have held these positions as to how they might be improved, if at all, to address the three concerns listed above.
c) Research how similar such positions are conducted at other institutions to compare and contrast them with our current system.
d) Make recommendations as to what might be done to address the concerns listed above.
While the primary charge of this Task Force is not an exercise in cost saving it is understood that the analysis and recommendations will need to be conducted within a fiscally responsible context. With this in mind we will invite select administrators to consult with the Task Force to advise members on such matters.
|Christina Morus, ARHU||Christine Ferri, SOBL|
|Marc Richard, NAMS||Heather McGovern, GENS|
Kim Lebak, EDUC
|Patricia Quinn McGinnis, HLTH (co-chair)|
|Rodger Jackson, SFT (co-chair)||Joe Trout, Faculty Senate|
|Jennifer Potter, Administrative Liason||Maya Lewis, Graduate Programs|
|WeiXuan Li, BUSN|
- Review and update the white paper produced by the Sexual and Gender-Based Violence Teaching Circle titled, A Current State of Affairs Regarding Sexual Violence Initiatives at Stockton University.
- Review the recent Student Campus Climate Survey report, which will be posted in the Stockton Go Portal.
- Conduct additional research on the reporting and investigation of incidents of sexual assault and sexual violence at Stockton, both qualitative and quantitative data.
- Research practices of similar institutions in size and demography.
- Research the logistics of developing a centralized hotline at Stockton to address student safety concerns.
- Develop recommendations for best practices in handling incidents of sexual assault and sexual violence on campus.
|Betsy Erbaugh, SOBL (chair)||Emily Van Duyne (GENS)|
|Deeanna Button, SOBL||Meg White, EDUC|
Maya Lewis, SOBL
|Deb Gussman, ARHU||Stacey Rose, Care & Community Standards Office|
Luis I. Garcia, HLTH
|Adrian Wiggins, Campus Public Safety|
|Jennifer Barr, BUSN||Ro Latoracca (Campus Police and Safety)|
Margaret E. Lewis, NAMS
|Linda Yost, Intercollegiate Sports|
The Bachelor of Arts in Liberal Studies (Liberal B.A. or LIBA) is described on the university website as “an option for students whose educational or career goals or academic interests are not met by any of Stockton’s existing degree programs.” It is further described as an opportunity for students to “design a complete 128-credit interdisciplinary program suited to their individual needs and plans.” Notions of specialized and individualized programs of study have been a part of this institution since its conception. The student body, however, has changed dramatically and so has the institutional approach to the LIBA. As such, the Faculty Senate charges members of this task force to examine those changes and future goals of the LIBA.
Research the background and history of the LIBA at Stockton.
Review the “Proposed Enhancements to the LIBA,” dated May 9, 2012.
Examine the current School-based LIBA structure, number of students enrolled, and impact on other programs.
Examine whether School-based LIBA are in line with Middle States requirements.
Prepare a proposal to be delivered to the Senate at the May 24, 2018 retreat (if more time is required, submit a formal request to the Senate for an extension).
Doug Harvey, EDUC, AP&P Committe (co-chair)
Marc Richard, NAMS (co-chair)
|Brian Tyrrell, BUSN||Kerri Sowers, HLTH|
|Norrie Boakes, EDUC||Frank Cerreto, GENS|
|Adam Miyashiro, ARHU||Mac Avery, SOBL|
|Rob Gregg, Dean of GENS||Michelle McDonald, Associate Vice President for Academic Affairs|
- Examine hate speech in the classroom, common space, quasi-private space (residential life), and on social media.
- Research laws about free speech v. hate speech
- Examine Stockton’s current policies – BIT, BRT, Student Code of Conduct, etc.
- Examine the approaches to this issue taken by campus communities (schools of similar size and student demographics).
- Develop recommendations for Stockton University
- Share full report with the campus community
Kathy Sedia, NAMS (co-chair)
Adjoa Cofie, Student Senate (co-chair)
Stacy Rose, Care & Community Standards Offices
|JY Zhou, International Specialists for Provost’s Office|
Amy Jones, Care & Community Standards Office
|Michelle MacDonald, Academic Affairs|
Adam Miyashiro, ARHU & SFT
|Emily Van Duyne, GENS|
|Stephen Davis, Student Affairs||Amee Shah, HLTH|
|Manish Madan, SOBL||John Gray, EDUC|
|Kerrin Wolf, BUSN||Mahalia Bazille, UBSS|
|Morganne Schafle, Pride Alliance||Anthony Farfalla, Model United Nations|
|Nudar Chowdhury, MSA||Reid Truet, College Republicans|
|Jessica Grullon, Graduate Studies|
In 1969, Bowdoin College in Maine became the first test optional school in the United States, launching a movement that is now approaching its fiftieth year. Today, nearly a third of all U.S. four-year colleges and universities are test-optional, or test flexible, including some public colleges and universities in New Jersey. How colleges and universities define the term has varied widely. For some schools, test optional means first-time, first-year, degree-seeking applicants are not required to submit ACT or SAT scores for the purpose of admissions. Many more institutions are “test flexible,” only allowing this choice for students who meet certain GPA requirements, or who submit other results like Advanced Placement or International Baccalaureate subject test scores as evidence of academic proficiency. Other common exceptions to schools’ test optional policies include preclusion of certain science, engineering, and health science majors, EOF applicants, home school students, and international students.
Stockton University currently requires all freshman to submit SAT and/or ACT test scores as part of the application process. Such scores are used to assess students’ writing and mathematics proficiency, as well as by some majors in order for students to matriculate into those degrees (most notably in NAMS and HSCI). Finally, Stockton uses test scores, along with GPA and other metrics of academic success, to award the majority of its merit-based institutional aid. Transfer students are not required to submit standardized test scores.
The Task Force for Test Optional Admission is charged to lead discussions with faculty, staff, administration, students and the wider Stockton community including area high schools about whether Stockton should consider becoming “test optional,” and, if so, how that term might be defined and implemented. It will consult as many constituent groups as possible, and inform itself through research. Guiding concerns include, but are not limited to:
- Impact on student recruitment
- Current placement uses of standardized testing and the viability of alternatives
- Potential for expanding or diversifying the student body
- Recommendations (if any) for retaining mandatory test scores for certain fields or constituencies
- Effect on allocation of institutional, merit-based aid
At the completion of its work the Task Force is expected to produce a written report to the Senate, which will subsequently be shared with the entire Stockton community.
|Amee Shah||Adalaine Holton|
|Lydia Facteau||Janice Joseph|
|Norma Boakes||Tom Grites|
|Joe Trout||Pete Straub|
|Frank Cerreto||John Iacovelli|
|Luis Pena||Michelle McDonald|
- Classroom Utilization 2015
- Copy of Module Change: NAMS lab modules
- Course Modules
- FA Meeting 2-15-93
- FA Meeting 10-19-93
- FA Meeting 4-6-93
- FA Meeting 4-19-94
- FA Meeting 10-20-92
- FA Meeting 11-16-93
- FA Steering Committee 10-5-93
- FATF Proposed Schedule Summary
- Jenn Barr Survey Instrument
- Module Changes Figart & Frank
- Module Proposals
- New Ways to Teach and Learn
- Optional 4th Hour Schedule
- Proposal 1
- Proposal 3
- Proposal II
- Proposed Module Change
- Proposed Scheduling Changes
- Responding to Points about 3 Hour Schedule
- Task Force 1970s
- Women in Academia Teaching Circle
- WIA Minutes
- Class Modules & Availability Survey
The Task Force on Campus Accessibility is charged to identify accessibility challenges that students, faculty, staff, and community members experience while on our campus. The Task Force may survey constituent groups and hold hearings to determine whether there are specific areas of concern. It shall prepare a report discussing its findings to be presented to the Faculty Senate at the May 2014 Senate retreat.
|Susan Fahey (Co-chair)||William Rosche|
|Fran Bottone (Co-chair)||Carole-Rae Reed|
|Camille Sauerwald||Shelly Meyers|
|Betty Elmore||Elaine Bukowski|
|Bob Ross||Nestor Smith|
|Charles Ingram (or designee)||Mary Weisel|
|Donald Woolslayer||Lydia Fecteau|
|Debbi Dagavarian||Kim Furphy|
The Faculty Senate has charged the Task Force as follows:
In light of feedback from the Middle States Commission on Higher Education, the RSC Faculty Senate has created a Task Force on University Status. The Task Force is charged to lead a faculty discussion and exploration of whether Stockton shall remain a college or pursue university status. This taskforce will facilitate discussions among as many constituent groups as possible, and inform itself through research.
The Task Force shall consider potential gains and potential losses associated with this change including, but not limited to: student recruitment and retention, educational offerings to our community, campus physical plant and satellite campuses, perceived valuation of Stockton degrees, student and alumni employment opportunities, faculty and student interactions, faculty teaching and research expectations, faculty performance evaluations, funding opportunities, faculty governance, curricular control of academic programs, administrative staff organization, collective bargaining agreements, alumni attitudes and opinions, and any other area which may be impacted by the change. At the completion of its work the Task Force is expected to produce a written report to the Senate, which will subsequently be shared with the entire Stockton community.
Current Mission Statement for The Richard Stockton College of New Jersey (1982)
If you were unable to attend one of the town hall meetings held during the spring 2013 semester, we invite you to review the introduction and powerpoint from these presentations (both faculty/staff and student versions appear below).
|Robert Gregg||Robert Marsico|
|Claudine Keenan||Michelle McDonald|
|Lewis Leitner||Mary Padden|
|Michael Hozik||Christine Tartaro|
|Kim Lebak||Helen Duo Wei|