Task Forces


  1. Review the current institutional practices of visa procedures and their effect on the retention rate of international faculty;
  2. Review policies and best practices at similar institutions in New Jersey;

  3. 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.

Task Force Documents and Reports 


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  



  1. 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.
  2. Review the recent Student Campus Climate Survey report, which will be posted in the Stockton Go Portal.
  3. Conduct additional research on the reporting and investigation of incidents of sexual assault and sexual violence at Stockton, both qualitative and quantitative data.
  4. Research practices of similar institutions in size and demography.
  5. Research the logistics of developing a centralized hotline at Stockton to address student safety concerns.
  6. Develop recommendations for best practices in handling incidents of sexual assault and sexual violence on campus.

Final Report (May 2020)   


Betsy Erbaugh, SOBL (chair) Emily Van Duyne (GENS)
Deeanna Button, SOBL Meg White, EDUC

Maya Lewis, SOBL

Jonathan Johnson,
Office of Community Wellness & Health Education
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.


  1. Research the background and history of the LIBA at Stockton.

  2. Review the “Proposed Enhancements to the LIBA,” dated May 9, 2012.

  3. Examine the current School-based LIBA structure, number of students enrolled, and impact on other programs.

  4. Examine whether School-based LIBA are in line with Middle States requirements.

  5. 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).

Task Force Final Report (May 17, 2019)


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



  1. Examine hate speech in the classroom, common space, quasi-private space (residential life), and on social media.
  2. Research laws about free speech v. hate speech
  3. Examine Stockton’s current policies – BIT, BRT, Student Code of Conduct, etc.
  4. Examine the approaches to this issue taken by campus communities (schools of similar size and student demographics).
  5. Develop recommendations for Stockton University
  6. Share full report with the campus community


 Task Force Report


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.

Final Report 



Charlie Wu

Heather McGovern

Amee Shah Adalaine Holton
Lydia Facteau Janice Joseph
Norma Boakes Tom Grites
Joe Trout Pete Straub
Frank Cerreto John Iacovelli
Luis Pena Michelle McDonald
  Peter Hagen


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.

Task Force Final Report

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
Katherine Panagakos  


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.

Informational slide show (also available as PDF) on University Status in New Jersey

Founding Mission/Purpose Statement and program plans for Stockton (from Reaching 40)

Current Mission Statement for The Richard Stockton College of New Jersey (1982)

View the faculty summary rating of a change to university status

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).

Faculty and Staff Town Hall Meeting--Introduction, March 2013

Faculty and Staff Town Hall Meeting--Powerpoint, March 2013

Student Town Hall Meeting--Introduction, April 2013

Student Town Hall Meeting--Powerpoint, April 2013

Robert Gregg Robert Marsico
Claudine Keenan Michelle McDonald
Lewis Leitner Mary Padden 
Michael Hozik Christine Tartaro
Kim Lebak Helen Duo Wei



Meeting Minutes
Dec 9, 2013 Dec 14, 2012
Apr 22, 2013 Nov 30, 2012
Mar 25, 2013 Nov 9, 2012
Feb 25, 2013 Nov 2, 2012
Feb 03, 2013  
Russell Manson Heather McGovern
Deborah Ballard Mark Richard
Joshua Duntley Mike Frank
Sonia Gonsalves Aakash Taneja
Mary Kientz Carra Hood
Adeline Koh  


Report to the Senate (March 2012)

IDEA - 5 year review

IDEA - 5 year review statistics