School Standards for Social and Behavioral Sciences with Program Standards for Criminal Justice
This policy covers all members of the Criminal Justice Program in 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 Criminal Justice program in 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 Criminal Justice program in the social and behavioral
sciences. The additional
Criminal Justice program standards, where relevant, appear in bolded italics.
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 and Criminal Justice
program
is excellence in teaching. Teaching in our School and, specifically the Criminal Justice
program, 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.
In evaluating faculty performance, the Criminal Justice program recognizes substantial
evidence of
gender and racial bias and bias against instructors whose native language is not English,
among
other likely biases, in IDEA student ratings of faculty (Chavez & Mitchell, 2020;
Fan et al. 2019). In
interpreting the evidence presented in files, Criminal Justice faculty emphasize the
importance of
multiple indicators. Additional indicators of teaching excellence may include a) content
or attitudinal
pre- and post-test assessments, especially those designed by the candidate, b) a teaching
philosophy
statement, c) course materials, such as handouts and assessments, like papers, quizzes,
exams,
PowerPoints or other lecture materials, and d) peer observations, among many other
potential
markers.
6.1.2 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.
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, course goals/objectives, 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.
6.1.2.5 For the Criminal Justice Program, excellence in teaching also includes precepting
in a
manner that recognizes the broad variety of subject areas related or cognate to the
field
of criminal justice.
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. In
Criminal Justice, these opportunities may include the supervision of academic based
projects
including independent studies, honor’s projects, program distinction projects, and/or
the
development of faculty-student research projects.
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 and Criminal Justice program 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
In the Criminal Justice program, excellence in research entails:
• The acceptance for publication of three peer-reviewed publications and the delivery
of three scholarly or
professional presentations for tenure and promotion to the rank of Associate Professor.
• The acceptance for publication of four peer-reviewed publications and the delivery
of four scholarly or
professional presentations for promotion to the rank of Professor.
Instructors and Non-Tenure Track Teaching Specialists (NTTP) of Criminal Justice are
not required to engage in
scholarly activity. However, any scholarly work done by faculty in these positions
shall be recognized and valued
by the program.
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.
The School of Social and Behavioral Sciences and Criminal Justice program recognizes
the value of
innovative, original, disciplinary, and interdisciplinary scholarship. Scholarship
that enriches or
advances our understanding of social change, human behavior, the social and political
environment of the criminal justice system, in the United States or in other countries
are clearly
valuable, and should not be constrained by disciplinary boundaries. The Criminal Justice
program
values contributions of this interdisciplinary nature.
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
and candidates in
Criminal Justice should specify how their contributions to publications are substantive.
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 and Criminal Justice program, 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 in the form of pedagogical research, 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.
Because the criminal justice system has an impact on a wide variety of people and
communities,
professionally reviewed scholarship designed to address community needs and issues
that is
directed to lay audiences is especially valued in the Criminal Justice program.
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. In Criminal Justice,
• Non-peer reviewed books are equivalent to one peer-reviewed publication.
• Non-peer reviewed book chapters are equivalent to one-half of a peer reviewed
publication.
• Peer-reviewed books are equivalent to one or two peer-reviewed publications,
depending on the judgment of the Program Review Committee.
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 the journal or proceedings are peer reviewed. Publications
in peerreviewed professional journals in criminal justice or related fields are valued.
Fully
accepted peer-reviewed manuscripts published online are equivalent to printed versions.
6.2.4.6.3 Scholarly and creative activity that involves students as co-presenters,
co-participants, or
co-authors. Research with students as co-participants is particularly valued in Criminal
Justice.
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. The Criminal Justice program most values national or regional
scholarly or professional presentations. Local presentations are equivalent to one-half
of a
national or regional scholarly or professional presentation.
In the School of Social and Behavioral Sciences and Criminal Justice program, 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. Public or professional
presentations, research projects, reports, or demonstrations that bridge teaching,
scholarship, and service are valued by the Criminal Justice program.
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. As an applied field, the Criminal Justice
program values government reports which hold the equivalency to one peer-reviewed
publication. 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. While the peer review process is typically used to ensure
quality scholarship, if this process is not available to evaluate policy-orientated
publications, candidates are encouraged to use alternative mechanisms to demonstrate
quality and impact.
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.
Public
or professional presentations, research projects, reports, or demonstrations that
extend to
the community are especially valued in Criminal Justice.
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 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.
6.3.1.1 It is expected that faculty of all ranks serve the program and university.
Service to either
CRIM or MACJ is recognized as program service and while contributions at both levels
are
equally valued, faculty are not obligated to serve both programs. Service to Stockton
that is
external to the undergraduate and/or graduate programs in Criminal Justice is recognized
as
service to the School and/or University. Professional, community, and/or discipline
service
that is external to Stockton is valued, but not required.
6.3.1.2 In Criminal Justice, it is expected that faculty members engage in active,
ongoing, and
substantive service that has a meaningful impact for the program and university. The
Criminal
Justice program recognizes the ebb and flow of a faculty member’s professional engagement,
which at times may concentrate more on service, teaching, or scholarship. Faculty
of all ranks
are encouraged to balance service activities with other scholarly and teaching obligations.
It is
not expected, nor encouraged, that faculty at any rank take on simultaneous leadership
roles for
any required service engagements.
6.3.1.3 In Criminal Justice, excellence in service is defined as:
• At least four quality service activities spread throughout the appropriate review
period for
probationary tenure-track (TT) assistant professors;
• At least five quality service activities spread throughout the appropriate review
period for
probationary tenured track instructors (TTI);
• An average of three quality service activities annually, by the end of their sixth
semester at
Stockton for non-tenure track teaching professionals (NTTP II);
• An average of three quality service activities annually for faculty who are tenured
and/or senior.
In cases where annual requirements apply, meeting the minimum number of service engagements
in
a given year may not always be feasible. Faculty are empowered to balance their service
load and
highlight their average yearly service contributions, rather than any one specific
year of service.
6.3.1.4 In Criminal Justice, service contributions at the program and/or university
level may include the
following examples. This list is not exhaustive and should not be used for benchmarks,
or to
establish restrictions or limitations to significant service contributions.
• The development, enrichment, or leadership of new or current academic programs,
including service
as a program chair or coordinator;
• Coordination of periodic program reviews, certifications, or accreditation efforts;
• Participation in an elected program review committee (PRC);
• Development, coordination, and/or management of ongoing internship placement relationships
or
other engagement and enrichment opportunities for current or future students;
• Participation or leadership on search committees and/or serving as a search advocate;
• Substantive service to a minor program as a minor program committee leader or facilitator
of a minor
program initiative, including conference organization, active social media and outreach
coordination,
academic assessment, event coordination, portfolio review, curriculum development,
etc.;
• Participation or leadership in university committees or other university initiatives,
including service to
the union or union committee, faculty senate or faculty senate committee, service
as a faculty fellow,
coordination of faculty or summer institutes, etc.;
• Ongoing record of faculty teaching observations as a part of a summer teaching institute,
mentoring
program, general observation requests, or program observation committee;
• Coordination of campus-wide and professional development events, including conferences,
training
series, and/or teaching circles, that incorporate professional development opportunities,
outreach,
and/or project development with practitioners and/or faculty members.
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 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. In Criminal Justice, service external to the
program and University
may consist of, but is not limited to:
• Professional service to external organizations, including training, advocacy, evaluation
and data
analysis, advisement, consultation, and planning among a variety of other activities;
• Broader community service with local, regional, or national organizations, including
service on
boards of directors and advisory committees in areas related to criminal justice;
• Service to the professional community as a member of a conference committee or as
a section chair
in a professional organization;
• A sustained pattern of reviewing manuscripts for peer-reviewed journals;
• Service-learning projects with sustained relationships with target groups, communities,
organizations, or constituencies where objectives include community engagement.
Because the social and behavioral sciences, particularly the Criminal Justice 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. Criminal Justice faculty
members who are heavily engaged in community-level service or service to the discipline
are encouraged
to balance these obligations with their service engagements at the program and/or
school/university
level.
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. Service is not limited to program administration (for example, an undergraduate, graduate,
or
minor program chair, director, or coordinator) or to standing committees at the program,
school, and/or
university level. Activities should be of the faculty’s choosing (e.g., administrative,
creative, collective
bargaining, governance, advocacy, constituency focus) and may be any combination of
program,
university, and/or community service, so long as faculty engage in the minimum service
requirements
expected of their rank and provide quality service at the program and school/university
level throughout
the review period.
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.Service at any level that enriches one’s teaching and/or research
supports multiple aspects of the faculty member’s professional growth and is recognized
as notably
important in Criminal Justice.
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. In Criminal Justice, probationary faculty are expected to demonstrate a record of
increasing impact in their service engagements with the expectation that their participation
may begin
at an entry-level position, role, or level. Faculty who are tenured and/or of senior
rank are expected to
continue to increase or maintain leadership roles in service areas and demonstrate
the impact of their
activities to achieve promotion from Associate professor to Full professor to Distinguished
professor, or
from NTTP II to NTTP I.
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.
6.3.4.1 For all ranks in Criminal Justice, quality service engagement throughout the
appropriate review period should demonstrate impact. In Criminal Justice, it is
incumbent upon the candidate to clearly define the impact of their service in their
personnel review files and provide evidence to substantiate the effort and
responsibilities required of the position. Evidence may include:
• A letter from the Chair of a committee documenting the faculty member’s specific
contribution,
• Authorship from a task force report,
• Assessment or evaluation documents,
• Documentation of social media engagement, and/or
• Any tangible documentation of contributions.
In cases where the faculty member serves as Chair, a letter from the person to whom
they submit
their reports, minutes, and/or products of the committee’s work are acceptable.
6.3.4.2 The Criminal Justice program recognizes that impactful service requires dedication
of
professional effort and time. We emphasize quality and impact of service over the
quantity of
service activities. Service activities that span a typical appointment of two years
or constitute a
significant time commitment within a shorter term are more highly valued than activities
that
are limited to a semester or short-term period of activity. Isolated or one-time service
activities
should be contextualized within a broader framework of intended outreach or impact.
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. In Criminal Justice, reports written for an external organization or audience may
be
appropriately listed as service when the intent is for general dissemination, publicizing
organizational activity, and/or summarizing a topic for membership education. A report
written
to demonstrate a faculty member’s research efforts, demonstrate an expertise in an
area to
influence policy change relevant to the faculty member’s scholarship area, or document
and
report evaluation efforts of the organization’s activities may be more appropriate
for the section
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 and in the Criminal Justice program, 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, Criminal Justice program
standards noted in italics
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.
