Nursing Program Standards
Standards for Reappointment, Tenure, and Promotion for Faculty and Teaching Specialistsof the Graduate and Undergraduate Nursing Programs Approved by Nursing Faculty, May 13, 2024 Approved by Associate Dean of Nursing, May 13, 2024 Approved by Dean of Health Sciences 5/15/2024
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Black font color = University Standard
Red font color = SHS Standards
Blue font color = Nursing Program Standards
1.0 PREAMBLE
1.1 As a nationally ranked public liberal arts university, Stockton University is committed to high standards of faculty performance that will sustain and extend the excellence we have achieved. This commitment embodies the teacher-scholar model central to the liberal arts tradition. In turn, the dynamic relationship between teaching and scholarship is part of maintaining the currency of the University’s approach to interdisciplinary learning. While much of this policy focuses on evaluation of individual faculty members, this policy also affirms that interdisciplinary, liberal arts education is not the work of an individual, but necessarily involves purposeful collaboration in order to achieve the University’s mission. 1.2 The status of faculty members changes as they earn reappointment, tenure and promotions, advancement, or move from part-time, temporary, teaching/clinicalspecialist or visiting employment to a tenure- track position. As one’s status changes, so do expectations and, in some cases, the method of evaluation. 1.3 Although formal evaluation processes take place on varied cycles, the University expects the highest level of professionalism at all times. Faculty are expected to perform their roles in a manner that reflects positively on themselves and on the University. Education is a shared enterprise that entails the ability to work well with colleagues and others on campus and to contribute to institutional, School, and Program goals. 1.4 University expectations of faculty performance fall into two broad areas: those areas of faculty responsibility traditionally used by institutions of higher education to judge performance and the continued development of their faculty, and those expectations that reflect obligations of faculty as University employees. 1.5 Throughout this policy, the term “faculty” shall mean teaching faculty and the term “library faculty” shall be used to refer to librarians covered under Article XVII of the Master Agreement. For the purposes of communicating expectationsfor evaluation, reappointment, and advancement only, the use of the term “faculty” applies to adjuncts, part-time, and nontenure-track professionals as well.
1.6 This policy specifies school-wide considerations for faculty evaluation in the School ofHealth Sciences (HLTH). This policy has been developed to elaborate upon the unique effortsof faculty in the School of Health Sciences which may distinguish them from faculty in othercollege schools. Such distinctions should be incorporated into the faculty evaluation procedure.The University-wide Faculty Evaluation (Policy # Policy # II-10.5) shall serve as thestandard for faculty evaluation.The School of Health Sciences (HLTH) encourages the faculty to demonstrate teachingeffectiveness by a variety of methods. There are multiple methods of attaining excellence inteaching. Each program as well as each individual faculty member is guided by a uniquepedagogical philosophy. In addition to traditional classroom instruction, HLTH faculty areoften engaged in independent studies, support of student research and clinical supervision ofstudents. To demonstrate teaching effectiveness, the HLTH school encourages faculty to relyon several indicators of successful and effective teaching.
1.7 This document provides all members of the Nursing Program Faculty, including tenure-trackfaculty, non-tenure track faculty, and part time faculty clear guidelines for reappointment, tenure,and promotion. These guidelines recognize the unique efforts of faculty in the Nursing Program,which may distinguish them from faculty in other programs. Such distinctions include clinicalpractice requirements for national certification and licensure and should be incorporated into thefaculty evaluation procedure. Nursing faculty acknowledge the role of faculty assessment inteaching, scholarly activities, and service to the Program, the School of Health Sciences, theUniversity, the Community, and the discipline.
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 Program’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.
6.1.1.1 The education of professional nurses, both inside and outside the classroom,clinical setting, or laboratory is the Program’s primary purpose. Therefore,performance and effectiveness in teaching carries the greatest weight in theevaluation of faculty. All aspects of teaching, including nursing theoreticalinformation, practice skills and techniques, grading and attendance policies, andtimely response to students will be evaluated to gain a clear understanding of eachfaculty member’s effectiveness in the educator role. Preceptorial teaching/advising isalso a component of teaching evaluation.
6.2.1. In broad terms, excellence in teaching is characterized by: 6.2.1.1. A thorough and current command of the subject matter, teaching techniques, and methodologies of the disciplines one teaches.
6.2.1.1.1 A thorough and current command of the subject matter, teaching techniques and methodologies of the discipline of nursing as defined by the New Jersey Administrative Code Title 13, Chapter 37, New Jersey State Board of Nursing (2024); The Essentials of Baccalaureate Education for Professional Nursing Practice (2008); The Essentials of Master’s Education in Nursing (2011); The Essentials of Doctoral Education for Advanced Nursing Practice (2006); the American Association of Colleges of Nursing’s (AACN) Essentials: Core Competencies for Professional Nursing Education (2023); Standards for Quality Nurse Practitioner Education (6th edition) (2022) a report of the National Task Force on Quality Nurse Practitioner Education; the ANA Nursing Scope and Standards of Practice (4th edition) (2021); the ANA Code of Ethics for Nurses with Interpretative Statements (2015), and The Roy Adaptation Model (2009).6.2.1.1.2 Excellence may be evidenced by national certification in the facultymember’s area of teaching responsibility, a record of completion of requiredcontinuing education requirements relative to one’s teaching responsibilities,ongoing research that is related to teaching responsibilities, and otherscholarship that relates to faculty specialty expertise.
6.2.1.2 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.
6.2.1.2.1 Sound course design and delivery in all teaching assignments, whetherintroductory, advanced or graduate offerings, clinical or classroom, is evidencedby clear and measurable student learning outcomes, content reflecting currentand best available scholarship and teaching techniques aimed at successfulstudent learning. An important component of course design should be inpreparation for NCLEX-RN (prelicensure) and NP specialty licensureexaminations as well as safe clinical practice. Course design should provideevidence of the linkage between student learning outcomes and evaluationtechniques.
6.2.1.3 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.
6.2.1.3.1 Materials submitted by faculty should provide evidence of the aboveand should include all syllabi for courses taught. The Program ConceptualModel (The Roy Adaptation Model) should be evident in every programsyllabus. Faculty are expected to consult with senior program membersregarding syllabi changes so that content remains congruent with the curriculumplan. Faculty are expected to earn a majority of scores that are at least 3.5 (on a5-point Likert) on the IDEA under the categories of “Teaching Methods andStyle, Excellent Teacher, Excellent Course.” Faculty are invited to submit all documents that reflect their ability to organize course material and to communicate it effectively.
6.1.2.4 Demonstration of respect for students as members of the academic community through timely feedback and responses to student communications.
6.1.2.4.1 Nursing faculty will demonstrate this respect by holding office hoursper University policy. Faculty will provide feedback to students aboutexamination grades in a timely manner. Faculty will respond to studentelectronic communications within 48 hours – unless there are extenuatingcircumstances. Faculty will conduct preceptorial advising meetings to assiststudents in course planning. Faculty are not required to return emails onweekends, nights or holidays. 6.2.2 Where appropriate, additional measures of teaching excellence are: 6.2.2.1 Ability to use technology in teaching. 6.2.2.1.1 Nursing faculty members are expected to demonstrate computerassisted teaching in the classroom and, when appropriate, in clinical areas. Thedelivery of online course materials is expected. Faculty will orient students tothe specific areas of technology to be utilized in a course when necessary. 6.2.2.2 The capacity to relate the subject matter to other fields of knowledge. 6.2.2.2.1 The development of interdisciplinary activities might includeinteraction with physical therapy, occupational therapy, social work, psychology,communications programs, and others to enhance the nursing science approach.These activities need not be limited to health science disciplines, but also to theliberal arts. For example, the integration of the freshmen reading is encouragedin the prelicensure program.
6.2.2.3 Seeking opportunities outside the classroom to enhance student learning of the subject matter 6.2.2.3.1 In nursing, opportunities outside the classroom might include clinicaland professional organizational activities. Nursing faculty can demonstrate suchopportunities by participation in the Nursing Club; the off-campus InfluenzaImmunization Program; Sigma Theta Tau, Theta Sigma, the Stockton Chapter ofthe International Honor Society for Nursing; or the Graduate Student NursingAcademy. Exposure by faculty to the New Jersey State Student Nurses’Association annual meeting would also enhance the professional development ofstudents. The development of clinical activities within the faculty member’sclinical specialty and the communication of real-world clinical experiences byfaculty enhance student learning. 6.2.2.4 The ability to lead, promote, and/or participate in successful credit-bearing experiences in community engagement, service-learning, facultysponsored/mentored research, and global education. 6.2.2.5 Ability to create an inclusive and respectful environment. 6.2.2.6 In the School of Health Sciencesand in the Nursing Program,NTTP faculty assigned alternate assignments related to instructional delivery (e.g., organization of patient simulations, maintenance of education laboratories, internship coordination, etc.) will have those activities recognized as contributing to excellence in teaching.
6.2.2.7 Measurement tools used to evaluate teaching effectiveness must include (but are not limited to): 6.2.2.7.1 Results and reflection about student evaluation tool results, this may include the IDEA or small class evaluation instrument. Evaluation requirements should follow the current MOA requirements for student evaluation of teaching and be based on the position/rank of the individual faculty member. 6.2.2.7.2 Results and reflection on the currently used Preceptor Evaluation Form. 6.2.2.7.3 A teaching portfolio may include statement of educational philosophy; samples of course syllabi; samples of course assignments, tests, class activities, or assignments; evaluation tools used to evaluate teaching effectiveness and/or areas of strength and weakness in course design; recorded sample segments of instructional practice; correspondence from students or faculty related to instruction. 6.2.2.7.4 Written reports generated through peer observation; the number of peer observations of teaching should follow current MOA guidelines appropriate to the specific faculty member’s position/rank. 6.2.2.7.5 Evidence of professional development activities related to excellence in teaching and learning. 6.2.2.7.6 Additional assessment instruments or other methods to ascertain students’ feedback regarding professor’s teaching pedagogy and practices. 6.2.2.7.7 As stated, the above is not an exclusive list and the program will be open to additional reasonable suggestions from the candidate regarding methods of evaluation.
6.3 Scholarly and Creative Activity 6.3.1 The teacher-scholar model recognizes that a serious and continuing commitment to engaging in 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.
6.3.1.1 The Nursing faculty of Stockton University value the role ofscholarship in contributing to the body of knowledge to advance the artand science of nursing. Nursing Program faculty recognize that theteacher-scholar model is a serious and continuing commitment toscholarship, enriches teaching, and is the foundation of sustainedexcellence within the classroom. It is expected that tenure track facultywill initiate a research agenda during the first year of employment andestablish and carry out that agenda in future years. The progression ofthat agenda is critical to personnel decisions and should be clearlydocumented in the faculty member’s yearly faculty plan progressreport.
6.3.2 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.
6.3.3 The School and the Nursing Program recognizes a wide variety of scholarlyvehicles: disciplinary or interdisciplinary research, pedagogical research, appliedresearch, integrative scholarship, community engagement and service-learning,artistic or creative activity, and grant writing. Scholarly or creative activities maytake many forms and use different vehicles to communicate with the broaderacademic community.6.3.3.1 The School and the Nursing Program recognizes that the time and effortrequired to complete scholarly or artistic projects may vary markedlyamong disciplines and sub-disciplines. Such variance is addressed inapproved School and Program standards. 6.3.1.1 Sharing the results of scholarly work further contributes to scholarly and creative activity. Expectations for tenure and promotion to associate professor include at least two scholarly accomplishments, one of which is a first author, peer reviewed publication by the time of tenure review.
6.3.2 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: 6.3.2.1 The capacity to bring scholarly or creative projects to completion. 6.3.2.2 A mix of scholarly activities appropriate to one’s appointment e.g., in some cases scholarly activity will be primary, in others creative activity. 6.3.2.3 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. 6.3.2.4 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 an educational setting 6.3.2.5 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.
6.3.2.6 The School understands excellence in a variety of scholarlyor creative activities to embody the following: NursingProgram faculty acknowledge excellence can be exhibited ina variety of scholarly, creative or nursing practice activitiesthat embody the following: 6.3.2.6.1 Books should be published by reputable academic or trade presses and reviewed in appropriate journals. 6.3.4.6.1.1 Books and book chapters should bepublished by reputable academic or trade presses.Reviews of books and book chapters should bepublished in appropriate journals. 6.3.2.6.2 Articles, essays, reviews, 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. 6.3.4.6.2.1. Articles, essays, reviews, and otherforms of writing should be published inappropriate scholarly/creative journals or venues,whether print or electronic. Assessment should bemade as to the quality of the journal in which thepiece appears, in particular, its scholarly/creative reputation and whether or not the journal or proceedings are peer reviewed.
6.3.2.6.3 Scholarly and creative activity that involves students as co-presenters, co-participants, or coauthors. 6.2.4.6.3.1 Scholarly activity that involvesstudents or colleagues as co-presenters, coparticipants, or co-authors is encouraged.Collaborative research with nursing and otherrelated majors is particularly valued. 6.3.2.6.4 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.
6.3.2.6.5 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). 6.3.2.6.6 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. 6.3.2.6.7 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.
6.3.4.6.7.1. Reviews, if submitted, should includedocumentation from the journal to confirmreview.
6.3.2.6.8 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. 6.3.4.6.8.1. An example is the development of a new community program or a new evidence-based nursing intervention that provides improved patient outcomes.
6.3.2.6.9 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. 6.3.4.6.9.1 Nursing is a discipline with strong expectation of practice to maintain current competency, as exemplified by professional licensure, certifications, continuing education, and practice hour requirements. Other examples of professional nursing accomplishments as prescribed by the Board of Nursing and the certifying body for the specific nursing specialty may also be required.
6.3.2.6.10 Grants or monetary awards that are funded or reviewed as fundable from governmental or nongovernmental organizations are considered examples of scholarship if those grants and awards are subject to external peer review. 6.3.2.6.11 Faculty and teaching specialists 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 10 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.
6.3.2.7 Although NTTPs are not typically responsible for scholarlyand creative works, it may be required by individualprogram accreditation standards in the School of HealthSciences. In those cases, the School recognizes scholarlyactivity as contributing to the faculty member’s overallperformance.6.3.4.7.1. The Nursing program does not require NTTPfaculty to engage in scholarship as part of their evaluationprocess.
6.4 University and Community Service 6.4.1 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. 6.4.1.1. The nursing faculty role includes service to the Nursing Program, theSchool of Health Sciences, the University, and to the community. This serviceexpectation “ will include positive collaboration with one’s colleagues in theachievement of individual, Program, School, and University purposes “ (StocktonUniversity Faculty Evaluation Policy July 2023) and should contribute to theachievement of the mission and goals of these entities. Faculty will participate ingovernance and service activities including leadership roles within the program,School of Health Sciences, University, and community. Those contributions willrequire the capacity to work collaboratively. 6.4.2 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, including its commitment to diversity, equity, inclusion, and belonging, through service to our community, region, state, or country. Per the Carnegie definition, community engagement and servicelearning 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 enriches scholarship. Community engagement and service-learning is particularly valued at Stockton. 6.4.2.1 Participation in a leadership role within the university community and active participation in university activities. 6.4.2.2 Participation in a leadership role within the School of Health Sciences andthrough active participation in School activities.6.4.2.3 Participation in a leadership role in Nursing Program governance throughchairmanship of a committee and active participation in program matters.6.4.2.4 Nursing faculty may also contribute to service with broader arenas such asstate, regional, national and international nursing organizations. In addition,nursing faculty may contribute to the University’s public mission through serviceto community, region, state, or nation.
6.4.3 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. 6.4.3.1. Normally the Nursing Program expects probationary faculty to serve theUniversity and community in selected activities, while faculty who are tenuredand/or of senior tank would be expected to have more substantial records in thisarea, as demonstrated by achievements in leadership on campus and to theirdisciplines and professional organizations. This may include programdevelopment, curriculum design, and program assessment. 6.4.4 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 or community service. Sustained service is expected to meet the minimum requirement of this responsibility. Compensated service is generally notsufficient to meet the minimum requirements. However, expectations for how it can be used to demonstrate excellence may be conveyed in School and Program standards. 6.4.4.1. Evaluation of achievements in this area focuses on the significance ofparticipation, the impact of service, the scope of responsibilities, and theeffectiveness of participation. Clear goals, adequate preparation, and appropriatemethods of providing service, significant results of the service, and reflection onthe contribution and its use to improve the quality of future service are all aspects of documenting achievement in campus and community service. In the nursing program, NTTP faculty assigned alternate assignments related to program administration or other service to the program will have those activities recognized as contributing to excellence in service.
6.4.5 Evidence of effectiveness in University or community service may include such items as: 6.4.5.1 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. 6.4.5.2 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.
6.4.5.3 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. 6.4.5.3.1. Maintenance of licensure, certification, and continuing education isconsidered demonstration of excellence in nursing. Documentation ofachievement of clinical practice hours and continuing education required tomaintain licensure and/or certification for Advance Practice Nurses, NurseMidwives, and Registered Nurses may be considered in lieu of general civic orcommunity activities for all nursing faculty and Teaching Specialists.6.4.6 In the School of Health Sciences, NTTP faculty assigned alternate assignmentsrelated to program administration or other service to the program will have those activitiesrecognized as contributing to excellence in service.
10.0 EXPECTATIONS FOR RANK OR LEVEL
The general criteria for faculty expectations have been outlined above. In addition, the University has specific expectations for each rank or level. The expectations for each specific rank or level are used to evaluate performance within that rank or level and when judging readiness for promotion or advancement to the next higher rank or level. Generally, only performance since the last promotion will be considered in the new evaluation.
10.1 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position III): 10.1.1 Have a minimum of a master’s degree or its equivalent in a field appropriate for the appointment, and
10.1.2 Demonstrate a record of teaching toward excellence (in both Program and General Studies courses, as assigned) and/or excellence in nonteaching responsibilities as assigned; consistent with the program standards. 10.1.3 Document the capacity to contribute effectively through the use of professional skills in service to the program, school, University, discipline, and community, as applicable. 10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II and I): 10.2.1 In addition to 10.1.1, must also have attained a prominent role in their profession (e.g. CPA, Hospital Administrator, elected official, broadcast journalist, uniformed services leader) as specified in School and/or Program standards. 10.2.2 Document consistent excellence in teaching (in both Program and General Studies courses, as assigned) and/or consistent excellence in non-teaching responsibilities as assigned, and 10.2.3 Document progressively important service roles and demonstrate a capacity for leadership, as identified in their individual contracts. 10.3 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position I): 10.3.1 Must have earned a terminal degree in their field, 10.3.2 In addition to 10.2.2, must also document distinction in teaching (in both Program and General Studies courses, as assigned) and pedagogical leadership; and/or distinction in non-teaching responsibilities and leadership as assigned 10.3.3 Document significant and sustained service roles and demonstrate leadership, as identified in their individual contracts. 10.4 Tenure-eligible Instructors: 10.4.1 Must have earned a minimum of a master’s degree or equivalent from an accredited institution in a field appropriate for the initial appointment. There are two types of situations where individuals hold the rank of Instructor: 10.4.1.1 Those hired in tenure-track Instructor lines because of their teaching excellence and from whom we do not expect scholarship or creative activity. These individuals are expected to provide evidence for excellence in teaching (in both Program and General Studies courses), and/or excellence in non-teaching responsibilities as assigned and service as specified in their contracts. 10.4.1.2 Those hired as Instructors because they do not yet hold the terminal degree in their field. These individuals are expected to: 10.4.1.2.1 Actively pursue an accredited terminal degree,
Provide evidence in meeting the University and Program’s standards for excellence in teaching, scholarship or creative activity, and service commensurate with rank of Assistant Professor. 10.4.1.2.3 Only those hired with expectations specified in their contract of earning a terminal degree will automatically receive rank adjustment to Assistant Professor upon documented completion of the terminal degree provided that evaluations to that point are satisfactory. 10.5 Assistant Professors: 10.5.1. Must have a terminal degree or its equivalent from an accredited institution in a field appropriate for the appointment, and 10.5.2 Demonstrate a record of continuous improvement in teaching (in both Program and General Studies courses) toward excellence, 10.5.3 Demonstrate a growing record of scope and/or significance of scholarly and creative activity beyond that presented to secure rank, and 10.5.4 Demonstrate the capacity to contribute effectively in the use of professional skills in service to the University, discipline, and community. 10.6 Associate Professors: 10.6.1 Must achieve and maintain consistent excellence in teaching (in both Program and General Studies courses) and demonstrate capability in pedagogical leadership, such as the ability to demonstrate pedagogical innovations to others within or outside their program; 10.6.2 Demonstrate a record of scholarly/creative activity that is recognized by others within their discipline or area of specialization; and 10.6.3 Document progressively important service roles and demonstrate a capacity for leadership. 10.7 Professors: 10.7.1 Must achieve a consistent record of excellence in teaching (in both Program and General Studies courses), including curricular contributions, pedagogical leadership, and/or in activities that support the achievement of teaching excellence throughout the University; 10.7.2 Must achieve and continue to demonstrate a record of scholarly/creative activities that are nationally and/or internationally recognized as outstanding and significant; and
10.7.3 Must be stewards of service; they must play and continue to play a major role in significant University initiatives, major public initiatives, or hold key positions in their professional organizations. Professors must demonstrate that their service is recognized as outstanding in quality, effectiveness, and scope.
