Social and Behavioral Sciences School Standards with Program Standards for Political Science

This policy covers all members of 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 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 social and behavioral sciences.

Political Science Program Standards Aligned with University Standards in Faculty Evaluation Policy II10.5 and SOBL School Standards.

5.0 UNIVERSITY STANDARDS FOR FACULTY EVALUATION Additional SOBL School Standards are
bolded, and additional Political Science Program Standards appear in italics.

The University expects faculty to excel in a variety of ways and to balance teaching, scholarship/creative
activity (if applicable), and service effectively. Sustained excellence in teaching is a necessary but not in
itself sufficient condition for tenure or promotion to higher rank or for reappointment to any faculty position
that includes teaching. Scholarship leading to peer-reviewed or other scholarly publications, grants, and/or
creative work and activity is also a requirement for tenure and promotion to higher rank. Exceptions to this
expectation that are not outlined below in 5.1 will be documented in the evaluation process through a
recommendation at any level of review. Faculty are also expected to contribute to University, community,
and/or professional life through service activities. Excellence in teaching and impact of service are sufficient
conditions for reappointment of non-tenure track or other faculty positions that exclude research, scholarly
or creative activity.

The Political Science Program assigns the highest priority to teaching. We also expect that individuals will
emphasize service or scholarly and creative activity in their professional endeavors, while also ensuring
excellence that meets University standards in all areas of activity. In the interest of providing the “contextual
details that help frame and define the professional expectations and norms in the respective discipline,” as
specified in the School standards, it is useful to review the Political Science program’s general principles
here. The central commitment of the Political Science Program is to Stockton’s mission as a liberal arts
university, and one with an emphasis on making quality liberal arts education available to in-state college
students – many of whom cannot afford to go to private liberal arts colleges, and some of whom may enter
college with substandard academic preparation. As a result, we define our constituencies inside the
university very broadly to include the following: Political Science majors, non-majors who are interested in
a broad civic education, the Stockton student body as a whole. The program is committed to providing the
following educational opportunities to these constituencies: To Political Science majors, we offer (1) a
broad civic education, (2) focused coursework in American politics, law, political behavior, comparative
politics, international relations, race and politics, public policy, and political theory, (3) specialized study
opportunities in Pre-law, Social Studies Education, and International Affairs, (4) Preceptorial advising and
career guidance. To non-majors pursuing civic education we endeavor to offer easy lateral access to the
types of civic education courses listed above. To all students pursuing a liberal arts education we offer
energetic participation by program faculty in the General Studies curriculum, with courses that are designed 
to help students understand the full range of human possibilities and to provide training in the essential
academic skills necessary to pursue some of those possibilities.

5.1 Specifically, the University recognizes five scenarios:

5.1.1 Faculty who are hired under the full-time, Tenure-Track Instructor Lines MOA earn
Tenure at the rank of instructor. The emphasis of their work is expected to be on teaching
and service. Scholarship and/or creative activities is not required for the achievement of
tenure. However, those seeking promotion to a higher rank must meet the applicable
School and Program standards for that rank. It is sometimes advisable to appoint, as
tenure-track faculty, individuals who have excellent credentials as practitioners or
clinicians in an applied field but have not previously had the need to develop a scholarly
program. Typically, these individuals will have terminal degrees that are not researchbased degrees. Such individuals should be identified no later than year three in their
evaluation cycle. They may be considered for tenure without concurrent promotion to
Assistant Professor or Associate Professor, provided that they have demonstrated a
particularly high level of excellence in teaching and service and that they are deemed
likely to meet the standards for promotion in the area of scholarship/creative activity
after attaining tenure.
5.1.2 Candidates who successfully pursue early promotion will be evaluated for tenure based
upon their performance during their entire probationary period and will not be required
to pursue additional concurrent promotion.
5.1.3 Visiting (Article XIII of the Master Agreement) positions in this policy are not eligible
for tenure and/or promotion. However, all faculty members who aspire to apply to a
tenure-eligible position may engage in activities that will be expected of them, should
they succeed in attaining a tenure-track position.
5.1.4 Some of the positions in this policy include opportunities for a change from Level III to
Level II and Level II to Level I, as applicable to their appointment and the needs of the
University. In no cases is concurrent level change an expectation for reappointment.
5.2 University Standards
5.2.1 This section outlines University standards for the evaluation of all faculty and the process
whereby School and Program standards, consistent with the University standards, are
restated in terms consistent with the character of the different Schools and disciplines.
5.2.2 The University expects all faculty to meet and sustain these standards with consistent
evidence of positive development in all areas of evaluation. Adjunct, part-time, pretenured, tenured and professionals serving on non-tenure-track contracts are expected to
sustain an overall pattern of excellence consistent with their rank and/or assigned
responsibilities.
5.2.3 The University recognizes that faculty members, either in response to evaluations or in
the interest of continuing vitality, may create individual paths towards excellence in a
blend of teaching, service and/or scholarship/creative activity, as applicable, that allows 
them to distinguish themselves. Consistent accomplishment over time will be evaluated
positively, while recognizing that a candidate’s relative contributions to the campus
community in terms of teaching/librarianship, scholarly/creative/professional activity,
and service normally will vary over time. Therefore, short periods of relatively less
activity in one area should be complemented by greater activity in the others, producing
balance and a consistently high level of accomplishment overall.

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 is excellence in
teaching. Teaching in our School 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.

The highest priority in the Political Science program is excellence in teaching through
in-person, hybrid, and/or online modalities. In particular, the Program recognizes the
value of designing effective in-person and online courses and the additional effort
required to engage and support students who face challenges in an online learning
environment. Training and professional development to improve teaching, particularly
to build effective hybrid and/or online learning opportunities for students, is highly
valued. The evaluation of a faculty member’s teaching may include the range, rigor, and
quality of courses offered in both the Political Science and the General Studies curricula,
with attention to the service they provide to the program’s constituencies described
above. This might be reflected in efforts by faculty members to update their coursework
to reflect changes in the field, vary course offerings to provide students with a range of
educational opportunities, and the creation of innovative learning opportunities in and
out of the classroom. In Political Science, we expect professional and personal
precepting which is mindful of the broad variety of subject areas which may be
considered related or cognate to political science issues. The Political Science Program
acknowledges and values that from time-to-time, faculty may devote additional time and
effort to precepting, office hours, advising, mentoring, virtual meetings and
correspondence to offer students support, reassurance, and advice regarding their
academic and post-graduate goals. The Political Science Program recognizes that
student evaluations may not alone reflect the quality and effectiveness of teaching. In
addition, peer observers at Stockton may lack adequate training in observing online
classes, and peer observations of online courses will be considered as evidence of
teaching effectiveness with this in mind. The Political Science Program considers student 
evaluations, peer evaluations, course syllabi, sample assignments, and other
recognitions of pedagogical impact as valuable evidence of teaching effectiveness.

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. In Political Science, teaching is
particularly vital and challenging given the constantly changing nature of the
subject. As a result, it is vital for one’s teaching to emphasize emerging research
findings, societal implications, and often contentious nature of the issues, as well
as the direct and important policy and other implications of the knowledge and
understanding we foster. The Political Science Program recognizes the additional
demands placed on faculty to remain current with developments in the discipline.
The Political Science Program generally recognizes the substantial demand on
faculty to develop and implement new teaching techniques as a result of the
necessary changes to course modalities, AI, and other technological challenges.

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. The
Political Science Program values sound course design and delivery in all teaching
modalities—in-person, hybrid, online (asynchronous/synchronous), etc. The
Program further acknowledges the additional work required to: 1) effectively
design and deliver online courses; 2) apply for, and secure, the necessary
training, resources, and support to learn best practices for student learning; and,
3) support students who face challenges with specific modalities or types of
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, grading, and attendance policies and the timely provision
of copies to students. The Political Science Program recognizes that from time to
time, disruptions to the University’s curriculum, the field, and/or technology may
require faculty to adapt class policies and expectations of students.

6.1.2.4 Demonstration of respect for students as members of the academic community
through timely feedback and responses to student communications The Political
Science Program recognizes and values the efforts of faculty to adopt new
methods of communication to provide feedback and answer student questions in
a timely manner.

6.1.3 Where appropriate, additional measures of teaching excellence are:
6.1.3.1 Ability to use technology in teaching. The Political Science Program recognizes
that disruptions may require immediate changes to teaching modalities and
pedagogies. The Program values the extraordinary objectives.

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 Political Science, these opportunities might include: The
development and supervision of internships and student research; The
development and fostering of opportunities for community, social and policy
engagement for our students; and the supervision of independent studies and
undergraduate honors projects.

6.1.3.4 The ability to lead, promote, and/or participate in successful credit-bearing
experiences in community engagement, service-learning, facultysponsored/mentored research, and global education.

The School of Social and Behavioral Sciences 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.
The Political Science program values the commitment and additional work
required to successfully lead these and other types of high-impact curricular and
extra-curricular student experiences.

6.1.3.5 Ability to create an inclusive and respectful environment.

6.2 Scholarly and Creative Activity

6.2.1 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.
The School of Social and Behavioral Sciences recognizes the value of innovative,
original, disciplinary, and interdisciplinary scholarship. Scholarship that enriches
or advances our understanding of social change and human behavior is clearly
valuable, and should not be constrained by disciplinary boundaries.
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.forts of faculty to learn and
adjust to online and other learning environments to achieve their teaching

6.2.3 The University recognizes a wide variety of scholarly vehicles: disciplinary or
interdisciplinary research, pedagogical research, applied research, integrative
scholarship, community engagement and 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 sub-disciplines.
Such variance is addressed in approved School and Program standards.

In Political Science, great value is placed on innovative, original, disciplinary,
and interdisciplinary scholarship. In the area of scholarship and creative activity,
we will evaluate the amount and quality of a faculty member’s performance in the
following areas: (1) Published scholarship – disciplinary or interdisciplinary,
print or electronic – in the areas of Political Science (including, but not limited
to, recognized subfields in Political Science such as American Politics,
Constitutional and/or Public Law, International and Comparative Politics, Race
and Politics, Political Behavior, Political Theory, Public Policy, and more),
Social Science, General Education, Civic Education, and Pedagogy. (2) The
scholarship necessary to prepare course offerings on new topics or new
approaches to established topics – in all the areas just delineated. (3) The
scholarship and professional activities necessary to support the development of
Political Science as a discipline and to further the aims of the program. It is
important to recognize that in all the above circumstances, where the intended
process of peer review is not in place, a faculty member should find alternative
methods to demonstrate the quality and impact of their scholarship. Scholarly
work accepted for publication is synonymous with “publication.”

In Political Science, a variety of forms of engagement with academic research in
the field are valued. This includes published books, edited volumes, book
chapters, and peer-reviewed articles as well as other forms of original research
that are indicators of ongoing contributions to one’s discipline. This might
include book reviews, conference papers, presentations, contributions to
collected works, and similar engagement with research in the field or the
advancement of public understanding of vital issues and the policy process. The
Program also values new ways of engaging through research, including virtual
conferences, recorded webinars or talks, and other venues to advance the public’s
understanding of important issues.

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. In cases of conference presentations or proceedings, clarification should be
provided with regard to the selectivity of the review process. In Political Science, faculty
members are expected to clearly define the nature and scope of their contribution to coauthored works. When described as such, all authors are considered equal contributors
to co-authored work. Typically, central to judgments regarding scholarly and creative
activity are:

 

6.2.4.1 The capacity to bring scholarly or creative projects to completion. In Political
Science, book manuscripts that are under advanced contract with a publisher are
given considerable weight in the evaluation process. The Political Science
Program recognizes alternative measures of progress as adequate evidence of a
capacity to bring projects to completion, including but not limited to, partial or
completed manuscripts, (in)formal peer reviews of draft manuscripts, and
correspondence with publishers or journals indicating interest in, or progress of,
the project.

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. In
Political Science, these may include peer reviewers for journals, peer reviews
provided at the request of book presses, reviews provided by journal editors of
invited submissions that are not blind reviewed. The Political Science Program
welcomes alternative forms of review that demonstrate the value of research,
including but not limited to informal peer reviews or feedback on research or
engagement with a faculty’s research in public forums or other venues.

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.
• In Political Science, scholarship, and professional activities necessary to
support the development of Political Science as a discipline are valued.
• In Political Science, documentation of impact can be shown through
scholarship that enhances the public understanding of political issues, social
issues, and pressing policy matters, or which has an influence on public policy
or the policy making process.

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, 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, 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.

In Political Science applied and pure/theoretical research are equally valued.
Thus, presentations before and activities with peer groups, community members,
and policymakers that apply scholarly knowledge to “real-world” problems and
issues are greatly valued. The contributions faculty members make to the
organizational life of institutions of civil society (e.g. nonprofit, community-based
organizations), and the use of these contributions in the development of an applied
research agenda that is disseminated in both academic and non-academic forums
is valued by the program.

6.2.4.6 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.
6.2.4.6.2 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 peerreviewed. In Political Science we value both disciplinary and
interdisciplinary scholarship. Consequently, research published in
journals outside of political science and on topics outside of political
science is valued equally with publications in political science journals.
The Political Science Program recognizes that scholarly work accepted
for publication is synonymous with “publication.” The Program
acknowledges that from time to time, disruptions may also extend to
publisher timelines.
6.2.4.6.3 Scholarly and creative activity that involves students as co-presenters,
co-participants, or coauthors.
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.

In School of Social and Behavioral Sciences, 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.

In Political Science, the public presentation of research in academic
settings, for example serving as a discussant or panel chair at an
academic conference, is valued as an important contribution to the
discipline. The Program recognizes that virtual conferences and other
online presentations are equivalent to in-person venues. The Program
acknowledges that the modality of the conference or presentation has
no bearing on the quality of the forum and/or presentation.

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. The
Political Science Program recognizes that alternative venues for
disseminating scholarly work may become available due to the
popularity of virtual and other types of events that leverage new
technologies. It is the responsibility of the faculty member to provide
context for the venue, audience reached, and any additional evidence of
its impact (e.g., recordings, digital analytics, screenshots).

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. Political
Science acknowledges the wide range of professional credentials and
reputation of journals and other publications across subfields, and
values different types of reviewer expertise and reputations within
subfields, especially for areas of research that are interdisciplinary 

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. 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.
6.2.4.6.9 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 nongovernmental 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.

 

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 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. In Political Science
we highly value faculty commitment to activities that contribute to providing civic
education and general liberal arts education to students not majoring in Political
Science. Such activities might include (1) courses offered, (2) presentations made or
campus educational events and projects supported, (3) the building of, and/or
contributions to programs open to the college community as a whole, and (4) service on
formal committees or task forces that support civic or liberal arts education. The
Political Science Program values the additional work faculty undertook during and after
the COVID-19 pandemic in converting their ongoing service commitments to new and
largely virtual settings. This may include but is not limited to, providing civic education
and engagement opportunities for students and the broader community, offering virtual
presentations to campus and community groups, and advising students in Program
concentrations. The Political Science Program also highly values all forms of additional
service commitments due to the pandemic, at the university, within the discipline, and
outside the university at the local, state, national, and international level. The Program
recognizes and values the service obligations faculty assumed as part of the broader
institutional response to the COVID-19 pandemic, including, among others, service on
the University Restart Operations Committee, shared governance committees, and
negotiations of workplace protections.

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, 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.
Because the social and behavioral 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. 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.

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.

In Political Science, community service that provides civic education and general liberal
arts education to individuals or community groups is highly valued. Such community
activities might include (1) courses offered, (2) presentations made, (3) the building of
and/or contribution to, programs open to members of the local community, (4)
evaluations of, or proposals for, public policies, and (5) service in community
organizations. Political Science considers the work of conducting external reviews of
academic departments outside the university as a contribution to the community and to
the discipline.

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.
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 or community service. Sustained service is expected to meet the minimum
requirement of 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.
6.3.5 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.
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, 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.
Political Science welcomes additional documentation of service commitmentsthat
are conducted through virtual or other non-traditional modalities, which can
include samples such as recordings, digital analytics, screenshots, and other
forms of evidence.

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, program standards 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.

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 non-teaching responsibilities as assigned;
consistent with the program standards. In Political Science, this is defined as meeting
standards and providing documentation as described in Section 6.1 Excellence in
Teaching. Excellence in non-teaching responsibilities may be documented through a
variety of evidence that may include, but are not limited to, one or more of the following
options: internal or external letters of support, evidence of completed projects, feedback
from key stakeholders/constituents, and more.
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. In
Political Science, this is defined as meeting standards and providing documentation as
described in Section 6.3 University and Community Service.

10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II):

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. In Political Science, this is a role
that is recognized by others within their discipline or area of specialization, and
documentation of prominence may include external letters of support, among other
evidence.
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
In Political Science, this is defined as meeting standards and providing documentation as
described in Section 6.1 Excellence in Teaching. Excellence in non-teaching
responsibilities may be documented through a variety of evidence that may include, but are
not limited to, one or more of the following options: internal or external letters of support,
evidence of completed projects, feedback from key stakeholders/constituents, and more.
10.2.3 Document progressively important service roles and demonstrate a capacity for leadership, 
as identified in their individual contracts. In Political Science, this is defined as meeting
standards and providing documentation as described in Section 6.3 University and
Community Service.

 

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. In Political Science, this is
defined as meeting standards and providing documentation as described in Section 6.1
Excellence in Teaching. Pedagogical leadership will vary depending on the subfield and
will be evaluated based on the balance of courses assigned versus non-teaching duties in
a particular contract – activities in this area may include but are not limited to the
development or substantial revision of existing curriculum that may include courses,
concentrations, or other types; significant service roles such as Convenor of General
Studies curriculum may also be included here; any activity that falls under scholarship of
teaching and learning (SoTL) such as papers, presentations, workshops, and/or
publications are highly valued (see Section 6.2 above for more examples of activities and
documentation of SoTL); leading pedagogical workshops; serving as a Faculty Fellow or
Associate in the area of pedagogy; participating in peer reviews of teaching for other
faculty; and other forms of pedagogical leadership that can be documented are welcomed.
Excellence in non-teaching responsibilities may be documented through a variety of
evidence that may include, but are not limited to, one or more of the following options:
internal or external letters of support, evidence of completed projects, feedback from key
stakeholders/constituents, and more.

10.3.3 Document significant and sustained service roles and demonstrate leadership, as identified
in their individual contracts. In Political Science, this is defined as meeting standards and
providing documentation as described in Section 6.3 University and Community Service.

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, and 
10.4.1.2.2 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.