Social and Behavioral Sciences School Standards with Program Standards for Psychology

This policy covers all members of the School of Social and Behavioral Sciences faculty, including tenure-track faculty, nontenure 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.
The faculty of the Psychology Program supports the Standards of the University and School of Social and Behavioral
Sciences and intend for the elements of this document to further elucidate the areas of teaching, scholarship, and service
from the perspective of the Psychology Program.
The Psychology Program is committed to encouraging excellence in its faculty and students. To this end, it is essential to
recognize, and reward through tenure and promotion, meritorious faculty accomplishment in the traditional areas of faculty
activity: teaching, scholarship, and service. Each is essential to the development and operation of an outstanding program
and the assurance of sound academic programs.

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.

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 nonprogram (e.g., interdisciplinary minors) 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, goals and 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.
6.1.3 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.
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 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.

6.1.4 In Psychology, we also value teaching that engages students in addressing professional, community
and social issues and needs.
6.1.5 Psychology faculty members are generally expected to teach and contribute to the core curriculum
of the program, as well as the upper-level offerings in the program. Faculty shall also contribute to
the University-wide general studies curriculum, and are encouraged, when appropriate, to
contribute to tracks and/or minor programs related to interest and expertise, as well as to the
University’s writing and quantitative reasoning offerings.
6.1.5.1 Special courses, such as those taught as fulfillment of grant obligations, experimental
programs, statewide programs, or University-wide programs will count in place of
general studies expectations, provided that such course offerings are in keeping with the
missions of the program and the University.
6.1.6 The Psychology Program faculty are expected to incorporate a variety of ways to demonstrate
teaching excellence, in addition to the student evaluations using the IDEA instrument. Individual
faculty members may have a unique way of dealing with the challenges of teaching. Faculty
members are expected to select ways that demonstrate teaching effectiveness in a manner consistent
with their course goals and content, individual skills and talents, and pedagogical values consistent

with the University and program missions. The following are some examples of how Psychology
Program faculty members can document teaching effectiveness:
6.1.6.1 Systematic student evaluations of classroom teaching (IDEA).
6.1.6.2 Independent self-evaluation of teaching. Examples include, but are not limited to:
6.1.6.2.1 A reflective statement or teaching philosophy.

6.1.6.2.2 Independent self-assessments of pedagogy conducted during courses.
6.1.6.3 Peer review of syllabi, exams, and other teaching materials. While this is expected to be a
component of the peer evaluation of classroom teaching, these items should also be
included in the candidate’s file.
6.1.6.4 Peer observation and evaluation of classroom teaching. In accordance with the
procedures detailed in section II.B.3.b.(3) of the University Procedure for Evaluation of
Faculty and Library Faculty, prior to tenure, faculty members shall be observed and
evaluated in at least two classes annually by a tenured faculty member.
6.1.6.5 Evidence of the impact of teaching on scholarship or service. Examples include, but are
not limited to:
6.1.6.5.1 Supervisory roles in projects for distinction and/or independent studies
and/or field placements.
6.1.6.5.1.1 Committee membership in projects for distinction is also
highly valued, with the understanding that the depth of
contributions by faculty supervisors is greater than that of
faculty committee members.
6.1.6.5.2 Student-faculty collaborations through co-authored conference presentations.
6.1.6.5.3 Student-faculty collaborations through co-authored published/accepted
manuscripts.
6.1.6.5.4 Student-faculty collaborations in service-learning courses or projects.
6.1.6.6 Curricular contributions. This may consist of course innovations, new courses
implemented to meet demands of the program/field or to reflect paradigmatic changes in
the field, and expansion upon one’s course offerings.
6.1.6.7 Program-wide pedagogical initiatives. Program-wide initiatives may take many forms,
including effective leadership or regular participation in sustained pedagogical
initiatives (e.g., Psi Chi, Psychology Club, the Psychology Laboratory, awards of
Program Distinction, program assessment) and new pedagogical initiatives as they
develop. 
6.1.6.8 Letters from former students. Faculty seeking tenure and promotion may include
solicited or unsolicited letters from former students to include in their file.
6.1.6.9 Recognition of teaching excellence (awards). Awards by student proxy or by peer proxy
will be equally weighted.
6.1.6.10 University-wide pedagogical initiatives. Examples may include, but are not limited to:
6.1.6.10.1 Participation in University-wide assessment of pedagogy.
6.1.6.10.2 Course contributions to externally funded grant initiatives.
6.1.6.10.3 Engagement in University-wide programs or initiatives aimed at enhancing
pedagogy where there is systematic assessment of pedagogy objectives.
6.1.6.11 Additional evidence of teaching excellence not already mentioned or that may arise
from opportunities, as deemed appropriate by faculty members.

6.2 Scholarly and Creative Activity

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 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.

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 sub-disciplines. Such variance
is addressed in approved School and Program standards.
In Psychology, time and effort required to complete scholarly activity varies markedly,
and it is impractical to specify these amounts prerequisite for promotion. Faculty
members are encouraged, instead, to develop and maintain a program of research that
demonstrates their capacity to bring scholarly projects to a close, and to follow a time
course appropriate to the scope, nature, and their involvement in the knowledge product.

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.
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 ofscholarship.
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.

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, 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.
6.2.4.6.3 Scholarly and creative activity that involves students as co-presenters,
co-participants, or co-authors.
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.

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
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. 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 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.
6.2.5 The Psychology Program expects that all faculty will develop a scholarly program that generates
new questions, evidence, conclusions, and/or audiences. The Psychology Program recognizes that
scholarship comes in many forms. This is particularly true in the psychological sciences, as
represented by our faculty. We, therefore, understand that the purposes and audiences for our
scholarship may vary considerably. We embrace four overlapping areas of scholarship to include:
discovery (creating and sharing knowledge), integration (placing knowledge in contexts across
disciplines), application (knowledge that is useful to or solves problems in society), and teaching
(knowledge applied toward helping others gain understanding). The program expects that the
scholarship of faculty members may emphasize one or a combination of these types of scholarship.
Because there are numerous ways for Psychology faculty members to achieve excellence in
scholarship, it is impractical to specify product types as a prerequisite to promotion. Following,
however, are characteristics of scholarly products that the program will consider as evidence of
scholarly excellence.
6.2.5.1 The product’s basic form or mode of dissemination. In almost all cases, it will be
important that faculty publish their work in peer-reviewed or refereed venues
(journals, monographs, edited volumes) and/or books as an author or editor. Digital
dissemination is considered equivalent to similar printed publications and will be
evaluated as such.

6.2.5.1.1 Research grants, received and applied for, are further evidence of an
active research program. Externally funded competitive grants are
considered equivalent in weight to peer reviewed publications, the
rationale being that funded grants have undergone a rigorous peerreview process. Grants not funded may be considered scholarly if they
are favorably evaluated by objective peer reviewers. The competitiveness
and scope of funded grants will be considered and may be weighed more
heavily than any single publication.
6.2.5.1.2 Conference presentations are an additional way to disseminate the
results of scholarship. Conference presentations are a valuable addition
to the scholarship portfolio. However, they are generally not valued as
highly as peer-reviewed publications. Presentations at international or
national meetings of leading organizations in one’s field are generally
more highly valued than those at regional venues, which are more highly
valued than statewide or local venues.
6.2.5.1.3. Scholarly leadership is also valued, where faculty who chair or organize
a conference also disseminate the conference proceedings to an
audience of their professional peers. It is expected that the content of
the proceedings be peer-reviewed.
6.2.5.1.4. Scholarship disseminated digitally as open source or open access may
also be considered equivalent to traditional publications when their
impact is high in use or collaboration, and favorably evaluated by
objective peer reviewers.
6.2.5.2 Nature of the product’s content. Publications may include original research in the
candidate's field of study, interdisciplinary scholarship, pedagogical research, and
scholarship in areas outside the candidate's specialty. Digital scholarship may
include building new technological tools and archival resources, significant
contribution to open source data archives, analyzing and curating big data, and
digital publishing. Except in unusual circumstances, scholarship of Psychology
faculty should enrich or advance the understanding of human or animal behavior.
6.2.5.3 Nature of the faculty member involvement. Faculty members will be evaluated by the
quality and quantity of their contributions to the scholarly product, where quality is
defined by the importance of contribution to the field, type of publication, quality and
reputation of the publication and presentation venue, and the faculty member’s role
in bringing the product to completion. The faculty member is expected to provide
evidence of the quality of their contribution. In addition, the program places very
high value on scholarship that includes students as co-presenters, co-participants,
and/or co-authors, and all such work should be documented.
6.2.5.4 Primary audience of user-group product. Professional peers and the general
professional or scientific community are more highly valued as target audiences than
specialized groups and undergraduates. Faculty members are encouraged to
consider the impact of their product. Where high impact can be demonstrated, the
program considers this to be of utmost importance, and the nature of the target
audience less so.
6.2.5.5 A given scholarly product may show strengths in few, some, or all of the
characteristics of scholarly excellence discussed above (6.2.4.1-6.2.4.5). In keeping
with the standards of the field, products that show strengths in all of these areas will
be evaluated more favorably than those that show strength in fewer areas.
6.2.5.5.1 Psychology has no specific quantity requirements for scholarly products.
However, faculty products showing strengths in the characteristics
described in sections 6.2.4.1-6.2.4.5 of this document are weighted
more heavily than those products that show fewer strengths.

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.

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 servicelearning are 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.

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 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 A faculty member’s service activities should be well integrated into his/her
philosophy, expertise, and capabilities. These activities should, in general, be
consistent with program and University missions.
6.3.4.2 As faculty members move through reappointment, tenure, and promotion ranks,
their advancing skills and knowledge are expected to be reflected in the importance
and quality of service.
6.3.4.3 Service and citizenship are important components of a faculty member’s position and
key elements to be considered in evaluation for reappointment, tenure, and
promotion. While all forms of citizenship and service are commendable, some are
more valued and appropriate than others. For example, the demonstration of active
committee participation or serving as an effective chair is meritorious, and faculty
are obligated to provide evidence demonstrating their contributions. Serving as a
committee member is less meritorious than leading a committee, when meaningful
outputs and outcomes are demonstrated in both cases.
6.3.4.4. Faculty are expected to demonstrate capabilities in meeting new and changing
institutional responsibilities and assignments.

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 orindividual.
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.

6.3.5.4 Faculty members are expected to provide evidence for the impact, effectiveness,
and their individual roles in service activities.

6.3.6 While all faculty are expected to engage in program service, the amount and type of community and
professional service is expected to vary along with the strengths and interests of the faculty
member.
6.3.6.1 Because different skills lend to different emphases, faculty are expected to direct
their service efforts towards those activities that are congruent with individual
strengths, interests, and faculty plans.
6.3.6.2 Where appropriate, individual faculty members may shift their balance of effort
among community, professional, University and program service. Periods of
greater or lesser emphasis on some types of service should be complemented by
greater or lesser emphasis on other types of service, producing balance and a
consistently high level of service, overall.
6.3.7 Examples of program service include, but are not limited to:
6.3.7.1 Active involvement in the collective life of the Psychology Program, such as:
6.3.7.1.1 Regular attendance at program meetings.
6.3.7.1.2 A collegial and helpful approach to course scheduling, which helps
the program to meet demand for seats, particularly in required
courses.
6.3.7.1.3 Participating in the hiring of new faculty that meet the needs and
mission of the University (review and selection of finalists,
interviewing, and selection process).
6.3.7.1.4 Encouraging student involvement in various activities sponsored by
program, Psychology Club, and/or Psi Chi.
6.3.7.1.5 Once tenured, becoming an active member of the program’s
Personnel Committee (i.e. carefully reviewing files for
reappointment, tenure, and promotion; active participation in
discussion about candidates’ merits; and in the rendering of a
program decision on such applications). Examples include:
6.3.7.1.5.1 Writing program letters to be included in candidate’s
personnel file.
6.3.7.1.5.2 Peer reviews.
6.3.7.1.5.3 Consulting with faculty candidates.
6.3.7.2 Leading or serving on Psychology Program's Committees and assisting with various
program initiatives.
6.3.7.3 Contributing to the planning of the future of the program
6.3.7.4 Serving as advisor to the Psychology Club or Stockton Psi Chi Chapter.
6.3.7.5 Mentoring new faculty members.
6.3.7.6 Working in a collegial fashion with colleagues within psychology and in other programs.
6.3.7.7 Scholarship involving students as research assistants, or membership on projects for
distinction committees, with the understanding that the depth of contributions by faculty
supervisors is greater than that of faculty committee members.
6.3.8 Examples of University service include, but are not limited to:
6.3.8.1 Active participation on University-wide committees.
6.3.8.2 Becoming a member of the Faculty Senate.
6.3.8.3 Being a member of Board of Trustee committee(s).
6.3.8.4 Active participation in University-wide task forces.
6.3.8.5 Participating in activities of the SFT (Stockton Federation of Teachers), becoming an
officer, etc.
6.3.8.6 Scholarly presentations to the University community.
6.3.8.7 Organizing conferences or other events at the University.
6.3.8.8 Serving as an advisor to non-psychology student organizations.
6.3.8.9 Guest lecturing to courses in other programs or Schools.
6.3.8.10 Attendance at various University functions.
6.3.9 Examples of professional service include, but are not limited to:
6.3.9.1 Chairing panels at local, regional, national, or international conferences.
6.3.9.2 Serving as a reader for conferences, journals, or publishing houses.
6.3.9.3 Serving on committees of psychology organizations or other professional
organizations related to one’s training.
6.3.9.4 Serving as an officer of psychology organizations or other organization related to
one’s training
6.3.9.5 Practicing psychology, including preparation for licensure examination (case
preparation, supervised clinical hours) psychological assessment, psychotherapy, and
consulting work.
6.3.9.6 Fieldwork relating to a faculty member’s disciplinary knowledge such as consulting,
assessment, directing non-profit organizations, providing leadership on committees or
task forces of external organizations, developing community-based programs, and
serving on community or organization boards.
6.3.9.7. Professional leadership is a valued service to the field and may be demonstrated
through the application of one’s expertise to organize conferences or create meeting
forums within the faculty member’s domain of professional expertise. In all cases,
faculty must provide evidence for this leadership and describe the potential impact.
6.3.9.8 Scholarship of teaching, advising, program development, curricular development, and
that related to community organizations or clinical practice may also be considered
professional service as appropriate and where indicated as such in the candidate’s
personnel file.
6.3.9.9 The service specified here is not intended as exclusionary of other types of professional
service, and faculty members may apply their disciplinary knowledge in significant
ways to areas not forenamed.
6.3.10 Examples of community service include, but are not limited to:
6.3.10.1 Active membership on local, statewide, national, or international professional
boards, charities, institutions, civic or advocacy groups.
6.3.10.2 Offering consulting to local, statewide, national, or international professional
organizations, charities, institutions, civic or advocacy groups.
6.3.10.3 Educating through workshops, seminars, talks to local, statewide, national, or
international professional organizations, charities, institutions, civic or advocacy
groups.

6.4 Non-Tenure Track Positions (NTTP)

 Professional Responsibilities

The teaching assignment for an NTTP shall be thirty-two (32) teaching credit hours for ten­month
positions and forty (40) teaching credit hours for twelve-month positions. As noted above, other duties
may be assigned in lieu of teaching, such as clinical or student supervision, academically related duties,
or appropriate in-unit program-related responsibilities. These specific non-teaching duties will be
assigned by the Dean, and specified in each NTTP’s letter of appointment. The union shall receive a
copy of the letter of offer from the Dean prior to the issuance of a formal contract. Management shall
agree to provide the union a list of NTTPs with their teaching loads and non-teaching assignments on an
annual basis.
During the period of instruction, NTTPs shall be present on campus as necessary to perform their
assigned responsibilities, including office hours. Any assigned duties performed away from campus 
require specific approval from the Dean. In such circumstances, the NTTP shall be accessible to
students, instructors, and staff through in-person, electronic, telephonic, or written modes of
communication.
NTTPs will be expected to contribute service to the program, school, and the university, such as by
serving on committees and actively participating in the committees' work. The nature of this service may
vary with programmatic needs and the capabilities of the NTTPs.
6.4.1 NTTP will be held to the same teaching and service standards outlined in sections 6.1 and
6.3 of this document.

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.