Standard 10

Middle States Accreditation

Standard 10: Faculty

The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.


1) How well does the number and composition of the faculty (adjunct, contract, tenure line) enable each academic program to meet the needs of enrolled students?

  1. Scholarly Activity Reports of FT Faculty  
  2. Qualifications of PT Faculty
  3. Adjunct Faculty
  4. Stockton's work on Student:Faculty Ratio 2001-2010 alongside Student:Faculty Ratio at New Jersey State Colleges (NJASCU Sourcebook) and FT:PT Faculty Ratio at New Jersey State Colleges (Faculty tab, NJ Consumer Information Act) and Student:Faculty Ratio by Stockton Program
  5. Courses Taught by FT and PT Faculty (scroll down to last table) and percentages over time, by program
  6. Consortium for Innovative Educational Learning membership

Additional Evidence:

    7.  Full Time, 50%, 60%, 75% and adjunct Faculty by School and Program
    8.  Previous PRR and 2002 Site Visit Report (links at the bottom of that page)
    9.  Proportion chart of courses taught by faculty status by state college (column F) and by     academic program (see also, Institutional Profile, Section F, Faculty Characteristics) and see NJPCIA Faculty Tab 
   10. Terminal degrees over time: 2007=90% 2008=93% 2009=95% 
   11. College Bulletin: Faculty Listing on page

   12. Contact each Program Coordinator for the Schools that maintain CVs for faculty on file: ARHU, BUSN, EDUC, GENS, HLTH, NAMS, SOBL 

2) Given mission expansion to include graduate programs, how sufficiently has the size and composition of the faculty adjusted to meet workload demands?

3) How effective are the College's current policies and procedures for faculty evaluation?

4) To what extent have technological enhancements allowed faculty to focus more on "advising as teaching" and less on tracking progress towards graduation? How effectively does the College support faculty preceptors in assuming a mentor/teacher role to guide students in working towards becoming lifelong learners? 

  1. CAPP Audits - basic information
  2. Preceptor Resources: Click on Brown Bag series
  3. Advising Council and Conference
  4. Focus Group and Survey Questions
  5. Focus Group Transcripts: Faculty and Students
  6. Survey Results
  7. Precepting Data: 2010 School Chart, Load Graph, Program Data and 2006-2010 Comparison
  8. Precepting Survey Detail and Advising Awards
  9. Preceptor Assignment Algorithm
  10. Spring 2011 Resources and Evaluation

5) How equitably and effectively has the College distributed support for faculty development over the past five years?

6) How are the College's recruitment and non-discrimination practices impacting the number of women and minorities on the faculty? What changes might enhance faculty diversity?

7) What structures and processes are in place that enable faculty to participate in designing, maintaining and updating the curriculum, and how well do those processes work?

  1. Academic Working Papers  (scroll down for the list)
  2. Directors Responsibilities and Flow Chart of Curriculum Changes 
  3. General Studies curriculum proposal web site
  4. Institute for Faculty Development Curriculum Development Assistance
  5. Curriculum Process Timelines
  6. Faculty Senate Curriculum/White Paper proposal Web site (7.1.4)
  7. Academic Programs (click each to see Curriculum Worksheet summaries)
  8. Program Coordinator Survey and Results on Curriculum
  9. General Studies G-Group Instructors