CBPA CRITERIA FOR FACULTY TEACHING GRADUATE COURSES
Criteria
Faculty teaching graduate courses are held to a higher standard of scholarly activity
than are the faculty teaching undergraduate courses. For comparison purposes, the
current standard, passed in January 2007, for all faculty who do not have new
doctorates is:


The doctoral or terminal degree appropriate to the faculty member’s teaching
area was earned prior to the most recent five-year period;
The faculty member has produced five intellectual contributions (ICs) in the
most recent rolling five year period including at least two qualifying peer
reviewed journal articles (PRJs), one additional peer reviewed OIC, and two
other intellectual contributions (OICs).
Under this policy, faculty teaching graduate courses have an incrementally higher
standard. Beginning 2009-2010, the standard is:

The faculty member has produced six intellectual contributions (ICs) in the
most recent rolling five year period including at least two qualifying peer
reviewed journal articles (PRJs), two additional peer reviewed OICs, and two
other intellectual contributions (OICs).
Beginning 2011-2012, the standard for faculty teaching graduate courses is:

The faculty member has produced six intellectual contributions (ICs) in the
most recent rolling five year period including at least three qualifying peer
reviewed journal articles (PRJs), one additional peer reviewed OIC, and two
other intellectual contributions (OICs).
Definitions of terms
Terms are defined in the document entitled “CBPA CRITERIA DEFINING TERMS IN
AACSB STANDARDS 9 AND 10,” and are subject to change as standards change.
Definitions of OIC and Peer Reviewed OIC are reprinted below.
Draft 12-6-08 based on Graduate Committee recommendation;
edited following 12-10-08 Admin Team discussion
OIC or “other intellectual contribution” is a more broad term by which we refer to all
other scholarly work that complements the college’s mission. Some OICs are peer
reviewed, and others may be professionally reviewed or otherwise are publicly
available. Peer reviewed OICs typically include published proceedings resulting from
double blind reviewed processes associated with national, international or regional
scholarly meetings, full manuscripts/papers presented at national, international or
regional scholarly conferences through a double blind reviewed process, editorships,
textbooks or chapters in scholarly books, and successful competitive grant or contract to
an external agency. OICs in general (not peer reviewed) would include professional
presentations, invited papers at outside faculty research seminars (including
international), certifications, holding an officer position in a national, international or
regional scholarly organization, conference program chair, published cases with
instructional materials, publicly available instructional materials with adoption by others
outside of CSUSB, corporate internships of five weeks full time or longer, publications in
edited academic journals whether professional or pedagogical, published book reviews,
submission of grant applications though the college and university, consultation that
results in substantial written reports, continuing service on corporate boards, and
published instructional materials even if completed for remuneration.
Faculty with New Doctorates
It is possible for faculty holding the doctoral or terminal degree appropriate to the faculty
member’s teaching area to be classified as AQ when the research degree is earned
from an accredited program during the most recent five-year period. Even though these
individuals may not meet the scholarly requirements outlined above, this policy does not
prohibit faculty with new doctorates from teaching in the graduate program. The burden
lies with the Department to assure that faculty are qualified to teach the courses to
which they are assigned, and with the College to assure that graduate students are not
receiving their courses from a disproportionate share of faculty with new doctorates.
Benefits to Faculty
Tenured or tenure track faculty teaching 600 level graduate courses in-load (i.e. with the
course counting toward FTES), with AQ status and scholarly activity as outlined in this
policy, receive one reassigned time per 4 graduate courses taught. The reassigned
time for the purpose of maintaining a strong research stream is awarded by the chair
after the 4 graduate courses have been successfully taught (not concurrently).
Draft 12-6-08 based on Graduate Committee recommendation;
edited following 12-10-08 Admin Team discussion