Skip to main content
🛡New Brunswick Mobile Logo New Brunswick Logo Slim

Enter a Search Term

New Brunswick Logo Slim New Brunswick Logo Shield Stacked
  • Visit Rutgers.edu
  • RBHS
  • Newark
  • Camden
    • Prospective Students and Parents
    • Current Students
    • Faculty & Staff
    • Industry Partners
    • Alumni & Donors
    • Undergraduate
    • Graduate
  • Give
  • Events
  • COVID-19 Information
New Brunswick Logo Slim New Brunswick Logo Shield Stacked
  • Discover Rutgers
    • Rutgers' Roots
    • Explore Our Spaces
    • The Big Ten Experience
    • Leadership & Mission: Office of the Chancellor-Provost
      • Academic Master Plan
      • Strategic Priorities & Initiatives
  • Academics
    • Undergraduate Studies
      • Explore Undergraduate Programs
    • Graduate & Professional Studies
      • Explore Graduate Programs
    • RBHS/Health
    • Continuing Education
    • Renowned Faculty
    • Schools & Colleges
  • Student Experience
    • Student Activities
    • Athletics
    • Arts & Culture
    • Beyond the Classroom
    • Student Housing & Dining
    • Health & Wellness
    • Campus Safety
    • Rutgers for Real
  • Admissions & Tuition
    • Cost & Financial Aid
      • Scarlet Guarantee
    • Visits & Tours
  • Research
    • Undergraduate Research
    • Graduate & Postdoctoral Research
    • Centers & Institutes
    • Office of the Vice Provost for Research
    • Research News
🛡New Brunswick Mobile Logo New Brunswick Logo Slim
  • Discover Rutgers
    • Rutgers' Roots
    • Explore Our Spaces
    • The Big Ten Experience
    • Leadership & Mission: Office of the Chancellor-Provost
      • Academic Master Plan
      • Strategic Priorities & Initiatives
  • Academics
    • Undergraduate Studies
      • Explore Undergraduate Programs
    • Graduate & Professional Studies
      • Explore Graduate Programs
    • RBHS/Health
    • Continuing Education
    • Renowned Faculty
    • Schools & Colleges
  • Student Experience
    • Student Activities
    • Athletics
    • Arts & Culture
    • Beyond the Classroom
    • Student Housing & Dining
    • Health & Wellness
    • Campus Safety
    • Rutgers for Real
  • Admissions & Tuition
    • Cost & Financial Aid
      • Scarlet Guarantee
    • Visits & Tours
  • Research
    • Undergraduate Research
    • Graduate & Postdoctoral Research
    • Centers & Institutes
    • Office of the Vice Provost for Research
    • Research News
  • Visit Rutgers.edu
  • RBHS
  • Newark
  • Camden
    • Prospective Students and Parents
    • Current Students
    • Faculty & Staff
    • Industry Partners
    • Alumni & Donors
    • Undergraduate
    • Graduate
  • Give
  • Events
  • COVID-19 Information

Office of the Chancellor-Provost

  • About the Office
    • Meet the Chancellor-Provost
    • Operational Oversight
    • Strategic Priorities and Initiatives
    • Leadership Team
    • Executive Searches
      • Dean of the School of Social Work
      • Dean of the Edward J. Bloustein School of Planning and Public Policy
      • Dean of Douglass Residential College
      • Dean of the School of Arts and Sciences
    • Staff and Administration
    • Contact Us
  • Academic Master Plan
    • Discovery Advantage
  • Communications
    • Select News Articles and Features
  • Faculty Affairs
    • Faculty Recognition
      • Faculty Excellence Awards
      • Members of the National Academies
    • Faculty Recruitment
    • Get Involved
  • Academic Policies
    • Academic Integrity Resources for Faculty
  • Research at Rutgers–New Brunswick
    • Provost Strategic Taskforces
    • Research Ideation Forums
    • Speed Networking
  • Staff Resources
  • Student Programs and Resources
    • Grade Change Policies & Academic Deadlines
    • Academic Integrity Resources for Students
Trees in front of a building

Faculty Affairs

Rutgers University–New Brunswick faculty embody excellence. From teaching and mentoring, to research and leadership, they are committed to student success and making a difference in our communities and our world. Faculty Affairs at Rutgers -New Brunswick supports faculty in their endeavors through innovative and engaging opportunities for development, advancement, leadership and recognition.

Center for Faculty Success

Rutgers–New Brunswick Center for Faculty Success

The Center for Faculty Success promotes faculty success, leadership, and excellence through a variety of inclusive professional development supports and works in conjunction with campus, university, and external partners to support the growth and development of faculty throughout all stages of their careers.

Upcoming Events

Feb10
Center for Faculty Success

Faculty Success Community Groups

Friday, February 10, 2023, 9:00 a.m.-Friday, April 14, 2023, 10:00 a.m. | Zoom Event Every Friday Except March 17

Feb16
Center for Faculty Success

Chairs and Department Leaders Programming Series: Engaging in Difficult Conversations - Concepts and Strategies

Thursday, February 16, 2023, 9:00 a.m.-11:00 a.m. | Rutgers Club, Piscataway

Feb17
Center for Faculty Success

New Faculty Friday Series: Reappointment, Promotion, and Tenure

Friday, February 17, 2023, 11:30 a.m.-1:00 p.m. | Zoom Event

Mar3
Center for Faculty Success

Thriving as a Non-Tenure Track Faculty

Friday, March 03, 2023, 9:00 a.m.-11:30 a.m. | Rutgers Club, Piscataway

View All Center for Faculty Success Events

Faculty Development Initiatives

  • The Big Ten Academic Alliance is the academic arm of the Big Ten Conference. As a member, Rutgers–New Brunswick can take advantage of opportunities for students, faculty, collaborations, and the sharing of resources. Two leadership training programs are offered by the BTAA every year. Academic Units at Rutgers-New Brunswick may nominate participants for these programs annually.

    • Big Ten Academic Alliance Academic Leadership Program
    • Big Ten Academic Alliance Department Executive Officers Seminar
  • Rutgers University–New Brunswick conducted a faculty job satisfaction survey, in partnership with the Harvard Graduate School of Education Collaborative on Academic Careers in Higher Education (COACHE), to identify areas of strength and concern to inform decisions as we assess needs and work to improve key areas that are critical to faculty success. Learn more about the COACHE survey.

  • Higher Education Resources Services provides leadership training for women. The HERS Institute is a transformational experience, designed to strengthen and elevate women holding mid-to-senior level positions in higher education. Participants are asked to share their vision of leadership and what they hope to contribute to their respective institutions, and are challenged to actualize this professional vision for themselves. Academic units at Rutgers-New Brunswick may nominate participants for this program each year.

  • The Innovations in Education and Teaching Pilot Grant supports novel and creative instructional and learning projects to enhance faculty opportunities to develop and share innovative strategies aimed at remote and/or distance learning for students in all academic disciplines at Rutgers.

    The Office of the Provost is pleased to announce the Rutgers–New Brunswick Innovations in Education and Teaching Pilot Grant awards for the 2020-2021 funding cycle.

    Assessing Student Learning in Online and Hybrid Teaching with Systems Mapping

    Robert Kopp, Carrie Ferraro

    Complex systems, such as ecosystems, exhibit emergent behaviors that arise from feedbacks between and flows among different constituent components. System maps, such as causal loop diagrams and stock-and-flow diagrams, are powerful tools for representing and learning about the behavior of complex systems. Student-generated system maps can be used for assessment of student learning, but existing tools are designed for representation rather than automated assessment. Thus, assessment with system maps currently does not scale to larger courses. This project will build a new tool to allow students to produce system maps allow them to be assessed automatically using instructor-defined rubrics.

    Computerized Adaptive Testing for Cognitive Diagnosis in E-Learning: Development of Item Cloning Techniques

    Chia-Yi Chiu

    Computerized Adaptive Testing and Learning for Cognitive Diagnosis (CATL-CD), recently developed by the PI, is an app for E-learning that combines online instruction with close monitoring of students’ learning progress. After every curricular unit each student is presented with an individualized set of items to assess which topics she has mastered and which require further study. The first version of CATL-CD is currently used for the PI’s online course in Introductory Statistics. We propose to build an algorithm for the automatic generation of test items—called “item-cloning”—to secure the supply of large numbers of test items needed for CATL-CD.

    Digital Case Studies: An Innovative Pedagogy to Diversity and Global Urbanism in Planning Curricula

    Mi Shih, Kathe Newman

    The goal of this project is to develop digital case studies to address challenges of diversity and global urbanism in urban planning curricula. Working with graduate students and instructional technology specialists, we plan to launch two to four digital case studies between Fall 2020 and Spring 2021. We seek to create a robust pedagogical approach to learning that synthesizes the benefits of innovative technologies, critical thinking, and experiential learning. The long-term goal is to institutionalize impactful collaborations both across faculty and with international partners. Assessment will be based on students’ listening sessions and the use of the Planning Accreditation Board’s learning competencies.

    Extending the Conversation: Multimodal Innovations in Expository Writing

    Abigail Reardon, Elizabeth Decker

    With Extending the Conversation: Multimodal Innovations in Expository Writing, we seek an Instructional Design and Implementation Pilot Grant to support the research, development, and implementation of a new multimodal digital-humanities assignment in Expository Writing 01:355:101. By reconceiving the culminating work of this course—which more than 6,200 undergraduate students take each academic year—as a public-facing assignment designed to encourage reflection upon the interdisciplinary thinking at the core of the Rutgers–New Brunswick writing program’s curriculum, our project will enhance the educational experience of the undergraduate population, both within and beyond the walls of the composition classroom.

    Gamification Strategies and Interactive Immersion In Healthcare Interpreting Education

    Laura Ramirez-Polo, Hank Dallmann

    The New Brunswick area hospitals and clinics serve a wide multilingual population, which poses the challenge of offering adequate interpreting and mediation services. Rutgers has been offering training to volunteers and bilingual staff through some dedicated courses and the Interpreter Project. However, due to the new challenges posed by the current pandemic and the need to extend this training to more participants, it is necessary to create materials for online and remote instruction. In this project we will explore strategies, limitations and solutions for simulation and gamification in healthcare interpreter education in the online environment. We will focus on four areas of healthcare interpreter education: 1) code of ethics, 2) medical terminology, 3) interpreting skills and protocols, and 4) cultural mediation and interaction between patient-healthcare providers.

    Hands-On Virtual Engineering Laboratories – A Paradox or Oxymoron?

    Kimberly Cook-Chennault

    The goal of this project is to explore the perceptions, concept retention, and experiences of diverse populations of undergraduate mechanical and aerospace engineering students engaging in the department’s first virtual laboratories post COVID-19. Prior virtual lab research centers on case studies about its incorporation into classrooms or design of virtual laboratory technology. However, a validated engineering educational instrument for assessment of virtual laboratories that includes subcultural identities, e.g. gender, race does not exist. To initiate this endeavor, a Mixed Method Research Design Approach framed on two theoretical models: Technology Acceptance Model and Inputs-Environment-Outcome Conceptual Model for Assessment of Student Learning and Development is proposed.

    Online Active Inquiry-Based Learning in General Chemistry

    Darrin York

    Active learning is an evidence-based approach that significantly improves student performance in science, technology, engineering and mathematics (STEM) [PNAS, 111, 8410 (2014)]. A particularly effective form of active learning is inquiry-based learning. We propose to develop, implement, test and scale a novel online active, inquiry-based learning paradigm in general chemistry. Focus will be on the theory of chemical bonding (approximately four chapters). Technology and activity materials will be delivered to approximately 2,500 general chemistry students in the fall as part of weekly homework and assessments over a three-week period. This will serve as an innovative model for active learning online.

    Remote Immersion: Utilizing Technology to Incorporate the Patient Perspective into Biomedical Research

    Kristen Labazzo

    The Biomedical Engineering Department has developed a successful collaboration (entering its fourth year) with the Matheny Medical and Educational Center, a facility for the severely disabled, as part of senior design. Students spend an immersion period at Matheny where they observe patients and talk to caregivers in order to understand the “voice of customer” and better ideate new or improved medical devices for the disabled. In this era of remote learning, we wish to try and adapt the immersion experience virtually so that the current seniors can benefit from these unique patient interactions while maintaining distance around a vulnerable population.

    Teaching Intimate Partner Violence through an Interactive Online Case Studies Module

    Sarah McMahon, Rachel Schwartz, Rupa Kheterpal

    The purpose of the proposed project is to develop an innovative, interactive, scenario-based exercise to engage students in online learning about the barriers to help-seeking faced by intimate partner violence (IPV) victims. A key part of preparing professionals to work with victims in effective ways is to increase their understanding of the complex challenges involved with IPV and to develop empathy towards victims (Warrener et. al, 2013), which are two of the key goals of the proposed activity. Given a shift to online learning, it is essential to employ teaching methods that are engaging and offer aspects of experiential learning.

    The Introduction of Metacognition to Promote Equity and Anti-Racist Pedagogy in the Online Classroom

    Sara Plummer, DuWayne Battle

    Higher education has a responsibility to offer students a platform to learn based on equity and anti-racism. The recent national events highlight the need to dismantle the status quo. The Bachelors of Social Work (BASW) program is leading the way by infusing an anti-racist pedagogy, supported by the use of metacognitive theory, and online delivery throughout its curriculum. Courses will be restructured in 1. content, 2. delivery, and 3. assessment. All three areas will be based on the concepts of anti-racism and metacognition with the goal to increase students’ knowledge of systemic anti-black racism, educational equity, and academic success.

    Transitioning Active Learning and Engagement-based, Introductory STEM 

    Geraldine Cochran, Roy Montalvo, John Kerrigan

    Many introductory STEM recitations are based on the results of discipline-based education research and designed for in-person, active learning environments. We propose using qualitative and quantitative measures to evaluate the effectiveness of course coordinators’ efforts to transition these recitations to remote instruction. First, we will document the efforts of coordinators to attend to 1) modify workshops that rely on sophisticated technology/equipment typically used in recitations, 2) prepare TAs/recitation instructors for teaching online, and 3) create accommodations to mitigate the impact of access inequity and environmental inequality. Second, we will evaluate student perceptions of active learning in the online recitations.

    Utilization of Virtual and Augmented Reality to Innovate and Diversify Earth and Planetary Science (EPS) Education

    Lujendra Ojha, Lauren Neitzke Adamo, Roy Schlische, Gregory Mountain, Ying Reinfelder, Kenneth Miller

    The switch to remote instruction due to the COVID-19 pandemic has hampered the quality of numerous EPS courses that require field excursions and/or interaction with physical specimens of rocks, minerals, and fossils. Here we propose to create virtual field trips and 3D renderings of hand samples to alleviate the effect of remote instructions on EPS courses. The development and utilization of proposed technology also holds considerable promise to engage students with disabilities or other restrictions that would prohibit them from doing field work. After a successful pilot project, we plan on applying to NSF for external funding.

  • Sponsored by the Office of the Chancellor-Provost, faculty fellows in this experience-based program assist with researching, developing, delivering and evaluating faculty and leadership development programs within the Center for Faculty Success. A key objective of the program is to further develop future university leaders by providing a hands-on and higher-level understanding of the leadership and faculty development issues and needs at the university level. Nominations open in spring 2023 for the 2023-24 cohort.

    2022 Fellows

    • Tracy Anthony, Professor of Nutritional Sciences, School of Environmental and Biological Sciences
    • Victoria Banyard, Distinguished Professor, School of Social Work
    • Kimberly Cook-Chennault, Associate Professor, School of Engineering
  • The Office of the Chancellor-Provost has collaborated with the Center for Teaching Advancement and Assessment Research (CTAAR) to create the Provost’s Teaching Fellows Program to support pedagogical innovation to improve student learning outcomes. Fellows will define their own goals for course redesign using best practices as supported by teaching and learning scholarship. The program will include full cohort sessions to share goals and build networks, as well as small group consultations focusing on different elements of course redesign. Fellows will have the opportunity to engage in reflective and research-driven change and to choose from a menu of strategies that will enhance learning in their courses.

    Fellows are selected based on their proposals for exploring and adopting new pedagogical approaches for their courses and endorsements from their department chairs. In recognition of participation in the program fellows receive a research stipend of $2,000.

    2022-23 Cohort of Provost’s Teaching Fellows

    • Mariann Bischoff, School of Social Work
    • Anne Carr-Schmid, School of Arts and Sciences
    • Bari Hanafi, School of Arts and Sciences
    • Yanhong Jin, School of Environmental and Biological Sciences
    • Nick Linardopoulos, School of Communication & Information
    • Kessler McCoy-Simandle, School of Environmental and Biological Sciences
    • Christine Morales, School of Social Work
    • Chitra Ponnusamy, School of Environmental and Biological Sciences
    • Doaa Rashad, School of Arts and Sciences
    • Kimberly Russell, School of Environmental and Biological Sciences
    • Annalisa Scacchioli, School of Engineering
    • Ethan Schoolman, School of Environmental and Biological Sciences
    • Lyra Stein, School of Arts and Sciences
    • Sheila Tabanli, School of Arts and Sciences
    • Natalya Voloshchuk, School of Environmental and Biological Sciences
    • Jenny Yuan-Chen Yang, School of Arts and Sciences

    2021-22 Cohort of Provost’s Teaching Fellows

    • Joseph Agresta, Rutgers Business School
    • Christy Beal, School of Arts and Sciences
    • Steven Brechin, School of Arts and Sciences
    • Brian Dashew, Graduate School of Education
    • Jeff Dowd, School of Arts and Sciences
    • Sophia Fu, School of Communication and Information
    • Anna Hausmann, School of Environmental and Biological Sciences
    • Barry Jesse, School of Environmental and Biological Sciences
    • Anne Keating, School of Arts and Sciences
    • Michael J. McDonough, Edward J. Bloustein School of Planning and Public Policy
    • Xenia Morin, School of Environmental and Biological Sciences
    • Ines Rauschenbach, School of Environmental and Biological Sciences
    • Kathy Shoemaker, Graduate School of Education
    • Kristen Springer, School of Arts and Sciences
    • Dan Stern Cardinale, School of Arts and Sciences
    • Paul Takhistov, School of Environmental and Biological Sciences
    • Gregg Transue, School of Arts and Sciences
    • Maria Venetis, School of Communication and Information
    • Kristen Wallentinsen, Mason Gross School of the Arts
    • Matthew Weber, School of Communication and Information
    • Elin Wicks, School of Engineering
    • Zhimin Xi, School of Engineering
    • Calvin Yu, School of Arts and Sciences
    • Aparna Zama, School of Environmental and Biological Sciences

Faculty Development Resources

  • The Departmental Mentoring Handbook provides development and mentoring support critical to faculty success and offers mentoring resources, practices, and tools.

    View or Download the Handbook

  • The Faculty Diversity Collaborative located within University Equity and Inclusion offers a number of programs to support and retain a diverse faculty.

  • Rutgers–New Brunswick is an institutional member of the National Center for Faculty Development and Diversity (NCFDD), an independent professional development, training, and mentoring community of faculty, postdocs, and graduate students from more than 450 colleges and universities. Its resources are highly beneficial to those who are in need of general mentoring and other resources to support transitions throughout their careers.

    All faculty, postdocs, and graduate students at Rutgers University have access to the following member resources at no additional cost:

    • Weekly Monday motivator
    • Monthly core curriculum webinars
    • Monthly guest expert webinars
    • Access to multi-week courses
    • A private discussion forum for peer-mentoring and problem-solving
    • Monthly accountability buddy matches
    • Moderated writing challenges
    • Access to the member library that includes past webinar materials, referrals, and readings

    The center also offers professional development training and intensive mentoring programs. To claim your free institutional membership, you will need to activate your personal membership account. View PDF instructions on how to activate your account. We encourage you to take advantage of the resources available to you through the NCFDD. If you have any technical questions, please email NCFDD at membership@facultydiversity.org.

  • The Office of the Executive Vice President for Academic Affairs offers a number of initiatives to support faculty advancement. These include writing support and common interest groups open to all faculty universitywide.

  • The Rutgers Center for Organizational Leadership offers a suite of collaborative leadership education initiatives for aspiring and current leaders at Rutgers. These programs seek to improve the leadership capacity of academic leaders and administrative leaders and to build a culture of leadership development across the institution.

    • Leadership Education
  • The Rutgers Office of Teaching Evaluation and Assessment Research runs workshops and supports teaching and learning through a variety of areas: pedagogy and faculty development, assessment programs, instructional technologies, classroom technologies, and faculty and staff information technologies.

     

  • The Rutgers–New Brunswick Faculty Council (NBFC) is a deliberative body consisting of faculty representatives elected by departments and other constituencies of Rutgers–New Brunswick. It is the principal faculty body from which the chancellor-provost seeks and receives advice on academic policy issues.

Faculty Recruitment

  • Use these resources before, during, and after your faculty search.

    • Best Practices in Search and Hiring for Tenured/Tenure Track Faculty (PDF)
    • Appendices to Best Practices for Faculty Searches (PDF)
    • Attend or request a STRIDE workshop to learn more about the strategies and tactics for recruiting to improve diversity and excellence.

    Best Practices Taskforce Members

    • Saundra Tomlinson-Clarke, Graduate School of Education (Chair)
    • Lara Delmolino Gatley, Graduate School of Applied and Professional Psychology
    • Roy Yates, School of Engineering
    • Paul Elwood, School of Environmental and Biological Sciences
    • Edward Alessi, School of Social Work
    • Stuart Shapiro, Edward J. Bloustein School of Planning and Public Policy

Chancellor-Provost Awards for Faculty Excellence

A view from below of the Class of 1902 gate outside of Old Queens on Hamilton Street. A tree with yellow leaves in the background against a blue sky.
Learn More About Faculty Recognition

Faculty Excellence Award Winners

Rutgers–New Brunswick recognizes and celebrates faculty achievements in teaching, research, public engagement, and service through the Chancellor-Provost Awards for Faculty Excellence.

Academic Policies

Find policies, information, and resources for navigating the faculty experience, from academic appointments and program development to academic integrity.

Review Academic Policies

Faculty Wellness Resources

University Human Resources offers employee counseling services and wellness programs.

Faculty and Staff Assistance
Work/Life Balance Programs
Wellness Programs
Benefits for Employees
Human Resources Policies

Retired/Emeritus Faculty

  • Rutgers University Human Resources provides multiple resources and supports for faculty approaching retirement. The university offers various benefits to our retired and emeritus faculty. The Rutgers Retired Faculty and Staff Association (RFSA) is the official university-sponsored retiree organization of Rutgers University. The Rutgers AAUP-AFT also has an active retiree assembly. Rutgers University Libraries offers access and support to retired and emeriti faculty.

  • Per Rutgers University policy 60.5.3 Professor Emeritus/a, Professor Emeritus/a is a title restricted to persons who retire after having served in a full-time professorial capacity at this University ten years or more, or as a full professor at this University for at least five years, plus a sufficient number of years in a professorial capacity in another accredited university or college to make a total of at least ten years. If you believe you qualify for this title, speak with your department or unit.

    If you believe you qualify for this title, speak with your department or unit.

Leadership

Portrait of Saundra Tomlinson-Clarke

Saundra Tomlinson-Clarke

Senior Vice Provost for Academic and Faculty Affairs

Phone848-932-0815

Emailsaundra.tomlinson-clarke@gse.rutgers.edu

Website
Learn More About Saundra
Laura Curran

Laura Curran

Vice Provost for Faculty Affairs

Emaillaura.curran@rutgers.edu

Website
Learn More About Laura

An Invitation to Engage

Over the course of this academic year, Rutgers University–New Brunswick will develop, establish priorities and strategies for, and operationalize the Academic Master Plan, a process that will inform the direction of our academic enterprise over the next five years. Chancellor-Provost Conway encourages input from students, faculty, and staff.

Learn More

Site Footer

Rutgers University | New Brunswick
  • New Brunswick
  • RBHS/Health
  • Newark
  • Camden

Academics

  • University Libraries
  • Academic Calendars
  • Course Catalogs
  • myRutgers Portal
  • Schools & Colleges
  • Schedule of Classes

Campus

  • Calendar of Events
  • Visits & Tours
  • University Maps
  • Campus Safety
  • Barnes & Noble at Rutgers

Connect

  • Contact Us
  • Undergrad Admissions
  • Graduate Admissions
  • Supporting Rutgers
  • Continuing Studies
  • Careers
  • Veterans & Military Resources
  • Find a Health Care Provider

Notices

  • University Operating Status

Follow Us

Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback form.

Copyright ©2023, Rutgers, The State University of New Jersey. All rights reserved. Contact webmaster