Policies, Programs, and Services for
Faculty at Kellogg
OFFICE OF THE DEAN
ACADEMIC YEAR 2010-2011
Northwestern University
The Kellogg School of Management has a variety of policies, programs, services, and norms to support the
effectiveness and seriousness with which Kellogg approaches its research and educational mission.
This summary provides information to faculty on general guidelines, policies, and practices at Kellogg,
and is not exhaustive.
Kellogg’s Office of the Deans provides more details on Conditions of service at
kellogg.northwestern.edu/dean/faculty/conditionsofservice.htm.
The Northwestern University Faculty Handbook provides further details at
northwestern.edu/provost/faculty/index.html.
TABLE OF CONTENTS
I.
II.
III.
IV.
V.
VI.
VII.
General Guidelines and Policies
Programs for all Faculty
Programs for First-Year Faculty
Services
Formal Feedback Mechanisms
Evolution of the Curriculum
Course Loads and Scheduling
Revised: January 2011
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I. General Guidelines and Policies
HONOR CODE
Kellogg students have adopted, with faculty approval, a wide-ranging honor code. All students
enrolled in a Kellogg course must abide by the Kellogg Honor Code. Its presence makes possible a
more flexible and open classroom environment. The complete Full Time and Part Time Honor
Code policies may be found online at
Full Time kellogg.northwestern.edu/stu_aff/policies/honorcode.htm.
Part Time kellogg.northwestern.edu/PTMBA_Intranet/student_affairs/honor_code.aspx
To avoid potential issues and for the honor code to work properly, each faculty member must clarify
in writing and in the first class of the term the degrees of collaboration and research that are
acceptable on homework problems, exams, presentations and papers. If you have any questions or
an apparent violation occurs please contact the HC Committee Advisor (Michele Rogers), Senior
Associate Dean: Curriculum and Teaching (Robert Korajczyk), or a student cochair of the Honor
Code Committee (Kate Lambertson or David Nierenberg).
kellogg.campusgroups.com/honorcode/the-committee/
CODE OF CLASSROOM ETIQUETTE
This code of behavior, adopted by the Kellogg Student Association (KSA) and Kellogg faculty is
designed to enhance the classroom learning experience. The Code addresses attendance, punctuality,
appropriate use of computers and PDAs in class, exiting and entering the classroom, classroom
behavior, and respect for the facilities; it emphasizes respectful behavior in class and is listed at:
kellogg.northwestern.edu/stu_aff/policies/etiquette.htm.
CONFIDENTIALITY
Each faculty member must be discreet and take care not to reveal confidential information to which
he or she has been entrusted. In particular, faculty have the obligation under Federal law to protect
the confidentiality of a student’s grades. For example, posting a list of grades on which students’
names are removed, but identification numbers are retained, may unintentionally reveal a student’s
grade if the list is alphabetical. Breaches of confidentiality harm both the individual being evaluated
and Kellogg.
The Faculty Handbook of Northwestern University (pp. 12-13) provides additional guidance on
faculty obligations to respect the confidentiality of student information as it relates to
recommendations to third parties (e.g., for jobs, educational institutions, and so forth). In particular,
faculty need to have the student’s written consent before providing any information in
recommendations to third parties beyond that available in published University directories. Please
consult the Handbook if you have questions about disclosing information about students while
providing recommendations. The Northwestern University Faculty Handbook is posted at
northwestern.edu/provost/faculty/index.html.
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RESCHEDULING OR CANCELING A CLASS
Only in extreme circumstances should an instructor reschedule or cancel a class. Students have
great difficulty coping with an irregular and changing schedule. The expectation at Kellogg is that
each instructor will make meeting his or her class first priority and will, as a matter of
course, turn down all opportunities that conflict with that responsibility. An instructor,
however, may arrange for another Kellogg faculty member to meet with his or her class if that
arrangement will not harm the students’ educational experience. Any rescheduling, cancellation, or
substitution of instructor for a class session should be cleared in advance, if time permits, with the
instructor’s department chair.
When classes are officially rescheduled due to holidays or a delayed beginning of the quarter, to
minimize disruption faculty should teach the make-up class at the official rescheduled time.
GRADING STANDARDS AND GRADERS
Kellogg does not prescribe a curve that instructors should follow in grading their classes. However,
wide disparity in grading practices across instructors who teach the same course results in a student’s
grade being less a measure of performance and more an indicator of the instructor with whom the
student enrolled.
Each instructor should strive both to treat each student on his or her own merits and to preserve the
integrity of the grading system. Each should develop and conscientiously implement a set of course
requirements that fairly evaluates each student’s learning. Faculty members should make themselves
aware of the norms that exist within the faculty, and should deviate from them only when students
in the class have performed substantially better or worse than a long-term average. The integrity of
the grading system is of great importance as it allows our students to know if their performance
genuinely meets the standards of excellence towards which they strive.
Given the range of assignments and approaches used by faculty, it would be both difficult and
unwise to spell out a detailed set of rules specifying when graders can and cannot be used. Instead,
we expect faculty to use good judgment, recognizing that graders should not be used for questions
and assignments for which the judgment of the faculty member is critical. Only Ph.D. and second
year MBA students should grade assignments and exams for MBA courses.
Whenever graders are used, the faculty member retains full responsibility for the grading process.
FINAL EXAMINATIONS
To encourage individual student accountability in course grading, faculty members are strongly
encouraged to have a final examination in both core courses and elective courses. The final
examination for a course must be given during finals week at the time that is published on Kellogg’s
course schedule; it cannot be scheduled during the final week of classes. If the examination is takehome, then it cannot be due before the scheduled examination time. Similarly, if a final paper is
assigned instead of a final examination, then it must be due at the date and time at which the final
examination for that course would have been given.
Faculty should review the Honor Code Policy and provide clear direction about use of resources and
working with others for all assignments.
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AVAILABILITY OF GRADED WORK
Students must be given the opportunity to know how they have performed on graded work and to
understand the reasons for the grades received. Accordingly, graded examinations and papers should
either be returned to students, or if retained by the instructor, made available for student inspection
and discussion with the instructor. More information on faculty obligations regarding graded work
and grading records can be found in the Faculty Handbook of Northwestern University (p. 11).
ASSIGNMENT OF STUDENTS TO GROUPS
 In all core courses for the full-time Kellogg students, instructors are strongly encouraged
to assign students randomly (perhaps with some stratification) to project teams. In
particular, international students have expressed a strong interest in the integration of
domestic and international students.

For elective courses, instructors may assign or allow students to self-select their groups. If
students self-select, the instructor should encourage them to form diverse groups.

To maximize the professional development of students in team-based work, faculty are
encouraged to have students use Kellogg’s self-developed and confidential web-based peer
feedback system, LeadNet.

Students in the Part Time MBA Program (PTMBA) typically form groups based on location
to minimize travel. Because of this, random assignment of groups is allowed but not
expected.
USE OF COMPUTERS ON EXAMINATIONS
The use of computers (laptops, handheld, etc.) by students while taking an examination is at the
discretion of the instructor.
PROCEDURE BY WHICH A STUDENT MAY APPEAL A GRADE
If a student wishes to appeal the grade he or she has received on an individual examination, paper or
course overall, the student should review “Regrading Policy” at
kellogg.northwestern.edu/stu_aff/policies/registration.htm.
The appeal policy is as follows:
1. Students shall have up to 10 working days after written work has been graded and returned
to them (or made available by other means) to submit for regrading. To contest a grade,
students should be informed that the entire work may be reviewed, not only the sections in
question, and the final grade adjusted accordingly.
2. For regrading, the student must submit a dated and signed written request outlining specific
areas of the work which he or she feels were incorrectly graded.
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3. Professors should regrade the work being contested and provide a dated and signed written
response to the student within 20 working days after the initial returning of the paper,
explaining the results of the review and indicating whether the student's grade has changed.
4. If a student is still dissatisfied with the grading process, he or she shall have up to five
working days after receiving the regraded work to resubmit it as outlined in Step 2 above.
5. Professors should regrade the work within five working days of receiving it, as outlined in
Step 3. This concludes the grading appeal process.
The individual professor’s judgment on the resubmission of written work will be final. There are no
provisions for student appeal to outside parties, including the Office of the Dean or the University,
in resolving grading disputes.
COURSE AUDITING AND SITTING IN ON KELLOGG CLASSES
 Kellogg students are not able to register formally as course auditors. However, space
permitting, Kellogg students may request permission from the instructor to sit in on a
Kellogg class without formal registration. It is ultimately up to the individual instructor,
based on considerations of classroom dynamics, teaching style, and course content, to
determine whether it is appropriate to allow students to sit in on his or her class.

Space permitting, spouses of Kellogg students may request permission from the instructor to
sit in on a Kellogg class. The individual instructor determines whether to allow Kellogg
spouses to sit in based on classroom dynamics, teaching style, and course content.
PROTOCOL FOR PROSPECTIVE STUDENTS IN THE CLASSROOM
When prospective students visit Kellogg, it is important for them to experience a sample of our
classroom environment. Prospective students wear a “Kellogg” pin to identify themselves, and it is
very nice for the class to know something about the visitor. We recommend that you designate a
student voluntee) to provide a very brief introduction of each visitor.
PROTOCOL FOR VISITING CLASSES OF OTHER PROFESSORS
Generally a faculty member is welcome to visit another faculty member’s class in order to observe
teaching techniques and learn course content. The visitor should, however, contact the professor he
or she plans to visit to obtain a copy of the syllabus and check that the visit will cause no discomfort
either for the class or the professor.
ETIQUETTE REGARDING USE OF PUBLICLY AVAILABLE CASES
An instructor who adopts a publicly available case for his or her class makes a significant irreversible
investment in preparing that case for effective presentation. Consequently another instructor should
not adopt the same case for a different course without the permission of the instructor who first
adopted it, unless that instructor has not used the case for three full years. For the list of cases being
used, [use XanEdu case list by faculty, course and topic – new link to be established for posting ]
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CLASS ATTENDANCE
Instructors should convey the expectation that students attend every class. In fact the instructor may
make class attendance a course requirement and reduce the grades of those students who miss class.
If an instructor does so, this policy should be clearly communicated to students in the course
syllabus and at the first class meeting. An instructor who does not take attendance in every class
may still make particular classes mandatory, e.g., days on which a visiting speaker is scheduled.
An instructor teaching an elective course has the option to adopt a policy of “Mandatory First Class
Attendance.” Under this policy, a student will be automatically dropped from the class if he or she
does not attend the first class session. Instructors will be contacted by the Office of Student Affairs
prior to the quarter in which they teach and given the opportunity to adopt this option. The
published course schedule will inform students of those electives that have adopted Mandatory First
Class Attendance.
It is University policy to not penalize students who miss class due to religious holidays. Faculty
should avoid scheduling exams and having major assignments due on religious holidays. The NU
policy is at
northwestern.edu/provost/faculty/policy/holidays.html.
FACULTY ETIQUETTE REGARDING CLASSROOM USE
When the instructor’s class time has ended, he or she should make every effort to leave the
classroom promptly so that the next instructor teaching in that classroom can get the room set up
for his or her class.
GUIDELINES FOR DOCTORAL STUDENT TEACHING IN MBA CLASSES:
Doctoral students should only be assigned to teach courses for which a template curriculum exists
and faculty have been teaching the course with consistent materials and success.
Prior to being assigned to teaching a course, doctoral students should serve (successfully) in
positions of increasing teaching responsibility – tutor, teaching assistant (grading and material
development), guest lecturer. English language preparation should be recommended for those
students whose abilities would limit their classroom performance.
If the doctoral student’s capabilities and performance in prior teaching assignments would make the
Chair reluctant to assign the student to an Evanston campus class, the student should not be
assigned to a PTMBA class. Other teaching options (e.g., undergraduate teaching through the
School of Continuing Studies) or nonteaching options should be explored to fund the student if
necessary. If at all possible, the student should be assigned to teach in a quarter in which an
experienced faculty member is also offering the same course.
Doctoral students should be assigned to a mentor who will take an active role in advising and
monitoring the student through the course. For instance, the doctoral student’s class should be
observed at least twice during the quarter, including once within the first three weeks. The mentor
should review exams prior to their administration and grading standards proposed by the doctoral
student.
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The first time a doctoral student is assigned to teach an MBA class, the class size should be capped
at 30 students. Subsequent assignments to classes should depend on performance. If a student’s
TCE scores are more than one standard deviation below those of regular faculty members, it is
generally inadvisable to assign them to another course.
II. Programs for All Faculty
VIDEO TAPING OF CLASSES
A faculty member who wishes to videotape a session of his or her class to improve teaching
performance should contact the Senior Associate Dean: Curriculum and Teaching to make the
arrangements. The tape becomes the property of the instructor (not Kellogg).
A faculty member who has had his or her class taped may request that an expert in classroom
presentation critique the class. After an expert (external) observes the tape, he or she meets with the
professor and shares specific ideas for improving classroom presentation. The critique and
discussion are privileged information between the expert and the professor; Kellogg administration
is not apprised of the substance of this information. The Senior Associate Dean: Curriculum and
Teaching will arrange these critiques.
FACULTY-STUDENT LUNCHES (Full Time) or DINNERS (PTMBA)
For each section of an MBA coursjtaught, the faculty member may invite a group of up to 20 MBA
students to lunch or breakfast at the Allen Center (Evanston) or to dinner in Wieboldt Hall
(PTMBA). The Office of the Dean will bear the cost for these meals. To schedule, fulltime faculty
contact Carol Smith, 847.467.0614 or carol-smith@kellogg.northwestern.edu, in the Office of the
Deans. PTMBA faculty Megan Krueger, 312.503.1608 or m-krueger@kellogg.northwestern.eduto
schedule the dinners. The Office of the Dean will be billed directly for the meals and the professor
will confirm by signing the invoice.
FALL QUARTER CORE COURSE COORDINATION
At the beginning of each academic year, the department chair appoints a tenured faculty member to
coordinate the department’s core course: all core FT and PT sections have a coordinated syllabus
with the same content, sequence, assignments, and examination methods; oversees the waiver
process; share best practices and by coordinating selected experimentation among instructors.
This policy ensures a reasonable level playing field for students by assisting new instructors by
coordinating teaching and best practices. Core course coordination can materially improve the initial
Kellogg experience for first year students. The instructors teaching Strategy, Decision Sciences,
Leadership in Organizations, and Accounting are encouraged to meet periodically both before and
during the quarter to discuss coordination opportunities, students who need special help, and so on.
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To the extent possible, these instructors should also attempt to seek coordination opportunities with
the faculty teaching the Marketing and Finance courses in the Fall core as well. The Management
and Strategy 431 instructor is the default organizer of these meetings, but each instructor may take
the initiative to set up a meeting whenever it seems useful. If it is most convenient to schedule the
meeting at breakfast or lunch, the Office of the Dean will bear the cost at the Allen Center. One of
the faculty members should pay for the meal and submit the receipt indicating that the meal was for
“core course coordination.”
kellogg.northwestern.edu/dean/faculty/ctpolicies.htm
III. Programs for First Year Faculty
NEW FACULTY ORIENTATION
Before classes begin in the Fall Quarter, Kellogg conducts an orientation for new faculty members.
Its purpose is to acquaint new faculty members with the special challenges that MBA students
present and particular techniques for meeting these challenges. New faculty learn about norms
regarding teaching at Kellogg, and resources and programs that are available to enhance teaching
effectiveness.
FACULTY MENTORS
Each new faculty member is assigned a mentor to help him or her excel in the first teaching
experience at Kellogg.
TEACHING WORKSHOP
Each new faculty member is encouraged to participate in a teaching workshop that has been
designed jointly by Kellogg and the Searle Center for Teaching Excellence. The workshop covers
an overview of some learning concepts, information about the “nuts and bolts” of teaching at
Kellogg, an introduction to the Kellogg student body, and presentations from faculty on their
experiences teaching at Kellogg.
REDUCED TEACHING LOAD FOR NEW JUNIOR FACULTY
A newly hired junior faculty member who has just completed his or her graduate work may be given
a reduced teaching load during the first two years, including no teaching during the Fall quarter of
the first year. In return, during fall quarter the faculty member is expected to observe an MBA
course (if possible, one that he or she is scheduled to teach in winter or spring) taught by an
accomplished Kellogg instructor. The new instructor should work with his or her department chair
in determining the course to observe.
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IV. Services
ACCESS TO DATABASES FOR TEACHING
Electronic databases can be powerful tools in securing qualitative or quantitative data for research
and teaching. Kellogg offers online access to numerous databases (e.g., AB/Inform, Academic
Universe, CRSP, Compustat, Dow Jones Interactive, Investext ) at no charge to the faculty
member’s budget through the Kellogg website, and Jacobs Center and Wieboldt computer labs. A
faculty member may learn how to access these databases through the documentation and consulting
that is available from Kellogg Research Computing,
kellogg.northwestern.edu/researchcomputing/
or by contacting Northwestern Business Librarian Carol Doyle (c-doyle4@northwestern.edu) at
Northwestern University’s Library Reference Department.
library.northwestern.edu/reference/kgsm/
In using these databases it is important to remember that Kellogg’s license for the inexpensive use of these
databases is for instructional and research purposes only. Do not use them for any other purpose. Patricia
Ledesma, Director of Research Computing, is available to assist you in preparing curriculum
materials for the use of quantitative databases in your MBA course or to provide a student
workshop for your Ph.D. course.
COURSE PACKETS

Faculty may assemble readings for a course or provide an extensive set of notes to students
by assembling a course packet. XanEdu, the office that produces the packets, handles all the
details of obtaining permissions from publishers. If the professor plans to hand out a
substantial amount of duplicated material in class, the duplicating costs may be included in
the cost of the course packet. The faculty member’s duplicating budget is then reimbursed
for the duplicating that is ordered. The department’s administrative assistant manages the
process for assembling a course packet and including a duplicating budget in the price.

It is essential that instructors submit course materials to XanEdu before the deadline
specified each quarter for the next term’s packets. Obtaining copyright clearances is
mandatory and requires lead time. Packets may be late reaching students if an instructor
submits his or her master packet after the deadline.

Please be cognizant of both copyright costs and use of resources (paper).
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AUDIO/VISUAL EQUIPMENT IN THE CLASSROOM
Classrooms are equipped with the technology solutions to help present material in an engaging way:
control panel, projector and screen, laptop connection, DVD/VCR, video projector, ethernet
connection, sound speakers (for laptop, VCR, microphone, transparency overhead projector. All
classrooms in the Jacobs Center and Allen Center have wireless connectivity. Other equipment is
available upon request (i.e.wireless microphone.
Faculty and guest speakers may request a laptop be set up in the classroom as needed. Requests for
laptop service should be made by faculty or staff online via the Classroom Laptop Request System
kellogg.northwestern.edu/kis/fac_staff/. To ensure availability of equipment and assistance, a
classroom laptop should be requested 48 hours in advance.
AUDIO/VISUAL EQUIPMENT FAILURES DURING CLASS
While Kellogg Information Systems (KIS) maintains the audio/visual equipment in the classrooms
very well and instructors practice reasonable care, equipment may fail. If there is a problem or
question, call the KIS support line (posted on the A/V closet door). An A/V consultant will come
to the classroom immediately to address the problem.
Staffmembers are on call before and during all scheduled class times, and for events by request:
 Jacobs Center: Monday - Thursday, 8:00 AM - 9:30 PM, Fri 8:00 AM - 5:00 PM
 Wieboldt: Monday – Thursday, 5:00 - 9:30 PM
 Allen Center: during all executive education sessions.
VIDEOCONFERENCING
Faculty may request that videoconferencing be set up in any classroom in the Allen Center, Jacobs
Center, or Wieboldt Hall.
ONLINE RESOURCES
Kellogg offers a variety of web resources for instructors. These include several course platform
options, videos on the web, hosting, online discussion tools, and web survey tools. Faculty should
ensure that a current bio is posted on the Kellogg web site. Also, faculty are encouraged to post
course syllabi for students enrolled in the course, and to aid students in course selection. Faculty are
encouraged to make use of additional online resources that enrich the instructional process.
V. Formal Feedback Mechanisms
MIDTERM EVALUATIONS
Midway through each quarter, each professor receives evaluation forms with open-ended questions
about the course and instructor. Students should be given 10 minutes at the beginning or end of
class to complete and return the forms to the professor, who considers the feedback and makes the
appropriate adjustments to the class.
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Some instructors have found it useful to respond in class to the main themes gleaned from students’
comments. The responses to the midterm evaluation are reviewed by the professor only -- they are
not shared with the Kellogg Administration.
TEACHER-COURSE EVALUATIONS (TCEs)
Teacher-Course Evaluations are an important source of feedback on teaching effectiveness, and
provide information about what students believe they have learned. Course evaluations are
administered online at the end of the quarter, preferably at the beginning of the last class. Professors
receive information about the process via email 3 weeks before the end of the term.

The TCE has two parts. The first part consists of questions that students answer on a 10
point scale. The second part consists of open-ended qualitative questions about the course
and instructor. The questions utilizing the 10-point scale are tabulated and reported on
Kellogg’s TCE web site for faculty, students, and the Kellogg Administration. The
professor, department chair and Kellogg Administration may have access to the responses to
the open-ended questions. In the special case of an experimental course that is being
considered for inclusion into the permanent curriculum, copies of the answers to the openended questions may be reviewed during the assessment of the course.

TCEs are an important source of information for faculty and students. It is essential that
administration be consistent across all classes and that students be given adequate time to
complete the evaluations. Therefore professors are to adhere to the following guidelines in
the administration of TCEs:
o TCEs should be administered during the last class session of the quarter. In daytime
classes which meet twice weekly, TCE forms may, at the instructor's discretion, be
handed out in the next-to-last class session.
o Faculty should utilize the student liaison to manage issues related to the TCE
process.
o Students must be given at least 15 minutes of class time to complete the TCE.
Better results are achieved when evaluations are administered at the beginning of
class. However if the professor elects to administer the TCE the end of class, the
class must end 15 minutes early to allow sufficient time.
o Faculty must leave the classroom as TCEs are being completed. The student liaison
manages this process and notifies the professor when the class may resume.
MENTORING OF UNTENURED FACULTY
Each department is expected to provide mentoring and research feedback at least annually to
untenured faculty. The mentoring/feedback process may be tied to the Annual Activity Report and
any proposal for summer research support. The process may be determined by the department.
Some possibilities are the following:
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


Departments may designate a review board of tenured faculty to provide feedback to all
junior faculty members.
Department Chairs could establish a mentor committee for (and probably in consultation
with) each junior faculty member.
Each junior faculty member could choose a senior faculty mentor.
Each of these options has strengths and weaknesses. Therefore, different departments may choose
different options, as long as the untenured faculty members are given feedback. Junior faculty
members may include a summer research proposal in the process.
VI. Evolution of the Curriculum
CONSISTENCY WITH THE COURSE CATALOG

Each instructor has responsibility for designing his or her course so that its content is
consistent with the course catalog description. Courses taught by several faculty with
multiple sections should agree on and share a common core of content and grading policy.
In addition, each instructor is expected to continually modify his or her course to stay
abreast of current scholarship and practice.

If a course begins to evolve substantially away from the published course description, the
instructor should propose to his or her department chair a change in the catalog description
or, if necessary, a change in the course’s name. If the suggested changes are minor, the new
copy is incorporated into the next printing of the catalog with no formal review beyond the
department chair’s concurrence. If, however, the changes are substantial, then the
Department and Program Chairs’ Committee reviews the proposed changes before they are
incorporated into the catalogue.
NEW COURSES
A faculty member may propose a new course at any time. The proposed course may be a full tenweek course or a five-week course that counts as a half credit course towards all requirements.
Submission of Proposals
Chairs of Departments or Programs wishing to add a 900-level course should submit a detailed
course outline (and a C.V. of the instructor in the case that the instructor is new to teaching at
Kellogg) to the Senior Associate Dean: Curriculum and Teaching.
Distribution to Committee of Department and Program Chairs
The Senior Associate Dean: Curriculum and Teaching will distribute the course proposal to the
Committee of Department and Program Chairs for comment. The first purpose of soliciting
comments is to avoid unproductive duplication of material and/or cannibalization of existing
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courses. Additionally, the matrix structure of the Kellogg curriculum (disciplined based departments
overlaid by inter-disciplined professional programs) is such that certain courses could be rationally
listed in either a department or program, while other courses clearly belong in a given department or
program. The default presumption is that if a course clearly fits into one of the departments, it
should be listed in that department. Otherwise, it should be listed in a program. Departments have
first right of refusal in course listing. The second purpose of soliciting comments is to determine in
which department or program the course will be listed.
The Senior Associate Dean: Curriculum and Teaching is responsible for working out any issues of
duplication and listing. Upon doing so, the course will be assigned a 900-level course number.
After being offered twice, the course will be reviewed by an ad hoc committee appointed by the
Office of the Dean, which will then make a recommendation to the Curriculum Committee about
the status of the course. The Curriculum Committee may (i) approve it for inclusion in the
permanent curriculum, in which case it is placed on the agenda of the next scheduled meeting of the
School’s faculty for final approval, (ii) approve it for inclusion in the curriculum for three years after
which it comes back to the Department Curriculum Committee for a new review, or (iii) disapprove
it. Experimental courses are currently numbered sequentially beginning with the number “9,” in
order to facilitate tracking these offerings.
VII. Course Loads and Scheduling
GENERAL GUIDELINES
A faculty member’s teaching load is established by the Office of the Dean in consultation with the
faculty member’s department chair. A faculty member’s course assignment and schedule are
established by the faculty member’s department chair. Generally, a faculty member should not be
scheduled to teach more than two courses per quarter on the grounds that three courses during a
quarter may affect the quality of instruction. A faculty member whose teaching load is four courses
per year is discouraged from teaching an extra course as an overload during the academic year, due
to adverse effects on his or her research productivity. Before a department chair schedules an
instructor in conflict with these guidelines, the chair should secure the Senior Associate Dean’s
approval.
TEACHING IN COMPETITIVE EXECUTIVE PROGRAMS
Kellogg faculty (except while on unpaid leave of absence from the University) should not teach in
any open enrollment executive program that is competitive with a Kellogg open enrollment
program. This includes open enrollment programs in “corporate universities.” If any question exists
concerning the competitiveness of an outside program in which he or she wishes to teach, then the
faculty member should request permission in writing from the Senior Associate Dean. If a faculty
member should teach in a non-Kellogg program, then that program may use his or her Kellogg
affiliation for identification purposes only. The individual must make certain that the program’s
promotional materials do not indicate in any way that it is a Kellogg program.
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TEACHING IN PART TIME MBA
Regular faculty are expected to teach at least once every two years in Part Time MBA.
CANCELLATION OF COURSES DUE TO LOW ENROLLMENT
As a general rule, any course that appears likely to attract fewer than twenty students is considered
for cancellation. A course may be cancelled for low enrollment right up to the beginning of classes
and the faculty member may be reassigned to teach another course in a later quarter. The decision
to cancel a course is always carefully considered, and a wide variety of special circumstances may
lead to a decision that the course should continue to be taught despite its low enrollment.
BANKED COURSE POLICY
Overload Teaching
The policy of allowing Kellogg faculty to bank courses has been a very valuable practice for both the
faculty and Kellogg School of Management. Therefore, with approval of the Office of the Dean, a
regular faculty member will teach more than his or her normal course load during an academic year.
In such cases the instructor may either accumulate the course in the “bank” for withdrawal (or
repayment) in a subsequent year, or receive extra monetary compensation.
As noted, overload teaching is not encouraged and the maximum number of courses that a faculty
member may bank against future teaching obligations is three. If the instructor elects extra
compensation, details should be discussed with the Department Chair and the Senior Associate
Dean: Curriculum and Teaching.
Course Deficits
Faculty members who owe one (or more) courses to Kellogg because of a failure to complete their
assigned teaching load during the current academic year must make up the resulting deficit during
the subsequent academic year. If a faculty member’s course is cancelled and the department has a
special need to teach that course in a later term during the academic year, the faculty member is
expected to try to cooperate with the Department Chair.
For more information on Banked Course Policy, see
kellogg.northwestern.edu/dean/faculty/conditionsofservice.htm
COURSE OFF FOR CHILDBEARING OR ADOPTION
A fulltime faculty member who gives birth to a baby, or who adopts a child and is serving as the
primary caretaker for the adopted child, will receive a one course reduction. That reduction may be
taken anytime during the calendar year following the delivery of the baby or the adoption.
Northwestern University policies regarding extension of probationary periods (tenure clocks) are
described in the Faculty Handbook (p. 19). The Faculty Handbook may be found online at
http://www.northwestern.edu/provost/faculty/index.html
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COURSE REDUCTIONS FOR EDITORIAL ACTIVITIES
Kellogg provides a one course reduction in teaching load to managing editors of research journals.
The Office of the Dean may provide a reduction in teaching load when faculty members have
editorial duties that involve full responsibility for manuscripts, but fall short of managing editor.
Teaching load reduction will be given only if (1) the journal is one of the most prestigious in its field
and brings luster to the Department and (2) the volume of manuscripts warrants a reduction in
School responsibilities. Contact the Senior Associate Dean: Faculty and Research for information.
COURSE REDUCTIONS UPON PROMOTION TO FULL PROFESSOR
The Office of the Dean recognizes the research accomplishment necessary for promotion to full
professor and the challenge of maintaining research productivity after promotion. As part of its
normal process, the Personnel Committee identifies those faculty members whose current research
performance warrants additional support. Therefore, the Office of the Dean will consider a one
course reduction in teaching load for two years following promotion to full Professor.
Teaching load cannot be reduced to lower than three courses per year, and releases from teaching
responsibilities must be coordinated with the appropriate Department or Program Chair.
SUPPORT FOR OUTSIDE FUNDING OF RESEARCH
When a faculty member qualifies for Kellogg summer research funding (see below) and receives
2/9ths summer support funding from a source outside Kellogg, the faculty member may choose one
of two options:
1.
2.
The faculty member may receive an additional 1/9th summer funding from Kellogg, or
The faculty member may receive a half course teaching credit.
Teaching credits may not be used to reduce a faculty member’s teaching load below three quarter
courses. Of course, releases from teaching responsibilities must be coordinated with the appropriate
Department or Program Chair.
SENIOR FACULTY SUMMER SALARY SUPPORT
Summer Salary Support (SSS) provides recognition that a faculty member’s responsibilities extend
beyond his or her nine month regular contract. In general, the additional activities are expected to be
research related, though there are also recognitions for administrative responsibilities such as
Department Chair. SSS for administrative duties may be provided to Center/Program Directors
based on the level of “externalities” produced by the Center/Program. In cases approved by the
Office of the Dean, SSS may be provided for other activities, such as direction of key Allen Center
programs.
Research funding by Departments, Centers, etc. should entail some form of accountability, with
information on working papers, workshop presentations, etc. provided by the faculty member
receiving support.
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Funding Sources:
1.
Departments may, at their discretion, allocate their funds to provide SSS for tenured
faculty. Departments should notify the Office of the Dean of these allocations.
2.
Individual faculty members may make arrangements with Kellogg research centers for
funding of SSS. Centers should notify the Office of the Dean of these allocations.
3.
Faculty members are encouraged to seek outside funding for SSS.
4.
The Office of the Dean may, on a selected basis, fund SSS. Faculty members may apply
to the Office of the Dean for SSS by submitting a two page proposal with their annual
Activity Report. The proposal will be evaluated by the Office of the Dean and the
Department Chair. There is no guarantee that a proposal will be funded, and past
research productivity will be a factor.
CASE DEVELOPMENT SUPPORT
The Office of the Dean provides support for the development of new cases and other innovative
course materials. Faculty members may submit a brief case proposal to the Senior Associate Dean:
Curriculum and Teaching and apply for expense reimbursement budgets of $2700 per case ($3200
per international case). Copies of completed cases should be submitted to the Office of the Dean.
Kellogg also provides editorial support for case development.
In general, faculty members should not expect to have more than one case writing grant at a time.
The Office of the Dean will also consider proposals for more extensive development of innovative
course materials.
VII. Faculty Activity and Conflict Reports
Each spring, the School and University require three reports from all fulltime faculty.
The first document is the Kellogg School’s annual activity report which summarizes the faculty
member’s contribution to their field and the School through research, teaching, and service. An
important component of the activity report is an account of faculty research output generated by the
Kellogg Faculty Publications System (FPS):
https://www1.kellogg.northwestern.edu/fpsadmin/administration.asp
Faculty are encouraged to update their entries in the FPS throughout the year as there are external
links from the Kellogg web site to the FPS. Updating entries keeps the FPS public content current.
The second and third documents are the “Annual Conflict of Interest Questionnaire” and the
“Annual Conflict of Commitment Questionnaire” required by the University.
DOCUMENT IS AVAILABLE ONLINE AT:
http://www.kellogg.northwestern.edu/dean/faculty/policieshandbook.htm
Rev. Jan 2011
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