Questrom School of Business New Faculty Orientation 2018

Presentation on theme: "Questrom School of Business New Faculty Orientation 2018"— Presentation transcript:

1 Questrom School of Business New Faculty Orientation 2018

2 Welcome to Questrom! http://questromworld.bu.edu/faculty/
Your go to website:

3 Topics Questrom Culture
Teaching Norms and Other Faculty Responsibilities Questrom Strategy Questrom Programs and Concentrations The Questrom Syllabus Grading Norms Academic Integrity Student Issues Questrom Resources IT Support Performance Reviews

4 Questrom Cultural Code of Conduct
All Questrom School of Business faculty have shared responsibilities and are expected to engage in the ongoing activities that contribute to making our community a collegial, vibrant, well run, exciting place to learn and teach. Violations of ethical and behavioral codes of conduct will not be tolerated. Treat all faculty, staff and students with dignity and respect Exhibit professional behavior inside Questrom and the University, toward colleagues, staff, students, and other University employees. Exhibit professional behavior outside of Questrom and the BU community, acting as a brand representative at all times Act with integrity

5 Questrom Cultural Code of Conduct
Ours is a culture of engagement. As a full time faculty member, Questrom is your primary and first commitment. The academic calendar and its responsibilities are paramount. Maintain a presence on campus Be available for colleagues, students and administration ( +). Engage in service to the department, Questrom, University. Faculty role consists of Teaching + Service (+ Research). Service contributions considered in merit and promotion reviews. Work with Dept Chairs to find appropriate assignments. Check s for service opportunities. Celebrate students’ graduations and matriculation ceremonies Consistently be involved in the department, School, and other administrative meetings where faculty have responsibilities to design, deliver and improve the teaching and academic foundation of the Questrom School of Business; Adhere to Policies, Deadlines, Norms for Teaching and Grading

6 Questrom Teaching Norms
Excellent teaching is vital to the School and is an integral part of your faculty role. You will be judged not only on classroom performance as evidenced in strong student evaluations (course and instructor ratings as well as student comments) and strong peer evaluations of your teaching, but also on enhancements to content and pedagogy that substantively improve the student learning experience. In addition to your time in the classroom, you are expected to interact with and serve as an available resource for developing your students, and adhere to School policies, deadlines and norms relating to grading and teaching.

7 Questrom Teaching Norms
Commit to teaching all scheduled classes (work with department chair to arrange emergency coverage, and with program office to reschedule) Judicious consideration of course pack materials Timely availability of assignments (1 week notice) Timely feedback on assignments/exams (2 weeks) Start and end class on time Hold regular office hours* Adhere to typical absence policies* Accommodate those with excused absences Hold final exams during finals period Clear boards before leaving (daytime) classroom * Check with your department Chair or mentor for norms

8 Teaching Norms and Responsibilities . . .
Grant special learning accommodations (with verification from Office of Disability Services) Maintain student confidentiality: No names on final exams or papers Don’t share student grades or information with anyone other than appropriate faculty or staff Don’t leave exams in public spaces Collect student exams/papers in a way that does not permit other students to see the work or the grade Course evaluations (last week of classes): Important data for quality control Important student course choice criterion Basis for faculty merit evaluations Leave the room and do not affect the process in any way

9 Faculty Responsibilities … Email Communication
Promptly read and answer your s From students From the Dean’s Office From Program leadership From Department Chairs Messages you won’t want to miss: “Start of the Semester” from the Program Offices Query on enrolled students “Grades Due” s, with grade distribution guidelines “Students in academic difficulty”; mid-semester warnings Use BU (versus personal) for all communications with students (FERPA compliant for security) Use and archive in QuestromTools to communicate to the whole class

10 Other Faculty Responsibilities
Maintain your faculty website, including current CV and photo

11 Questrom Strategy To prepare ethical and innovative leaders who create value for their organizations, their communities, and the world.

12 Questrom Programs Undergraduate Program (BSBA) Graduate Programs MBA
Full-Time Part-Time: Professional Evening MBA (PEMBA) Health Sector MBA (HSM) Social Impact MBA Executive MBA (EMBA) Master of Science in Digital Innovation (MSDi): dual degree with Full-Time MBA Master of Science in Management Studies (MSMS) Master of Science in Mathematical Finance (MSMF) Master of Science in Business Analytics (Summer 2019)

13 Undergraduate Program
Key features of UG Program ~2600 UG majors + ~200 minors ~50% start in Questrom as Freshman Many students from New England, NJ/NY & CA 1/3 outside US, esp. China & Korea Curriculum emphasizes professionalization, teaming, quant. skills; communications Student life internships in 2nd/3rd summers (some in 1st summer) 25% study abroad junior (or senior year) job searches in senior year; accounting & finance with major firms in Fall, marketing in Spring, others all year Expectations of Students ~10 hours per week per course, including work, reading, attendance Highly demanding

14 Undergraduate Curriculum

15 Undergraduate Program
Years 3-4 Questrom Functional Concentrations advanced studies providing depth in business functions [e.g., Accounting, Marketing, & Finance] (4-5 courses) BU-wide Cross-Functional Concentrations studies providing breadth in specific sector or area of business, combining SMG & other BU coursework [e.g., Health & Life Sciences, Real Estate, Retailing] (4-5 courses) Year 2 or 3 Cross-Functional Core integrated course sequence blending functions of business as part of semester-long team effort to develop a business plan to commercialize a unique consumer product (5 courses) Years 1-2 Questrom Business Foundations introductory business courses, emphasizing teaming, professionalization, ethics, and business functions (9-11 courses) BU (non-Questrom) Requirements exposure to diverse areas of arts & sciences to provide basis for lifelong critical thinking & civic engagement (7-11 courses)

16 Undergraduate Concentrations
Functional Accounting Management Information Systems Entrepreneurship Marketing Finance Organizational Behavior General Management Operations and Technology Management International Management Strategy and Innovation Law Cross-Functional Health and Life Sciences Sector Real Estate Retailing

17 Graduate Program Key Features of the MBA Program Full-Time
About 150 students in each of two years About 40% international PEMBA About 200 students in total admitted yearly All working professionals Emphasis on interdisciplinary integration, experiential learning, partner-based learning, teaming Student life Full-time students do internships in summer Internship and job searches are intense in late Fall and throughout Spring semesters Expectations of Students Student investment hours per week per course, including work/reading/attendance

18 Full-Time MBA Curriculum
Skills courses also required: Teaming Executive Communication Career Management Professional Skills

19 PEMBA Curriculum Schedule: 6:00-9:00 pm (6:30-9:30 as of Spring 2017)
Some intensive formats also offered Three versions: Self-paced Cohorted Concentrated Core

20 All of our students … … have high expectations for their classroom experience.

21 Preparing Your Syllabus
Check with your Department Chair or contact person for: Information about syllabus, materials Advice about getting started *A template is posted on the website for you use.

22 Syllabus: Key Elements
Course Number and Name Faculty information (name, office number, phone, , office hours) Course Information Description Prerequisites Target audience (electives) Objectives and Learning Goals Pedagogy Materials (make sure workload is reasonable) Performance Evaluation (percents and descriptions) Course Schedule Detailed class objectives and class prep questions Academic Integrity statement (see note below) Academic Accommodations statement (see note below) Diversity and Inclusion statement (see note below) Attendance policy (see note below) Academic Integrity Policy [a statement is required; specific language may vary] Note that some faculty will state Academic Integrity expectations for each course assignment and may prefer to articulate those expectations in the assignment description. The Questrom School has developed an Academic Conduct Code ( In addition to stating course expectations for Academic Integrity, please alert students to the existence of this Code and include the link in your syllabus. Academic Accommodations for Students with Special Needs:  [a statement is required; specific language may vary] In keeping with University policy, any student with a disability who needs or thinks they need academic accommodations must call the Office of Disability Services at or stop by 19 Deerfield Street to arrange a confidential appointment with a Disability Services staff member.  Accommodation letters must be delivered to your instructor in a timely fashion (not later than two weeks before any major examination).  Please note that accommodations will not be delivered absent an official letter of accommodation. Diversity & Inclusion Statement [a statement is required; specific language may vary] In developing this course, I have aimed to be thoughtful about how identity and culture impact the course content. I invite you to share your personal experiences and perspective related to the course content.  If there are topics or conversations that you feel would benefit from incorporation of social context, a differing perspective, or Questrom’s Office of Diversity & Inclusion, please inform me and I will explore resources and opportunities for us to engage a wide variety of perspectives in our classroom. Professional Conduct Policy and/or other course-related policies (optional) Some courses also state expectations regarding professional conduct in and out of the classroom, including, e.g., use of laptop computers and other communication devices.  Attendance Policy [a statement is required; specific language may vary] If your course distinguishes between “excused absences” and “unexcused absences,” please note that BU policy ( and Massachusetts State Law consider absences for religious reasons to be “excused absences.” If your course attendance policy involves students losing points for missing class (or being late to class), please include details, e.g., “students who miss more than three sessions for any reason will have their course grade reduced by 10 points. An example policy appears below: Satisfactory class contributions require attendance at every session of the course; preparation of all materials for every session; and active, quality participation in class discussions. Simply attending class, however, does not constitute a positive contribution to class and will not yield high class contribution scores. Recognizing that you are facing complex demands on your time, we can excuse two absences during the term (for any reason). If you anticipate that you will need to miss three sessions or more, then you should take this course in another term. Students who miss 3 or 4 sessions will lose 3 and 6 points on their final course grade, respectively. Students who more than 5 sessions will have their final grades reduced an entire letter grade and students who miss more than 7 sessions may fail the course as a result. Assignments are always due at the beginning of class on their due date, even if students are unable to attend class that day.

23 Classroom Seating Charts
The Academic Support Department provides a seating chart service for faculty who prefer a visual aid in the classroom. The seating charts are tailored to each Hariri classroom and display ID photos over each student’s name or nickname. The process is simple and only takes 1 to 2 business days to complete, and your SPC can provide both an electronic chart and a color- printed hardcopy to your faculty mailbox. For full instructions, contact your SPC or go to the “Teaching” section on the Faculty website. Contact your department’s Senior Program Coordinator individually, or the Academic Support Department at Visit for a PDF guide (Example of seating chart follows on next slide)

24 Sample Classroom Seating Chart

25 Grading Guidelines Each program has grade distribution guidelines; all grades reviewed each semester by Department Chairs and Program Committees UG Required courses A/A-: 25-35% B+/B/B-: 50-65% C+ and below: 5-20% Electives: target 3.25 GPA MBA Required courses: no more than 40% A/A-; Grades below B- as earned Electives: no more than 50% A/A-; Grades below B- as earned In all cases, “A” grades are exceptional, above the norm

26 Submitting Grades Grades are due within 48 (undergraduate) or 72 (MBA) hours of final deliverables. Grades are submitted electronically, on Faculty Link Only the designated faculty member can submit his/her course grades

27 Grading and Feedback Tips
Grade promptly; try to return graded assignments within 1-2 weeks. Provide diagnostic feedback, not just letter or number grades; students want to know why they earned the grade they earned. Plan for it; do the math; quality grading takes time. Be consistent and transparent; consider a grading template for papers/projects. Grading is your responsibility; Craig’s List is not an option. Grade each assignment in alignment with target distribution. Students detest being “curved down” at the end of the term If grades are too low throughout the term, students can get discouraged, even if they know their grades may be “curved up”. Grade carefully – and then don’t change your grades! Students will come in to ask about grades. Some students will challenge; most want to understand. Students take their work very seriously – and may need counseling about study habits, setting expectations for themselves.

28 Grading Class Participation
If your class requirements include participation, you need a reliable, valid and transparent system to measure it Consider a rubric for daily participation grades Contributions to in-class discussions. In-class contributions are judged on whether they facilitate collective learning in the classroom. High quality contributions are efficient and relevant to the discussion and do not comprise repetition of case facts or previous commentary. Quality contributions help others learn through analysis, synthesis of points of view, clarification of ambiguities, and debate. Quality participants respect others and do not dominate the conversation. Class contributions are judged using the following scale: (3) outstanding, if this person were not contributing today the quality of the class discussion would have been significantly diminished; (2) good, helpful and on-target comments; (1) attending non-participant or one with non-value-add comments; (-1) late or destructive commentary or actions; (-2) unexcused absences. Consider mid-semester feedback on class participation to manage student expectations Sample rubrics are posted on website.

29 Academic Integrity What does Academic Integrity mean at Questrom?
Key Touchpoints Access to old materials Exam Protocols Plagiarism Where to go for help Start with UDC or GDC

30 Student Issues Students, like all people, have challenges in their lives. If a student contacts you about sexual harassment, mental health issues, substance abuse, family illness/challenges, financial issues, don’t try to handle it or counsel on your own! Contact either the Graduate Development Center (Grad Center) or the Undergraduate Development Center (UDC). They have dealt with every possible challenge in the past and they know who to contact and what to do! Grad Center: UDC:

31 Emergencies Emergencies Medical. Mental health. Safety.
Building access. Call BU Police: Call for after hours IT support. Arrange after hours department contact for curricular help.

32 “Go To” Resources 06/27/16 – Yellow = update in progress Name Title
 Name Title Room Phone Number   Go to for … Administration Anderson, Maria Senior Associate Dean, Administration & Finance 504G Big Picture issues Montanna Freeman Assistant Director, Financial Services 504A Budgets, Concur, general finance questions Mendez, Amy Senior Payroll Coordinator 504E Payroll issues Paeglow, Marissa Executive Director, Financial Services 504F Finance and operations (when in doubt, Marissa will know) Phillip, Cam Facilities Coordinator Conference room scheduling, keys, phones, repairs Sforza, Mary Operations Manager 416F Non-classroom room booking Academic Support (Departments) Chiang, Hsiu-Hsien Administrative Services Lead 522A   Faculty actions Marks, Brett Budgets, Concur Baker, Paula Senior Program Coordinator 521 Go to your own SPC for all administrative issues within your department. Nishibun, Alex Alves, Nelciny Flynn, Robert McDonough, Mary McGillicuddy, Jane Dean's Office Burrage, Marie Director, Program Initiatives & Assessment 506F Assessment of learning Davidson, Steve Associate Dean, Academic Programs 506G Academic programs, new courses, accreditation issues Steir, Kate Executive Assistant to the Dean Access to Dean Gallagher, Kristen Director, Faculty Actions 502D Full-time faculty appointments and paperwork; merit review letters Waters, Ashley Assistant Director, Faculty Actions Part-time faculty appointments and paperwork; Course Planning workload issues Matychak, J.P. Associate Dean, Student Engagement 150 Career Center-related issues Graduate Development Center Emily Goldstein Sr. Program Coordinator, Registrar office 133 Student course schedules Czarnowski, Brad Assistant Director 124A Transfer of credit approvals Mcmanus, Marta Director, Special Projects & Initiatives 118 Phillips, Karen Assistant Dean 115B Anything related to graduate programs Wimberly, Keane Marketing, Operations & Assessment Manager 119A Doctoral program administration Course Planning Blanchard, Norman Director, Course Planning 150A MarCom Wilcke, Midge Director 514B Undergraduate Development Center DiMattia, Rebecca Associate Director, Systems Administration & Operations 104 Course Planning issues Reiser, Rachel 104G Anything related to undergraduate programs Copy Center Griffin, Richard Supervisor 186A May, Jared Assistant Media Technician 186 ELC Lehrich, Jonathan Associate Dean 416J IS&T Barrett, Christine Sr. Lab Coordinator 333A Echo360 Conroy, Kyle Manager, Database 630B QuestromTools site setup DeFronzo, Gregory Executive Director 636A Anything big picture related to IS&T; hardware and IT-related purchases Dupee, William Business Analyst/ Consultant II 638A Faculty training on Questrom software Seaholm, Eric Associate Director, Enrollment and Marketing 630E 06/27/16 – Yellow = update in progress

33 Navigating Questrom Susilo Business Center Copier Codes
Building and Grounds Parking Faculty/Staff Lounge on 5th floor Academic and Key Dates calendars Opportunities for Community Involvement

34 Information Technology Services
Questrom Tools IT Support Echo360 (Opt In) Poll Everywhere Security and Phishing

35 Faculty Merit and Performance Reviews
Questrom cares about quality learning experiences for our students and the health of our culture. Teaching evals and student comments Classroom observations Mentor feedback Curriculum innovation and improvement Your service contributions – to the Department, School and University - matter. Research evaluated on a points system Check with department chair or mentor regularly with questions or for advice and paths to promotion Full Time Faculty: annual reports

36 Key Takeaways There is a website!
You have a Department Chair who cares about your development and success. A teaching mentor will be assigned to help you acculturate to the Questrom Classroom.

37 Again, welcome! We’re very happy to have you join our teaching team – and we’re here to help if you need it! We look forward to you being an engaged member of our community!