Faculty Handbook - Tuck School of Business

Tuck Faculty Handbook

Latest revision: 04/03/2024

Tuck

Faculty

Handbook

Tuck’s Mission, Vision, and Strategy

A full description of our mission, vision, and strategy

can be found here.

Tuck

Faculty

Handbook

Table of Contents

I. ORGANIZATION OF THE FACULTY OF DARTMOUTH COLLEGE _____________________ 5

II.

BOARD OF ADVISORS

____________________________________________________ 5

III. ORGANIZATION OF THE TUCK SCHOOL ______________________________________ 5

A. Administration of the School ____________________________________________ 5

B. Organization of the Tuck Faculty _________________________________________ 5

C. Bylaws Amendments ___________________________________________________ 9

IV. FACULTY POLICIES AND PROCEDURES _______________________________________ 9

A. Faculty Appointments __________________________________________________ 9

B. Promotion and Tenure at the Tuck School _________________________________ 12

C. Faculty Leave ________________________________________________________ 20

D. Faculty Research Support ______________________________________________ 23

E. Dissemination and Copyrighting of Faculty Research ________________________ 29

F. Research Supported by Outside Grants ___________________________________ 29

G. Consulting and Other Professional Activities _______________________________ 30

H. Dartmouth College Conflict of Interest Policy ______________________________ 30

V. ACADEMIC POLICIES AND PROCEDURES ____________________________________ 30

A. Courses _____________________________________________________________ 30

B. Section and Course Caps _______________________________________________ 33

C. Class Schedules ______________________________________________________ 34

D. Freedom of Expression ________________________________________________ 35

E. Dartmouth College Academic Honor Principle ______________________________ 35

F. Tuck School Academic Honor Principle ____________________________________ 35

G. Tuck School Social Code _______________________________________________ 38

H. Tuck Recruiting Guidelines _____________________________________________ 38

I. Modification of the Tuck Honor Principle _________________________________ 39

J. Adjudication of Honor Principle and Social Code Violations ___________________ 40

K. Check-in Policies ______________________________________________________ 43

L. Seminars and Research-to-Practice Seminars ______________________________ 46

M. Attendance Policies ___________________________________________________ 47

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N. Grading Policies ______________________________________________________ 48

O. Policies on Grade Disclosure and Transcripts _______________________________ 51

P. Student Status _______________________________________________________ 52

Q. Policies on Student Awards _____________________________________________ 54

R. Examination Policies __________________________________________________ 56

S. Student Performance Review ___________________________________________ 57

T. Policy on Readmission to the MBA Program _______________________________ 61

U. Policy on Evaluation of Instruction _______________________________________ 62

V. Laptop Policy ________________________________________________________ 63

W. Independent Studies __________________________________________________ 63

X. Policies on Access to Tuck School Student Files _____________________________ 66

Y. Non-Tuck Students in Tuck Courses ______________________________________ 68

Z. Guest Speakers ______________________________________________________ 70

AA. Teaching Assistants ___________________________________________________ 70

VI. ADMINISTRATIVE POLICIES AND PROCEDURES _______________________________ 70

A. Finance Policies and Procedures _________________________________________ 70

B. Administrative Operations _____________________________________________ 74

C. Event Planning _______________________________________________________ 77

D. Byrne Dining and Catering______________________________________________ 77

E. Facilities ____________________________________________________________ 78

F. Dog Policy ___________________________________________________________ 81

G. Recycling Procedures __________________________________________________ 83

H. Office of Information Technology ________________________________________ 83

I. Rights and Responsibilities _____________________________________________ 84

J. Audiovisual Services __________________________________________________ 87

K. Teaching Support _____________________________________________________ 88

L. Academic Coordinators ________________________________________________ 89

M. Ordering Cases, Reprints, and Textbooks __________________________________ 89

O. Dartmouth College Library/Feldberg Business-Engineering Library Overview ____ 90

P. Tuck Communications _________________________________________________ 90

Q. Dartmouth College Notice of Nondiscrimination ____________________________ 91

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R. Diversity Plan ________________________________________________________ 92

T. Policy on Sexual and Gender-Based Misconduct ____________________________ 95

U. Academic Freedom, Tenure, and Responsibility of Faculty Members ___________ 95

V. Amending the Tuck Faculty Handbook ____________________________________ 95

W. Handbook Version History _____________________________________________ 95

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I. ORGANIZATION OF THE FACULTY OF DARTMOUTH COLLEGE

The faculty of the Tuck School is part of the Organization of the General Faculty of

Dartmouth College (OGFDC). The rules and procedures of the OGFDC can be found here.

The Tuck School deems the voting members of the Tuck faculty as being the Tuck members

of the General Faculty of Dartmouth College.

The councils of the general faculty provide a forum for deliberation on matters of policy

affecting the

entire institution. They serve in a continuing advisory capacity to the president,

the provost, and the

board of trustees, and report annually to the general faculty. Tuck

representatives serve on many of these councils and committees.

II.

BOARD OF ADVISORS

The Board of Advisors, appointed by the trustees, is advisory to the dean and the faculty of

the Tuck

School with respect to the objectives and programs of the school; it is advisory to

the president and the

trustees with respect to appraisals of Tuck School objectives, programs

and administration. The

board meets twice a year. The list of current board members can be

found here.

III. ORGANIZATION OF THE TUCK SCHOOL

A. Administration of the School

The Dean is responsible for the management of the Tuck School. The Dean is appointed by

the President and Trustees for four-year renewable terms of office.

The Tuck School is administered by the Dean and officers and staff appointed by the Dean.

The Dean is empowered to create new and eliminate existing offices, and staff positions.

Administrators other than the Dean serve at the pleasure of the Dean and are subject to the

policies set forth in this handbook.

The current leadership team can be found here.

B. Organization of the Tuck Faculty

The Tuck faculty comprises the voting faculty and affiliated faculty. The voting faculty

consists of the president of the college, the

provost, the dean of the Tuck School, and all

persons appointed by the trustees to any position in the

Tuck School with the rank of

professor, associate professor, or assistant professor. Affiliated faculty members are the

clinical professors, adjunct faculty, visiting faculty, and lecturers.

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1. General Meetings

The faculty meets on the call of the dean at least three times a year. The dean is the presiding

officer of the faculty; in absence of the dean, the senior associate dean for faculty and research

shall preside.

Preparation and distribution of the agenda and the call of faculty meetings shall be the

responsibility

of the senior associate dean for faculty and research.

Each year, the dean shall appoint a faculty secretary to take minutes of each faculty meeting

and distribute these minutes to the faculty following the faculty meeting. The distributed

minutes will be approved or amended by the faculty at the next faculty meeting.

Faculty meetings are conducted according to the latest edition of Robert’s Rules of Order.

2. Voting

All members of the faculty may attend faculty meetings, but only the voting members of the

faculty may vote.

The dean may invite administrative officers of the school, designated student representatives,

or other guests. These nonvoting persons will have the right to participate in the

faculty’s

discussions.

There is no regular provision for absentee or proxy voting. However, absentee or proxy

balloting can

be authorized for any particular vote by a two-thirds assent of those present and

voting at the meeting

in question.

Voting rules of committees may be set by each group. Normally, all appointed or elected

committee

members will have the right to vote in meetings.

3. Quorum

A quorum shall consist of a majority of the voting members of the faculty.

4. Procedures for Action

Final action on all business shall be taken by a majority vote of those members present and

voting.

Final action on any business not included in the agenda, or upon any business ruled by

the presiding officer to involve a substantial change of policy, may be taken at the meeting to

which it is first submitted only by consent of two-thirds of the members present and voting.

Otherwise, final action

upon such business shall be postponed to the next meeting of the

faculty.

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5. Standing Committees

The administrative work of the Tuck School is the responsibility of the dean’s office and the

professional staff. The faculty also engages in the administration of the school through its

standing committees. Ad hoc committees, subcommittees, or task forces may be appointed by

the dean or by a standing committee. Current standing committees are listed below.

Academic Freedom, Tenure and Responsibility Committee

This committee functions in certain stages of a disciplinary action brought against a faculty

member.

It also hears appeals of tenure decisions in case the faculty member alleges a

violation of academic freedom or procedural error.

The committee consists of five elected

members of the Tuck School faculty, not fewer than one and not more than four of whom

may be tenured. The committee itself shall choose the chair of the committee. Neither the

dean nor any associate dean may serve on this committee.

Academic Honor Committee

This committee functions in certain stages of resolving charges under the honor principle.

The

committee consists of the five members of the student judicial board and four faculty

members. The chair of the committee is the chair of the student judicial board.

Academic Performance Committee

The academic performance committee reviews the overall academic performance of students

in the

MBA program and recommends actions to the faculty. The committee consists of four

faculty

members, an alternate faculty member, the relevant dean (currently the senior

associate dean for teaching and learning), and the director of the MBA program (non-voting).

The faculty committee members are elected by the faculty. No fewer than one and no more

than three of them should be tenured. They are elected for four-year terms. The terms are

staggered. The alternate for any one year will be chosen based on the most recent election

results.

Admissions Committee

This committee is responsible for establishing and reviewing the admission policy of the

school. The committee consists of the relevant dean (ex-officio), the Executive Director of

Admissions and Financial Aid (ex-officio, non-voting), and four faculty members.

Assessment of Learning Outcomes Committee

The purpose of this committee is to establish learning objectives for the Tuck MBA program,

evaluate whether the current curriculum achieves these objectives, and propose changes if the

objectives are not being achieved. This committee is responsible for ensuring that Tuck

complies with Standard 8 in the Standards for Business Accreditation of The Association to

Advance Collegiate Schools of Business. The committee consists of the relevant dean

(currently the senior associate dean for teaching and learning) and three faculty members.

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Business Bridge Committee

The Business Bridge Committee is responsible for reviewing proposals for Business Bridge

programs. This committee consists of the director of the Bridge Program (chair, ex-officio)

and six faculty members.

Curriculum Committee

The curriculum committee is charged with maintaining the excellence of the MBA

curriculum. It makes recommendations to the Executive Committee regarding all new course

proposals, whether existing courses will be significantly changed, whether existing courses

should no longer be offered, and whether a course may have an enrollment cap. It assesses the

required core—the coordination, integration, and general

effectiveness of subject coverage. It

makes recommendations for long-range improvement in the MBA program and its supporting

activities and resources. It encourages innovation and experimentation and

the proper

assessment of the results of these processes. This committee consists of the seven academic

area coordinators, the relevant dean (currently the senior associate dean for teaching and

learning) (ex officio, chair), and the registrar (ex officio, non-voting). The chair of the

committee will report to the faculty during the Spring faculty meeting regarding all of the

recommendations that the Curriculum Committee makes to the Executive Committee during

the year.

Executive Committee

The executive committee of the faculty consists of the dean (chair), the senior associate dean

for faculty and research, and five elected members of the faculty. The executive committee has

the following functions:

• To advise the dean on matters of substance that the dean brings before the committee,

including but not limited to faculty committee assignments.

• To act for the faculty on questions that need immediate decision or that otherwise may

be delegated to the committee by the faculty.

Executive Education Committee

The Executive Education Committee is responsible for reviewing proposals for executive

education

programs and for making recommendations on policy issues concerning continuing

education. This committee consists of the relevant dean, currently the senior associate dean

for innovation and growth, (ex-officio, chair), the executive director of executive education

(non-voting), and six faculty members.

Promotion and Tenure Committee

The dean (chair) and all tenured full professors form this committee, the purposes of which are

to set criteria for promotion and

tenure decisions at Tuck and recommend specific action to the

dean on individual cases. The Promotion and Tenure Committee also participates with the dean

in setting out the long-range plan for the size and composition of the faculty of the Tuck

School.

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Strategy Committee

The Strategy Committee meets at least once during each academic term (Fall, Winter, Spring),

and represents the faculty by advising the dean on any matter relating to Tuck’s strategy. It

can also advise the dean on any issue that a member of the committee chooses to raise. This

committee consists of the dean (chair) and representatives from the accounting, economics,

finance, marketing, operations & management science, organizational behavior, and strategy

areas.

6. Committee Membership and Other Matters

Faculty members of the Executive Committee shall be elected by the faculty, acting on

nominations presented by the dean and/or any other voting member of the faculty.

Appointment of faculty members and administrative officers to other standing committees of

the faculty shall be voted by the Executive Committee, on recommendations from the dean,

unless the bylaws specify otherwise. When students serve on committees, their method of

appointment or election shall usually be determined by the student board. Committees are

normally appointed for one-year terms, and appointments can be renewed. In some cases,

staggered terms of service are used to provide continuity of service.

Any standing committee can be recalled, reconstituted, and/or discontinued by a two-thirds

vote of the faculty. The reasons for such action must be set forth in writing and the committee

must be given adequate time to reply in writing before an item of this sort can be placed on the

agenda of a faculty meeting. Other committees or subcommittees can be recalled,

reconstituted, and/or discontinued by their appointing authority.

Committee chairs shall be selected by the dean, except in cases where the chair is designated

in other sections of the bylaws.

C. Bylaws Amendments

The rules in Section III of the Faculty Handbook, Organization of the Tuck School, are the

bylaws of the Tuck School. The bylaws may be amended by an affirmative vote of two-thirds

of those eligible to vote. The

amendment must be circulated in writing at least 30 days before

any voting takes place.

IV. FACULTY POLICIES AND PROCEDURES

A. Faculty Appointments

It is the policy of Dartmouth that all appointments, promotions, terminations, and conditions

of employment will be made on the basis of merit, and will be consistent with Dartmouth’s

Notice of Nondiscrimination and can be found here.

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1. Period of Appointments for Full-Time Faculty

The period governing term appointment for members of the regular faculty and others who

serve full

time during the academic year runs from July 1 through June 30. This period has

been established to

conform to the fiscal year, to coincide with practices at other institutions

and to eliminate any

uncertainties as to the allocation of summer salaries to sponsored

projects. It is effective for all faculty

members.

2. Compensation

In discussing faculty compensation, it is important to define what constitutes an academic-year

appointment for purposes of pay. Most regular faculty appointments in the Thayer School of

Engineering, the Tuck School, and the faculty of arts and sciences are on a nine-month

academic-year

basis. The academic calendar at Dartmouth now comprises four terms

(quarters) and faculty members

on a full-time academic-year appointment (and on full salary)

are expected to teach, engage in college

activities, and be in residence on campus for three of

the four academic terms (nine months) over the twelve-month academic year. “In residence”

does not preclude temporary visits to other academic institutions to pursue research activities

with colleagues at other schools.

Some designated positions in the Tuck School, e.g., administrative

officers, are for twelve

months, the explicit assumption being that one month is paid vacation.

Dartmouth College faculty members and administrative officers, whether on a nine- or twelve-

month

appointment, do not cease to be such while on vacation or during the term, or fraction

thereof, when there is no specific obligation to the institution. Normally, office space, library,

and other institutional

facilities remain available for their use throughout the year.

Individual salaries are established on the basis of the type of appointment involved and are

paid at the

end of each month in 12 equal installments over the year. Salary adjustments and

appointments

ordinarily are effective on July 1.

All employees have the option to have their paychecks electronically deposited in a US

bank. In all cases, a monthly

statement is furnished to the faculty member indicating the

various withholdings and gross and net

salary earned. Extra salary and stipends are combined

with regular salary in the month paid and are

included in the monthly salary figure shown on

the employee’s salary check stub.

3. Teaching Commitment

Each faculty member is typically obligated to teach three quarter-length sections of classes

each year or its equivalent in programs such as Bridge or Executive Education. A full table

of teaching credits is provided below.

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In addition to the faculty leaves described in §IV.C, there are two exceptions to the three-

course load rule. First, any newly-hired assistant professor will have a one-course reduction in

each of the first four years while an assistant professor. No more than one of these course

reductions can be carried forward after promotion to associate professor. And, if carried

forward, the course reduction must be used in one of the three years following promotion

unless otherwise authorized by the Deans’ Office. Second, any faculty member holding the

title of distinguished professor has a two-credit teaching obligation.

There may arise circumstances whereby a faculty member is asked to teach more courses than

the current teaching load requirement. Such instances are not expected to be regular and

ongoing. In such instances, the dean’s office, in consultation with the faculty member, will

arrange for either

“banking” of teaching credits or provide extra compensation for extra

teaching.

4. Part-Time Appointments

Appointments to the Tuck School faculty may be made on a part-time basis as well as a full-

time

basis.

Part-time teaching appointments are made with certain individuals for the purpose of staffing

specific courses. These teaching-only arrangements are typically made for one

term and are

Activity

Credit

Teaching a section of a full-term MBA core course, Dartmouth College

course, or MEM course

Teaching a section of a mini-course in the MBA core

1/2

Teaching one section of an MBA full-term elective

Teaching one section of an MBA mini-course

1/2

Teaching two sections of an MBA full-term elective in one term with

expected enrollment of at least 66 students. A second section will only be

offered if in the judgment of the dean’s office that demand for the course

is expected to exceed 65. Course caps lower than 65 must be approved in

advance by the Curriculum Committee.

Teaching two sections of an MBA mini-course elective with expected

enrollment of at least 66 students. A second section will only be offered

if in the judgment of the dean’s office that demand for the course is

expected to exceed 65. Course caps lower than 65 must be approved in

advance by the Curriculum Committee.

Global Insight Expedition GIX)

1/2

Teaching a section of “full-term” MHCDS course

5/6

Teaching a section of mini MHCDS course

1/2

Teaching a double session (same topic taught to a different group of

students in the same session) in Summer Bridge or December Bridge

1/12

Teaching a single session in Executive Education or Bridge

1/18

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renewable at the discretion of the senior associate dean for faculty and research. These are not

tenure-track

appointments.

Tenure and tenure-track appointments to the Tuck School faculty may be made on a part-time

as well

as a full-time basis. Part-time tenure or tenure-track appointments are not less than

half-time. Such appointments are made infrequently and only in those instances where it is to

the benefit of both the

Tuck School and the individual—for example, a faculty member who

desires additional time

parenting (but not a faculty member who wishes to hold two part-time

jobs simultaneously or who seeks special accommodation in the years surrounding retirement).

Part-time tenure or tenure-track appointments carry an expectation that the appointee will

engage in

teaching, scholarship, and committee work. Such appointments also entail the same

criteria used in

full-time appointments; therefore, part-time appointments with tenure are made

only in cases in which the candidate meets the qualifications for tenure in a full-time position.

B. Promotion and Tenure at the Tuck School

The structures and processes described below represent the results of extensive discussion

with the

Tuck faculty and between the Tuck School and the Dartmouth administration.

1. Role of the Board of Trustees and Provost

The responsibility to make legally binding decisions with respect to appointment, promotion,

salaries,

and tenure of the Tuck faculty resides in the Dartmouth College board of trustees.

The board has delegated

the authority to make untenured faculty appointments to the Provost.

The trustees vote on tenured appointments, appointments to the rank of full professor, and

appointments to chaired professorships.

2. The Tuck School Dean

The president delegates authority to make recommendations for all tenure-track appointments,

reappointments, promotions, and tenure decisions to the dean of the Tuck School. The

dean’s

recommendation must be submitted to the president through the provost, who has the authority

to independently review the recommendation, and to either send the recommendation back to

the dean of the Tuck School or endorse it to the president. The provost may seek additional

testimony from inside or outside the institution, and may also form an ad hoc committee for

advice prior to reaching a conclusion.

In exercising the responsibility to make recommendations to the president on matters of

reappointment,

promotion, and tenure, the dean of Tuck School first seeks advice of the

Promotion and Tenure Committee, then sets the terms of appointment and communicates these

the person involved.

The dean is authorized to appoint clinical professors, adjunct professors, lecturers, and visiting

faculty at the Tuck School.

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3. Tuck’s Promotion and Tenure Committee

The Promotion and Tenure Committee consists of all the tenured full professors at Tuck. Full

professors without tenure and associate professors with tenure are not included on the

committee. Professors with tenure who are on leave of absence in a given year are consulted

by the

dean on relevant faculty matters, and if present they may participate in the voting of the

committee.

4. Ranks at the Tuck School for Tenure-Track Faculty Appointments

The Tuck School uses the following professorial ranks for appointment: assistant professor,

associate professor, and professor. At Tuck, the promotion of a faculty member from assistant

professor to associate professor has normally been without tenure.

For an assistant professor, the term of an initial appointment is two years. A second two-year

term can

reasonably be expected if, in the judgment of the Promotion and Tenure Committee

and the dean,

there is no major deficiency in performance during the first appointment.

However, if an appointee has not completed the requirements for a doctoral degree when the

Tuck appointment begins, a second term will not be offered unless the degree requirements

are completed and certified by the degree-granting institution prior to the end of the initial

two-year contract period. The spirit of this policy is to

encourage appointees to complete their

degree within the first year of their Tuck appointment, but to

allow for special circumstances

that might cause an unanticipated delay.

During the second two-year term, an assistant professor is considered for promotion to

associate

professor (without tenure) by the Promotion and Tenure Committee. This review

normally occurs during the fourth year in service. For individuals on a part-time, tenure-track

appointment, promotion is ordinarily considered in the sixth year of part-time service.

For an associate professor without tenure, the term of an appointment is usually three years.

The

tenure review normally occurs in the seventh year—that is, by the end of the three-year

term. If the

associate professor appointment is made from outside the school, the term is

normally four years, at

which time the tenure review occurs.

For an associate professor with tenure, the time in rank may vary. Clearly, it depends upon the

professional accomplishments of the faculty member, along with the qualitative judgments

that can be

made about the faculty member’s potential in teaching, research, and service.

Furthermore, there has been a preference within the Promotion and Tenure Committee to be

conservative about the required

time in rank, in order to emphasize that promotion to full

professor with tenure represents that final

judgment of overall professional and personal

maturity that defines the general direction and style

of the Tuck School.

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5. Other Faculty Appointments

The title Adjunct Professor describes an individual who has primary responsibility for one or

more Tuck courses taught in a traditional classroom setting, but whose primary employment is

not as member of the Tuck faculty. It includes both faculty whose appointment is in the

Faculty of Arts and Sciences or one of the other professional schools and those whose

profession is not academic. This latter groups includes someone who works at Dartmouth but

is not a faculty member; it includes someone who is employed by a business, non-profit

organization, or government agency; and it includes someone who is self-employed. An

adjunct professor who is a faculty member at Dartmouth retains the rank that Dartmouth has

granted (e.g. adjunct assistant professor, adjunct associate professor, or adjunct professor).

The title Clinical Professor describes a non-tenure track faculty member who ordinarily has

primary responsibility for one or more Tuck courses taught in a traditional classroom setting,

and whose primary employment is as a member of the Tuck faculty.

A Lecturer is a non-tenure track faculty member appointed to provide instruction. Typically,

lecturers are either (a) involved in experiential learning activities or (b) assist with the delivery

of one or more courses taught in a traditional classroom setting, without having primary

responsibility for such courses.

The title Visiting Professor describes an individual who holds a full-time faculty appointment

at another college or university but who spends one or more terms teaching at Tuck. A visiting

professor retains the rank (e.g. visiting assistant professor, visiting associate professor, or

visiting professor) held at one’s home institution.

6. Appointment of Foreign Nationals

The regulations of U.S. Citizenship and Immigration Services (USCIS) that govern the

appointment of foreign nationals to academic positions are complicated and too lengthy to

include here. For more information on the USCIS, you can click here. However, it is important

to know that some foreign nationals are not employable and some are employable for only

limited periods of time. Offers are contingent upon having authorization to work in the United

States; e.g. citizen or green card holder, or ability to secure an appropriate visa to work in the

United States. If a visa is needed, Dartmouth College Office of Visa Services can provide

assistance in seeking work authorization.

7. Timing of Faculty Reviews

The normal timing for personnel reviews is the following: contract renewal in the second

year,

promotion to associate professor without tenure in the fourth year, promotion to

associate professor with tenure in the seventh year, and promotion to professor at some later

date when the record

warrants professorial rank.

These guidelines are not rigid, and the schedule of reviews can be adapted to the needs of

particular

candidates. For example, a review might be accelerated for a candidate with an

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undoubted measure of distinction in teaching and research who warrants promotion at an

exceptionally early time. On the

other hand, a review might be postponed in cases where the

dean approves an individual’s request for a contract extension in connection with a leave of

absence. Exceptions to the normal timing also include the following:

Extenuating circumstances: A faculty member with extenuating circumstances having

to do with health or personal relations within their family that impose special and

arduous burdens and

responsibilities may request an extension of the existing contract.

Primary child care responsibility: A faculty member with primary child care

responsibility is entitled to an extension of the contract by a maximum of one year

per dependent child.

Part-time tenure or tenure-track status: The normal timing of a promotion or tenure

review is extended by half for faculty members on part-time appointments.

In cases where the contract of a non-tenured faculty member is terminated, one year’s notice

will be

given. For example, if a candidate for promotion is reviewed in the fourth year and if

the decision is made not to promote or renew the contract, then the faculty member will

receive a one-year terminal

contract.

8. Procedures of the Promotion and Tenure Committee

The Promotion and Tenure Committee convenes each year on the call of the dean to review

faculty

staffing and examine cases that are coming up for review—that is, faculty members

in their second, fourth and seventh years in the normal timing. Any individual wishing to

accelerate or postpone a

review must petition the dean.

When formal consideration of a particular candidate for promotion or tenure is appropriate,

the dean

asks the candidate to write a personal statement highlighting plans and achievements

in teaching,

research and service. The dean will also appoint a subcommittee of two or three

senior faculty

members who will gather all of the relevant material, with the aid of both the

dean and outside

evaluators, and write a confidential subcommittee report to the full

Promotion and Tenure Committee.

That report will then be considered by the full committee.

If additional evidence is required it will be

accumulated. Finally, the Promotion and Tenure

Committee will vote on how it wishes to advise the

dean with respect to the review. The dean

will take such advice into account, make a recommendation

to the provost, and communicate

that recommendation to the Promotion and Tenure Committee. All of these communications

are confidential.

The provost has the responsibility to review the dean’s recommendation independently,

including but

not limited to the entire record previously assessed by the dean and the

Promotion and Tenure

Committee. In the course of this review, the provost may seek

additional testimony from inside or outside the institution, and may also form an ad hoc

committee for advice prior to reaching a

conclusion. The provost will then make a decision

in the case, and either send the dean’s recommendation back for further consideration or

transmit the dean’s recommendation to the

president and trustees for the latter’s final action.

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After the decision has been made by the board of trustees, it will be forwarded to the dean of

the Tuck

School, who will communicate the result to the faculty member concerned.

Following this discussion, the dean will report back to the Promotion and Tenure Committee

so that its members will know what has been communicated to the junior faculty member.

9. Promotion and Tenure Decisions

In general, the basis for promotion and tenure decisions at Tuck is the judgment of the dean

and the

Promotion and Tenure Committee of the likely future quality of contributions of the

faculty member

to teaching, scholarly research and publication, and service to the Tuck

School and Dartmouth

College. The principal constraints on such decisions are the size of

the Tuck School, the present and

future balance of tenured versus non-tenured appointments

at Tuck, the desirable balance of specialties within the Tuck faculty, and whether the

appointment is full-time or shared with another

part of Dartmouth College.

The standards for appointment or promotion at the Tuck School require that the candidate

shall have

demonstrated undoubted competence in both teaching and scholarly research. In

addition, the faculty

member must show an unusual degree of skill and promise in either

teaching or research. The

candidate for promotion to associate professor, for example, must

show those characteristics of overall

performance that make it quite likely that he or she will

in time be a candidate for tenure and

ultimately for the rank of professor. Prominent among

such qualities is the capacity to be a successful and productive teacher-scholar for a career-

long span. The successful candidate should be developing

a reputation outside the school as

well as within it. This means a level of contribution and a degree of progress respected by

scholars and teachers in other universities and by other members of the

professional field.

The candidate should also show a willingness and an ability to contribute

substantially to the

welfare of the Tuck School through committee work, outside contacts, and special

assignments.

Another way to state the qualitative criteria is to say that Tuck should appoint, promote, and

grant

tenure to only those faculty members who appear on balance to possess the highest

level of combined

talent in relevant areas that can be attracted to the Tuck School at the time

of the decision, or in the

relevant near future. It would be difficult, for example, to justify

giving tenure to a faculty member

who had done an excellent job at Tuck but was clearly not

as strong in total as an available individual

outside the school.

The ethic here is that the dean and the present senior faculty owe it to the future dean,

faculty and

students to constantly seek for the Tuck School the best resources—human,

financial or physical— that can be found. Implicit is the notion that the Tuck School should

continuously strive for the

highest level of quality available in competition with other

similar institutions. It has generally been

accepted among the Tuck faculty that this

qualitative goal best enhances the morale and productivity

of the present faculty,

administration, and student body.

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Evaluation of Teaching

The main task of any professional school is to educate practitioners for the profession. It

may do other

important things, too, but there is a primacy to the teaching/learning objective.

In no case would a person be promoted or granted tenure at Tuck who was not highly

effective in

teaching Tuck MBA courses. This means that there are no faculty appointments

at Tuck that contain

exclusively research or publication assignments. It also means that no

faculty member at Tuck will

teach only in executive programs, or in doctoral work should a

doctoral program be inaugurated.

A faculty member is usually expected to teach effectively in large required courses as well

as in small

electives. Occasionally there is a specific and careful relaxation of this

requirement where the other

contributions make this seem desirable. In such a case, it would

be necessary for the faculty member

to show excellence as a resource for students in elective

courses and independent work.

The Promotion and Tenure Committee believes that faculty should be judged on such

teaching criteria

as:

•

Ability to design, organize, and present courses that contribute to the teaching and

learning goals of the school as set forth by the faculty;

•

Ability to develop new courses and course materials at the cutting edge of a field;

•

Commitment to students’ learning;

•

Expository skill;

•

Enthusiasm for the subject matter and related intellectual skills;

•

Ability to evoke thoughtful analytical responses from students;

•

Capacity to act effectively as a counselor and advisor to students;

•

Equity and responsiveness in the administration of courses;

•

Ability to relate course content and pedagogy to other work in the MBA program; and

•

Effectiveness in teaching active managers, fellow faculty, or other people who from

time to time

are brought to Tuck for its educational programs.

There are several sources of appropriate evidence about teaching quality. First, there is the

testimony

of Tuck students. Valid and reliable information from present or past students

might come from direct

observation, formal surveys, comments to senior faculty and the

dean (either formally or informally),

and the testimony of such outsiders as administrators of

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executive programs in which the faculty

member has taught. In addition, there is the quality

of course planning and the extent of course renewal that is demonstrated in course syllabi or

published course materials. Documents of this sort can be evaluated by external referees.

Achieving adequate validity and reliability in judgments about a faculty person’s teaching

ability is extremely difficult. The purpose of a personnel evaluation in the first place is not to

reward past teaching accomplishments, but rather to measure the likely quality of future

contributions. While it is clear that students have relevant opinions about an instructor’s

teaching, it is also apparent that student

opinions must be collected and used with care and

sophistication. Considerable study and effort have

gone into Tuck’s present instructional

evaluation system.

The testimony of Tuck faculty members about the teaching competence and future potential

of a

colleague can be very helpful. This kind of testimony is especially important when the

review depends upon choices made with respect to course content. In addition, the testimony

of external faculty may

be helpful.

Evaluation of Research and Publication

One of the most important judgments made by the Promotion and Tenure Committee and by

the dean

is the likelihood of future contributions in research and publication. The dean and the

senior faculty

have a stewardship that extends beyond their own time at Tuck: stewardship for

the quality of the

future faculty. Tenure must be reserved only for those who show high

potential for career-long

scholarly excellence. This is very different from measuring the rate of

publication or the total quantity

of research. At issue is a more elusive and more important

quality—the capacity of an academic to be

comfortable on the frontier of a particular field, to

stay continuously refreshed, and thus to bring to

colleagues and students the best possible

knowledge of the field and a sense of the best possible learning experiences. Experience has

shown that a faculty member who does not demonstrate a

capacity for scholarship beyond

teaching per se, according to such evidence as research and

publication, may lack the

intellectual thrust and momentum to stay at the frontier of knowledge and

avoid obsolescence

as a teacher.

The Promotion and Tenure Committee has been quite sensitive about the question of quantity

versus quality. There has been relatively little use within the committee of the criterion of

quantity of publication per se. The only quantity that has ever been considered has been that

quantity necessary to

produce evidence of quality.

The Promotion and Tenure Committee believes that faculty should be judged on such

research criteria

as:

•

Creativity of ideas, methodologies, findings or insights;

•

Innovative contributions, as in new problem areas, perspectives, or approaches;

•

Influence on the thinking of other people, particularly researchers;

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•

Ability to help define the state of the art;

•

Reputation for expertise in a particular field;

•

Importance of the research questions addressed;

•

Contribution commensurate with effort and resources invested;

•

Relevance to management and business organizations;

•

Ability to achieve visibility and reputation as a scholar; and

•

Breadth of knowledge and ability to synthesize insights from different streams of

research.

Given the cosmopolitan nature of the best scholarship in American universities, it is not

surprising that

the dean and the Promotion and Tenure Committee should turn to a faculty

member’s academic peers to elicit judgments in the realm of scholarship. The considered

judgment of Tuck colleagues who are equipped to assess the scholarship of a particular

candidate ranks high as appropriate evidence. In addition, the Promotion and Tenure

Committee has followed the practice of involving external

referees in the relevant field of

research. Tuck’s level of achievement has led the Promotion and

Tenure Committee to

choose as external referees the very best people in the relevant field. Thus the

standard of

judgment for scholarly work is at the highest level.

The examination of quality in scholarship, research, and publication is usually conducted

differently at

different stages. With respect to the decision to reappoint an assistant professor

for a second two-year

term, for example, the Promotion and Tenure Committee does not

usually seek external testimony,

assuming instead that the candidate has not had sufficient

time to warrant formal external evaluations.

However, the full system of external refereeing is

employed at subsequent reviews. At such times the

dean asks the candidate for nominations of

external referees. The dean and the Promotion and Tenure

Committee then select three or four

names from the list provided, and they routinely add other referees

nominated by the senior

faculty and/or by the dean.

The referees are sent a sample of the materials that the candidate presents for scrutiny,

including the

personal statement to guide the assessment of the candidate’s work. By letter

from the dean, the

external referee is apprised of the facts of the review process and asked

for an evaluation of the

material under examination and the judgments that can be inferred

about the candidate’s future

contribution to a field of expertise.

In judging the candidate’s choice of study targets the senior faculty must evaluate how

germane a

particular direction of scholarship is to the total scholarly health of the Tuck

School now and in the

future. A Tuck assistant professor may be the best researcher in the

country in a particular area, but

the Promotion and Tenure Committee might conclude that

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the research topic does not make a proper contribution to Tuck’s overall research program,

or that the area of interest does not merit the

commitment of Tuck resources.

From time to time the faculty may be willing to accept substitutes for publication, that is,

working papers of some kind, or the production of computer models or simulations, or some

other kind of scholarly accomplishments. However, it is rare and will probably continue to

be rare for the

Promotion and Tenure Committee to credit a person’s scholarly merit if it is

not able to examine the

production of scholarly written material.

The Promotion and Tenure Committee recognizes that there are often delays in the

publication

process. There are fields where the professional journals are two or three years

behind in publishing articles. However, it is possible to get professional judgments from

referees on materials that are not

in final form, or at least have not yet been judged for

publication. Therefore, work in progress is often

included in the materials reviewed.

Normally the Promotion and Tenure Committee draws careful distinctions among the

various media

of publication. The presumption of quality is much easier to determine if an

article has been accepted

by a journal with an editorial board noted for its careful scrutiny.

Thus, journal quality is one element

in the evaluation of a candidate’s scholarly competence

and future productivity.

No absolute statement of quality necessary for promotion and tenure at Tuck can be made in

the area

of scholarship any more than it can be made in the area of teaching. In general, a

minimum level of achievement must be a demonstration on the candidate’s part of an ability

to contribute over the long run to a chosen field of scholarship. Beyond that, the Promotion

and Tenure Committee has a

responsibility to see to it that there is a balance of the best and

most appropriate research and teaching

competence that the Tuck School can achieve.

Service to Tuck School and Dartmouth College

Because of the small size of the Tuck faculty and the many activities that are important to the

school, every faculty member must be both competent and willing to serve on committees

and in other ways contribute to the welfare of the school. For promotion and tenure decisions,

these matters are given

third importance, but there is also a minimal level of acceptable

contribution that the dean and the

Promotion and Tenure Committee will expect in each case.

There is no way to precisely define the

minimal level, and indeed the line might be set

somewhat differently in different situations. In general,

however, service in the best interest

of the school helps a faculty member attract the confidence of colleagues and advance the

purposes of the school. A candidate who cannot serve these interests

willingly or effectively

will be deemed less valuable as a future member of the community.

C. Faculty Leave

Leaves from teaching duties are provided to permit faculty members to engage in activities

that will

advance their competence as teachers and scholars at Dartmouth, or to realize

opportunities or obligations as consultants or participants in projects of various sorts

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including those sponsored by the

federal government and professional societies. Leaves are

also provided for reasons related to medical

disability.

Recognizing the importance of such activities, the college grants leaves under two

conditions: one

under the auspices of the college, such as the sabbatical program, and the

other without financial

support from the college. The latter represents an interruption of

service at Dartmouth during a period

when the individual may be contractually obligated to

another institution or otherwise detached from college assignment. A leave of absence from

the college will be limited to an uninterrupted period of at most two years.

Flexibility in the administration of leave policy is necessary because of the diversity of

outside sources of support and the variety of options offered by private foundations and other

agencies. The policy

covering various leave arrangements is described below.

1. Sabbatical Leave

Sabbatical leave is an investment in the future and is granted to faculty members planning

programs of study and scholarship of importance to both the individual and the college. The

nature and frequency

of other leaves of absence from the college will be taken into account as

they bear on the need and

appropriateness of the applicant’s plan of study.

Research-active faculty members holding appointments as professor, associate professor, or

assistant professor are

entitled to participate in the sabbatical leave program. Options under

this program are listed below.

Number of Terms on

Fulltime Assignment

Since Last Sabbatical

Length of Leave

Compensation

1 term

1/3 annual salary

2 terms

2/3 annual salary

3 terms

1 year’s salary

Note 1. Only those terms are counted which are part of the annual faculty contract, i.e. the

Fall, Winter, and Spring terms. Terms in which a

person is on leave are not counted toward

sabbatical entitlement. Sabbatical entitlement is determined as of the start of each academic

year. This implies, for example, that the first one-term sabbatical a faculty member can take

is during the fifth year of service.

Note 2. Faculty on part-time tenure or tenure-track appointments earn sabbatical leave on the

same

schedule as full-time faculty. Their compensation while on sabbatical is on the same

pro-rated basis as applies to their part-time appointment.

Note 3. Sabbatical entitlement does not accrue beyond one year compensation, except with

the written permission of the dean in cases noted below.

All sabbatical awards are contingent on adequate staff to meet department or school

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requirements. In some situations, it may be necessary to defer a sabbatical leave at the

convenience of the school. In addition, a faculty member may petition the dean to defer a

sabbatical in order to take the sabbatical at a time that is beneficial to the faculty member and

not detrimental to the school. Additional terms spent during such postponement may be

counted towards the next sabbatical

eligibility. An individual approaching retirement from

the faculty will be eligible for a sabbatical leave

of one or two terms if at least one year of

service remains before retirement from the faculty. In the

case of a leave of one full year, at

least three years must remain. Sabbatical leaves are not granted

to persons that have elected

FRO or to a person

during a period of terminal appointment.

The acceptance of a sabbatical leave carries with it a commitment to return to the faculty for

no less than one year.

Application for sabbatical leave should be initiated in the fall of the year prior to that in which

the

leave is to take place. The applicant should submit to the senior associate dean for faculty

and research a written statement of the specific plans for the proposed leave. The written

statement must acknowledge the faculty member’s commitment to return to the faculty for at

least one year following the sabbatical. This statement and the dean’s recommendation will be

forwarded to the

provost and then to the board of trustees for action.

The sabbatical leave is considered part of the faculty member’s service to the college;

therefore, all

benefits, such as retirement premiums and group insurance contributions, are

continued by the college

during the sabbatical leave.

Since the sabbatical leave is intended to provide a faculty member with an uninterrupted

opportunity

for research and intellectual refreshment, no faculty member may accept a

teaching appointment, a

visiting professorship, or any full-time employment during such a

leave. This restriction does not

apply to an unpaid research post at another institution.

2. Maternity Leave

A pregnant tenure-track faculty member is entitled to a one-term maternity leave at full

compensation.

This leave provides a one-section reduction of the faculty member’s teaching

load. The details are left to negotiation between the dean and the faculty

member involved.

Maternity leave, like other leaves of absence, does not count toward sabbatical

entitlement.

Maternity leave may be combined with parental leave; see below.

3. Parental Leave

If a child is born or adopted into a tenure-track faculty member’s household, that

faculty member is entitled to parental leave at full compensation for one of the three

residence terms following the moment the child arrives. This leave provides a one-

section reduction in teaching load within a one-year period of the arrival.

Parental leaves are intended to provide members of the faculty relief from their academic

duties in order to assume substantial and sustained responsibility for the care of their young

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children. Requests for parental leave should be sent in writing to the senior associate dean for

faculty and research. In no case will parental leave be awarded more than once in a calendar

year, even if more than one child is involved. Such leave, like other leaves, does not count

toward sabbatical accrual. The decision regarding which term the parental leave will be taken

is at the discretion of the dean of the Tuck School.

4. Medical Leave

Faculty members who are disabled as a result of injury or illness are entitled to long-term

disability

payments after six months. Before that time, the dean’s office will work with

disabled faculty to

provide paid leave and to make arrangements to cover their commitments

to the school. Normally, a

medical statement signed by a medical doctor is required.

5. Leave of Absence on Own Charges (LOC)

Leave of absence from teaching duties without compensation to pursue activities which will

enhance

one’s capabilities as a teacher and scholar may be requested by a faculty member at

any time. The acceptance of a leave of absence carries with it a commitment to return to the

faculty for no less than one year. Requests for leaves of absence should be directed in writing

to the senior associate dean for faculty and research for endorsement and

transmission to the

provost. This request must include a statement that the faculty member will return for at least

one year following the leave period. Approval will be based on the ability of the school to

meet its obligations

in the absence of the faculty member and on the reasonableness of the

proposed activity.

Faculty members on leaves without pay may wish to continue their insurance benefits using

their own resources. Arrangements may be made with the health benefits administrator in the

Dartmouth Office

of Human Resources for this purpose.

Leaves of absence for reasons of health or other personal necessity may be granted by the

dean.

D. Faculty Research Support

The faculty believes that positive and substantive steps should be taken to encourage an

increased amount of scholarly research and subsequent publication of findings. Such activity

adds to the institution’s reputation and standing among nationally prestigious business

schools. A major contribution to this end can be made by the allocation of a significant

portion of the resources of the school to the support of research activity.

The Tuck School contributes resources to support faculty research through three separate

programs: the Tuck Funding System to Support Teaching and Research (STAR accounts);

Summer Research Support; Tuck Research Computing; and Tuck Research Associates. Each

of these is discussed below.

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1. Tuck Funding System to Support Teaching and Research (STAR)

The purpose of the STAR system is to enhance faculty productivity by bringing flexibility,

efficiency,

and a sense of faculty ownership and responsibility to the method by which faculty

spend research and

teaching funds. The general idea is to give each faculty member a

generous research budget that constrains yearly total expenditures by the faculty member.

Within this

constraint, faculty are allowed and encouraged to spend their funds in as

productive a fashion as individually possible without undue oversight.

a. Coverage

The following items are covered by the account:

• Computer hardware, i.e., computers, monitors, printers

• iPads, iPhones, and associated accessories (replacement subject to review, based on life

cycle)

• Miscellaneous data; software (excludes standard software provided by Tuck)

• Research/project mailings –UPS, Fedex, Hinman

• Copying, printing

• Manuscript editing

• Journal submission fees; participant’s fees

• Professional costs such as books, journal subscriptions, memberships, article reprints

• Research assistance

• Travel

• Summer research and course development activities funded thru summer research funds.

• For Full Professors – reimbursement of half the cost of academic regalia, up to a

maximum of $300

• Home office equipment/internet service/cell phone plans, assumed both business and

personal usage, reimbursed at 50% (100% reimbursed if used exclusively for business).

Note on cell phones/cell service: Faculty have the option of participating in Dartmouth-

owned cell phones/service or utilizing their own service plans. Faculty that select

Dartmouth-owned cell phones/service must work with Tuck IT to switch their cell phone

number to a personal service contract prior to leaving the institution.

The following cannot be charged to STAR accounts:

• Routine Tuck-related mailing and copying

• Academic Coordinator (AC)

• Computer equipment for research assistants and AC’s

• Furniture (All furniture requests should go thru Tuck Facilities and Events Office and be

approved by the associate dean for finance and administration)

• Service activities for Tuck

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• Living expenses while on sabbatical

b. STAR Account Size

Each spring the senior associate dean for faculty and research invites faculty who anticipate

funding requirements for the forthcoming year to submit requests for research support. Note

that such requests should include

research support for any research conducted during the year,

i.e., there will be no separate funding of “summer” research programs. Requests for funding

must be accompanied by a description

of the proposed research, including the nature, scope

and value of the projects; research methods involved; and publication plans. The requests

must also include a breakdown of how the funds will be

used, e.g., travel, hardware/software

purchases, research assistance, data purchases, etc. The dean’s office will review all requests

for support and, based on total funds available, the nature, scope, and

value of proposed

projects, and past productivity of the faculty member, decide how much of the request to fund.

Consistent with the view of STAR accounts as a budget constraint within which faculty make

rational tradeoffs of research expenditures, as well as with the process by which faculty are

asked to submit requests for their anticipated yearly requirements, we generally expect faculty

to not request additional funds during a year. That said, there are of course exceptions, for

instance when a project turns out to require more funds than the faculty member has available.

In such situations, faculty can apply for additional funding. These proposals should be

submitted to the dean’s office and state the expenditures the faculty member wishes to make,

a justification for these expenditures, and a budget. Criteria for consideration include size of

potential payoff in terms of output and likelihood of successful completion, faculty research

and/or teaching record and record using STAR funds effectively, consistency with Tuck’s

goals for research and teaching, and availability of funds.

Generally, carryover of funds to the next fiscal year is not allowed. As the end of the fiscal

year approaches, faculty that anticipate making expenditures from June into July, and wish to

use old year STAR funds, should make a request to Tuck’s Fiscal Officer. A determination

will be made as to allowing the use of remaining old year funds for July expenditures.

Additionally, if faculty anticipate a shortfall prior to the end of the fiscal year, request for

additional funds should be made prior to additional spending. Negative balances at year end

may be subtracted from the next year’s allocation.

c. Expenditures/Reimbursement

STAR expenditures are accounted for in Dartmouth College’s financial system with the chart

string 34.866.368004.594504.xxxx, where xxxx represents number unique to each faculty

member. The Tuck Finance Center distributes monthly reports to faculty and a summary to

the senior associate dean for faculty and research, who is responsible for monitoring,

evaluating and setting policy for STAR accounts.

Computing purchases must be reviewed by Tuck’s Executive Director of Information

Technology. Faculty must consult with the Executive Director of IT to ensure that the

proposed purchase will be compatible with Tuck’s computer

system and maintenance

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capabilities and to make

sure that the software is not already available or commonly provided

at Tuck. All purchases are subject to approval by the senior associate dean for faculty and

research. The Executive Director of IT will charge the expense to the faculty member’s

STAR account.

Computer purchases are considered Dartmouth College property and are bar coded for

tracking in the college’s fixed assets system. When a faculty member leaves the institution,

the computer equipment must be returned to Tuck IT. The faculty member also has the

option of purchasing the equipment, with the understanding that the equipment should be

purged of all Tuck-licensed software. Faculty should work with Tuck IT if they wish to

purchase equipment.

External expenditures are governed by Dartmouth College financial policies and procedures.

A description of Dartmouth College Expense and Reimbursement policies, including methods

of making purchases, can be found in this handbook under Financial Policies and Procedures.

d. Research and Course Development Assistants

Please consult with Tuck Talent Management before initiating hiring procedures or setting a

pay rate for research and course development assistants. For information about hiring

students and student

spouses/partners, see Section IV.O., “Hiring Procedures.”

e. Service Expenditures

Expenditures for service activities are not covered by a faculty member’s STAR account. If a

faculty

member is undertaking an activity that mixes research or teaching and service,

expenses should be allocated between the faculty’s STAR account and the service activity,

i.e.; a faculty member attends a conference, presents a paper, and

interviews candidates for a

faculty position. As general

guidelines, zero percent would be allocated to recruiting in cases

where recruiting is only an incidental

activity of the trip, 50 percent would be allocated to

recruiting if there were a substantial amount of research and recruiting on the trip, and 100

percent would be allocated to recruiting if the trip was virtually all recruiting and had only

incidental research benefits.

f. Sharing of funds

Faculty can share expenditures. Please communicate this to Tuck’s Director, Fiscal Services.

2. Summer Research Support

a. Requests for Support

A request for a grant covering summer research support should be addressed to the senior

associate dean for faculty and research and be submitted upon the call for grant requests.

Such requests are for compensation only, as funding for research assistance, travel, etc. are

covered by the STAR system for year-round research.

The request should include a cover

memo and a proposal. The cover memo should specify:

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• Compensation requested; and

• A list of other commitments during the period of the grant, including teaching,

committee, and administrative assignments, consulting, and other research projects.

• The proposal should describe:

• The nature, scope, and value of the project;

• Research methods involved;

• Publication plans; and

• Place of the research in the faculty member’s total research effort.

b. Period of Support and Compensation

Summer grants are limited to the three-month period during which the faculty member has

not already

contracted with Tuck on a full salaried basis. Requests for compensation may be

made for up to two months of summer support, i.e., two-ninths of the faculty member’s nine-

month salary.

c. Expectations

It is expected that any faculty member who receives a grant covering personal support will:

Produce at least a paper, a book, or some other piece of scholarly work and make every

attempt to

publish it through a scholarly channel; and

ii.

enhance the research environment at Tuck, perhaps by leading a faculty seminar.

d. Criteria and Conditions for Summer Grant Approvals

In accordance with the objectives of the Tuck research program, the criteria for awarding

grants are

based primarily on the presumption that a faculty member’s research results

should contribute to

knowledge in business administration or related areas, and be

communicated to the business and

academic communities. Studies intended to result in

articles in academic and/or professional journals, or publication as scholarly books (or

monographs) represent the type of research consistent with these

objectives. Work directed

only toward the publication of texts or case materials generally does not.

The governing criterion for the approval of grant requests is the likelihood of substantive

scholarly

research and publication, especially as it benefits the Tuck School. Priority will

also be given to

untenured faculty members, although the general practice is to support

summer research of all

productive faculty, regardless of rank.

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Specific proposals are to be submitted to the senior associate dean for faculty and research,

who will screen the proposals and

make recommendations to the dean concerning their

potential value. In the event that the senior associate dean for faculty and research lacks the

expertise to evaluate a proposal adequately, the advice of independent experts

both within

and outside the school may be sought.

e. Outside Funding

The Tuck School encourages its faculty to seek external funding for research and curriculum

development projects, and it provides appropriate support for this purpose. In addition, funds

from external sources may supplement internal grants for personal support and other

expenses. In cases where external funding is sought, proposals must be approved in advance

by the dean’s office. Where

the proposal involves a reduction in teaching load, prior approval

should be obtained from the

senior associate dean for faculty and research.

3. Tuck Research Computing

The primary purpose of Tuck Research Computing (TRC) is to facilitate and enhance the

production

and quality of research conducted by members of the Tuck faculty. TRC primarily

provides such services as research design and data analysis advice, statistical computing

support (such as data

analysis or guidance on how to proceed with an analysis on the variety of

statistical packages

available), and specialized computer programming and data extraction.

More information is available

at http://mba.tuck.dartmouth.edu/pages/admin/research/. Please

contact a TRC associate for assistance

with establishing an account for the Dartmouth-

managed research computing environment.

Center for Research in Security Prices at http://www.crsp.com/is an interactive website that

enables

users to extract data on historical monthly and daily U.S. securities prices (CRSP

Stocks); interest

rates and U.S. treasury bonds (CRSP Bonds); market segment indices (CRSP

Indices); annual,

quarterly, and industry segment financial information (Compustat); earnings

estimates (I/B/E/S);

transaction stock prices (TAQ); and spreadsheet-based applications

(EXCEL) and statistical

procedures.

Dartmouth Research Computing, which can be accessed at

http://www.dartmouth.edu/comp/about/departments/academic/rc.html, provides research-

grade computing facilities, central UNIX systems and distributed UNIX workstations, and a

variety of research software.

Fileserver space specifically allocated for the large files that typically characterize research

projects is available on both the NT and UNIX server environments. A Bloomberg terminal

dedicated to faculty research is also available to complement the many electronic databases

and reference materials available at Feldberg Library.

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4. Tuck Research Associates

The primary purpose of Tuck Research Associates is to facilitate and enhance the production

and quality of classroom content by members of the Tuck faculty. Tuck Research Associates

primarily provide such services as course design and benchmarking, content creation

(teaching notes, case studies, simulations), redesign and refresh of courses as well as advisory

services for faculty that want an outsider’s view on enhancing their courses. Tuck Research

Associates have touched courses in every discipline at Tuck, and are available for short-term

and long-term projects.

Tuck Research Associates also provide short-term tactical assistance on courses, such as help

with facilitating in class exercises, impartial reviewing/judging of final presentations,

providing advice to students, soliciting course feedback from students and assessment of

assignments.

The Behavioral Research Program Manager can manage undergraduate RAs and can provide

direct experimental behavioral research help.

E. Dissemination and Copyrighting of Faculty Research

1. Working Paper Series

Tuck distributes faculty working papers through the SSRN (Social Science Research

Network) Tuck School of Business Working Paper Series. The dean’s office edits this series

and periodically puts out requests for new working papers to distribute.

2. Acknowledgment of Sponsorship

All publication of materials, articles, cases, monographs, or books for which funds (or salary)

have

been supplied by or through the school must contain an acknowledgment of Tuck

School sponsorship as well as other sources of support. This applies to publications by the

school and by outside

publishers.

3. Dartmouth Copyright Policy

The Tuck School is not a legal entity. When Tuck publications are copyrighted, ownership is

in the

name of the Trustees of Dartmouth College. Tuck faculty are expected to follow

Dartmouth copyright policy, which can be found here.

F. Research Supported by Outside Grants

Tuck faculty are expected to follow Dartmouth policies on sponsored research, which can be

found here.

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G. Consulting and Other Professional Activities

Tuck encourages faculty members to engage in outside professional activities that contribute

to their

professional advancement, provided such arrangements do not interfere with the

primary

responsibilities of the individual to the school.

Outside commitments should not absorb more than one day a week of a faculty member’s

time during periods of regular employment at Tuck. In addition, all faculty members are

required to comply with the Dartmouth College Conflict of Interest Policy in disclosing and

addressing any conflicts of interest relating to such outside interests. Faculty members are

required to inform the senior associate dean for faculty and research in advance in writing of

all substantial outside commitments, such as formal or continuing consulting arrangements.

Appointments to another institution in an adjunct, lecturer, or part-time capacity while the

individual

carries a full-time faculty appointment at Dartmouth should not be undertaken

without prior discussion and approval of the dean. This includes on-line teaching for another

institution.

The facilities, staff, or equipment of the school should not be used in support of remunerated

outside

activities, unless the school is appropriately compensated in return with the prior

approval of the dean. Reimbursement for administrative

support and other services does not

affect, of course, the low priority accorded work connected with outside activities relative to

the regular work of the school. Neither Dartmouth College nor the Tuck School is

responsible for any legal costs incurred in connection with these activities.

H. Dartmouth College Conflict of Interest Policy

Tuck faculty are expected to follow Dartmouth policies on conflicts of interest, which can be

found here.

V. ACADEMIC POLICIES AND PROCEDURES

A. Courses

1. Core courses

The following policies govern section structure, staffing, and teaching

coordination in core

courses:

The first-year class is divided into four sections. If an instructor, or group of instructors,

prefers to

offer a course outside the four-section format, the staffing proposal has to be

reviewed by the

Curriculum Committee, acting in an advisory role to the dean’s office.

Each faculty group involved with the planning of a core course will choose the appropriate

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staffing

model for that course after a thorough analysis of its relative merits with respect to

the

teaching/learning environment at the Tuck School. The staffing model for the course

will be

influenced by the teaching objectives and by the characteristics of the faculty

teaching the course.

When a course is taught in “parallel,” the course content will be closely coordinated

between

sections, leading up to a common final exam.

When a course is taught in a sequential mode, where one instructor has the teaching

responsibility

for the whole class, each module should be at least four to five weeks in

length.

When one instructor is teaching a four- to five-week module in the sequential staffing

model,

the other instructor who does not have teaching obligations during this time will be

available for student contact.

2. Area Chairs

There are six major academic groups at Tuck: Accounting, Economics, Finance,

Marketing, Operations & Management Science, and Strategy & General Management.

Each group has an area chair. Each area chair shall submit to the senior associate dean for

teaching and learning a proposed teaching matrix for the next academic year. The teaching

matrix will show how the MBA core courses and other required courses (i.e. Business

Bridge, Masters in Engineering Management, and courses offered to undergraduates at

Dartmouth College) will be taught, as well as which electives will be offered in the MBA

program.

3. Approval process for new electives

Courses must be approved by the Executive Committee in order to be offered in the Tuck

MBA program in any of the following circumstances.

a. The course has not been offered before.

b. An existing course is being offered under a new name.

c. An existing course taught by a different faculty member in a significantly different

manner.

d. An existing course with enrollment of fewer than ten students in the previous two

academic years.

e. An existing course has not been taught in the previous three academic years.

The role of the Curriculum Committee is to review these courses and make

recommendations to the Executive Committee regarding whether a course may be offered

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or a course name changed.

At least eight weeks before the start of each term, the senior associate dean for teaching

and learning shall send out a general announcement to the faculty asking faculty to submit

any new course syllabi or course name change requests. Syllabi for new courses must be

submitted at least six weeks before the start of the term or three weeks before course

materials are due, whichever is sooner. It is the responsibility of each area coordinator to

inform visiting faculty in that area of the need to submit new course proposals in time.

New courses should be reviewed by the area coordinator before submission to the

Curriculum Committee. Courses that are not clearly associated with any academic group

should be reviewed by the senior associate dean for teaching and learning.

4. The chair of the Curriculum Committee will maintain a document with the comments of

the committee regarding proposed courses, to be passed to the next year’s Curriculum

Committee for its use when reviewing the course a second time.

5. A course approved under this process must be reviewed before being offered a second

time. The faculty member submits to the area coordinator (or if the course does not fit in

an academic area, the senior associate dean for teaching and learning) a revised syllabus

and a written summary of any planned changes to the course. The area coordinator reports

to the Curriculum Committee, which again makes a recommendation to the Executive

Committee. Courses approved a second time do not need approval from the Curriculum

Committee or the Executive Committee to be offered a third time.

1. Guidelines for Elective Course Review

The role of the Curriculum Committee is to support faculty innovation in course design

while ensuring that the courses meet broad academic standards. It is not the role of the

Curriculum Committee to dictate course content or otherwise micro-manage courses. The

Curriculum Committee will use the following guidelines when reviewing a course

syllabus.

1. A clear set of learning objectives.

2. A clear grading scheme with a significant component for individual work by students.

3. A clear identification of substantive topics with associated readings based on

scholarship.

4. The courses builds on core material as much as possible.

5. The course provides a generalizable knowledge base and/or skill set that is broadly

applicable.

6. The course makes judicious use of industry speakers linked directly to substantive

topics.

The vast majority of Tuck electives can and should satisfy all of the above guidelines.

There may be a small number of exceptions, such as industry-specific courses or

communication skills courses. Such courses may satisfy some but not all of these

guidelines. In cases in which the guidelines are not met, the Curriculum Committee is

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likely to contact the faculty member for clarifications and possible modifications in the

proposed syllabus.

2. Overlap with other courses

1. The dean’s office shall maintain a master list of cases and other published materials used in

all electives in the previous two academic years. This list should include published materials

including cases, articles, published notes, and simulations. Tuck IT should create and maintain

an easy-to-access databank of course syllabi. Faculty proposing new courses should check

these master lists so they can check the content of related courses.

2. Before a course is submitted to the Curriculum Committee, it should be reviewed by the

members of the group to consider the fit of the new course within a group’s overall elective

offerings and to resolve issues of overlap between the new course and existing courses.

3. Some courses do not fit into a particular academic group, such as courses on health care or

international business. Faculty teaching such courses should check the master lists and discuss

overlap issues with faculty teaching related content.

4. There is no presumption that overlap between courses is a bad thing. Synergy across

courses is a good thing. Some overlap in readings and concepts can be a good thing, as long as

faculty are aware of it and comfortable with it.

B. Section and Course Caps

1. Course Caps

The school strives wherever possible to make elective courses available to all eligible

students who want to take them. At times, this may mean adding additional sections,

involving additional

instructors, and/or minor redesign of courses to accommodate more

students. Of course, these options are subject to staffing and facilities availability, and to the

constraints of the instructor’s pedagogical

approach and maintenance of the quality of the

learning experience for students. Therefore, the school normally does not put caps on course

enrollments, except for seminars and extraordinary situations of last-minute changes in

demand.

2. Section Caps

The school limits section sizes in elective courses in three ways:

(a)

Faculty members are encouraged to teach elective sections of fewer than 65 in any way

they believe

is appropriate—as one large group or multiple small groups. Faculty will

receive one teaching credit for sections of 65 or fewer students.

(b)

Any elective whose demand is anticipated to be greater than 65 based on student

forecasting may be divided into two sections; the faculty member

normally will get

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formal course load credit for two sections. Adjustments to the number of sections

offered based on forecast data will be made by the registrar, with input from the

dean’s office.

(c)

A small number of courses each year (not including Seminars or Research to Practice

Seminars) may be taught in multiple sections with fewer than 65 students enrolled and the

faculty member receiving some teaching load credit. These courses must involve high

marginal cost (i.e., faculty time) per student and high marginal benefit (i.e., large

effect

on student learning per incremental time spent with student). A faculty member wishing

to cap a course may petition the Curriculum Committee to do so. The Curriculum

Committee will decide which petitions to approve based on pedagogical rationale,

implications for the rest of the curriculum, and the faculty

member’s overall contribution

to the institution. The negotiation will involve a redefinition of the

teaching load for the

year; for example, the faculty member will probably teach more sections than

the “normal

load.”

C. Class Schedules

The course schedule published in the syllabus is the official schedule. On occasion, class

schedules are updated by the professor to incorporate special sessions (e.g., guest speakers,

simulations), and may (very rarely) include a weekend session (or multiple weekend

sessions). Students are required to attend all course meetings as published in the syllabus

(and as subsequently amended by the professor).

Faculty should try to avoid making any changes in times or room assignments after the term’s

schedule has been set. Should a change in time or room become necessary, it must be cleared

with the

registrar prior to announcing the change to the class. Any time change that would

involve having a

class scheduled at a frequency other than either twice a week for 90 minutes

or once a week for 180 minutes should be brought to the curriculum committee for review.

If a special weekend session is to be scheduled, such as for simulations or other learning

experiences

that cannot be accommodated within the normal class periods, faculty must

minimize the adverse effects on preparation for Monday classes. In practice, this will mean

(1) avoiding Sunday work if

possible, (2) not using more than a half day if Sunday work is

unavoidable, and (3) scheduling for Sunday morning rather than afternoon, and afternoon

rather than evening. In planning the schedule for these sessions, faculty should also be

sensitive to regular weekend religious observances, and make

accommodations as necessary. It is furthermore desirable that faculty teaching on Mondays

be warned of the weekend assignment, and students participating in the weekend learning

experience be

reminded that they are fully responsible for preparing for classes following the

weekend.

Weekend course requirements should be adequately publicized so that students are aware, in

advance,

of any potential scheduling conflicts. Specifically, faculty should (1) make special

note of these course requirements by including information about them with the pre-

registration materials sent out by the

registrar in the prior term, and (2) highlight them in the

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course syllabus. Any weekend scheduling must be approved by the dean’s office, and the

registrar must be

notified.

Attendance at approved weekend learning experiences is subject to the attendance

requirements

specified in the Attendance Policies section of this handbook, provided the

weekend schedule is specified in the syllabus. In addition, faculty members are encouraged to

explain the special

attendance requirements in the introductory class when other course

requirements are being discussed.

D. Freedom of Expression

All members of the Tuck community are encouraged to speak and write without fear of

censorship. The Tuck School will not restrict debate because some believe that the ideas put

forth are wrong or offensive. Opposition to ideas should be expressed via open discussion, not

censorship. A college campus is not a place where individuals are sheltered from ideas with

which they disagree.

Freedom of expression does not include the freedom to harass or threaten others. Nor does it

include the right to disrupt or interfere with the freedom of others to express their views. We

will not cancel invited speakers whose views are controversial.

Academic freedom can only thrive in a civil environment in which individuals treat one

another with mutual respect, even in the presence of strong disagreement. Personal attacks

based on an individual’s sex, ethnic background, or nationality undermine the creation of the

civil environment needed from academic freedom to thrive.

E. Dartmouth College Academic Honor Principle

Academic integrity is foundational to a Dartmouth education. All members of the Dartmouth

community—faculty, staff, and students—are responsible for maintaining a culture of

integrity, honesty, and respect in teaching, learning, scholarship, and creative work.

By upholding this principle, we foster an atmosphere of intellectual growth and personal

development both within and beyond Dartmouth.

F. Tuck School Academic Honor Principle

The students and faculty have adopted the following statement regarding honor in academic

activities:

Integrity and honesty in the performance of academic activities, both in the classroom and

outside, are essential to the educational experience for which the Tuck School has always

stood. Each member of the Tuck community accepts the personal responsibility to uphold and

defend high ethical standards in all academic endeavors, and to promote an atmosphere in

which

honest and imaginative academic work may flourish.

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1. Obligations

(a) Each student accepts personal responsibility to uphold the Tuck School academic

honor principle

(hereinafter referred to as the “honor principle”) upon enrollment at

Tuck.

(b) A person who stands by and does nothing when confronted with academic dishonesty

threatens the

spirit and effectiveness of the principle of academic honor. All members of

the Tuck community

are expected to preserve the principle by taking appropriate and

equitable action whenever a

violation occurs.

occurred

should attempt to resolve the problem informally either through discussion

of the issues with the

other party or parties involved or by approaching a judicial

board member (or members) for a

confidential conversation about the issue. Any

charges that cannot be resolved to the satisfaction

of both the witness and the accused

may be brought before the academic honor committee.

(d) These are clear obligations under the honor principle. Many other cases exist, some of

which are

detailed in course syllabi.

2. Interpretation

(a)

Students will contact the professor if they are unclear about an honor principle

interpretation in any given class.

(b)

Students will not use notes or discussions from a previous year or previous section

without explicit

permission from a faculty member. In addition, discussing coursework

with a tutor prior to class time is a violation of the honor principle unless explicit

permission is obtained from a faculty

member.

(c)

Students will not infringe on the right of other students to fair and equal access to

library

materials. Failure to sign for materials taken from the libraries is considered

academic dishonesty and a violation of the honor principle.

(d)

Students will not degrade, damage, or take computer resources from others. It is a

violation of the

honor principle to use another person’s computer ID number,

password, or file without

permission.

3. Faculty Obligation under the Honor Principle

(a)

Each faculty member accepts personal responsibility to uphold the honor principle.

(b)

A person who stands by and does nothing when confronted with academic dishonesty

threatens the

spirit and effectiveness of the principle of academic honor. All members of

the Tuck community

are expected to preserve the honor principle by taking appropriate

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and equitable action whenever a

violation occurs.

(c)

Any member of the Tuck community who believes that a violation of the honor

principle has occurred

should attempt to resolve the problem informally either through

discussion of the issues with the

other party or parties involved or by approaching a

judicial board member (or members) for a

confidential conversation about the issue.

Any charges that cannot be resolved to the satisfaction

of both the witness and the

accused may be brought before the academic honor committee.

(d)

If the party suspected of violating the honor principle is a faculty member, the dean or

the senior associate dean for faculty and research should be approached.

(e)

The proctoring of examinations is unnecessary and undesirable.

(f)

Faculty members should report any admitted violations of the honor principle to the

judicial board and the senior associate dean for teaching and learning. Each term, the

names of students with admitted or proven violations of the honor principle will be filed

in a written report by the judicial board through the Dean to the academic performance

committee

(hereinafter referred to as the “APC.”) Students with admitted or proven

violations of the honor principle, social code, or Dartmouth College regulations or

students on probation may be

disqualified from all academic awards by the APC. The

dean will

report on violations of the honor principle to the faculty, without names of

students, faculty, or courses, at least once each year.

Each individual faculty member is requested to clarify the following on the course syllabus:

(a)

Daily Class Preparation. Individual or group? If group, is use of cross-sectional groups

or cross- study group collaboration allowed? Annotation of homework, e.g., are students

to indicate points added or changed in study group or in class?

(b)

Graded Group Projects. Discussed as group, then outlined and written individually?

Or written

collaboratively, each making significant contributions? Another option?

(c)

Examinations. Time limits? Open or closed notes or book? Use of calculator,

computer, or software? Preparation individually or with study groups? Plus, on the

day of the examination,

where students can go? Exact turn-in time and place?

(d)

Missed Classes for Non-emergencies. Effect on grade? How and when to notify

professor? Compensatory work?

(e)

Tutoring. What materials and information can tutors share with students? When?

(f)

Laptop Policy. Can devices be used during class sessions? Under what

circumstances? How can students request an exception? What are the penalties for

noncompliance?

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G. Tuck School Social Code

The primary function of the Tuck School is to provide students with opportunities for

learning. To carry out this function, it is essential at all times that an atmosphere conducive

to intellectual

pursuits be maintained at the school. Because Tuck is assumed to be a

community of mature,

responsible individuals, we do not find it necessary to live within a

system of narrowly defined social

rules and regulations. Rather, we prefer to live within a

broadly defined framework of “freedom with responsibility.” It is expected that instances of

irresponsible conduct will be settled satisfactorily

without using formal judicial procedures.

However, for cases in which it is deemed necessary and

appropriate, such procedures are

available.

Because of the intimate living conditions and considerable academic pressures prevalent at

the Tuck

School, students are expected to demonstrate a reasonable measure of social

responsibility and respect

for the rights of others.

Responsible conduct at the Tuck School includes these significant elements:

(a)

Maintaining a quiet and orderly place within which to live and study;

(b)

Maintaining an atmosphere of mutual respect for personal dignity and an

atmosphere of consideration for others;

(c)

A mature respect for the facilities of the school and the college;

(d)

Maintaining a suitable atmosphere for the entertainment of guests, whether family or

friends;

(e)

A mature respect for all citizens of the local community;

(f)

Adherence to college-wide regulations as described in the Dartmouth College

(g)

Adherence to Tuck recruiting guidelines as indicated below.

Any member of the Tuck community who believes a violation of the social code has occurred

should approach the other party or parties involved. If a resolution is not obtained, the

member should approach the judicial board for a confidential conversation about the issue.

Any charges that cannot be

resolved to the satisfaction of both the witness and the accused

may be brought before the judicial

board.

H. Tuck Recruiting Guidelines

All Tuck students are expected to adhere to the following guidelines:

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1. Accepting an offer, either in writing or verbally, is binding and final. After accepting

an offer the student must not conduct interviews with other employers. In addition, the

student should immediately withdraw from consideration with all other firms they were

pursuing.

2. Students may not request information from, or provide information to, others

interviewing with the same firm. Students should neither ask about nor offer details of

specific questions or cases immediately after interviewing.

3. The Tuck School academic policy does not allow students to miss classes for

recruiting activities. If missing a class is unavoidable for an interview, the student must

notify the professor(s) for that class in advance, and abide by the “missed class” policy

established by that professor.

4. Students must appear for all scheduled interviews. If it is necessary to withdraw from

an interview due to family emergency, illness, or receipt of another offer, the student

should contact the Career Services as early as possible to allow a classmate to take the

open interview slot. If a student does miss an interview, they are to contact the Career

Services immediately. If a student withdraws within 24 hours of a scheduled interview,

they must personally apologize to the recruiter as soon as possible.

5. Any information the student supplies must be honest and accurate. Tuck’s grade

disclosure policy allows companies to ask about grades, and/or to request a transcript.

The student can decline to provide these, but all material presented by the student must be

an honest statement of relevant data.

Sanctions: Violations of the Tuck recruiting guidelines may result in sanctions by the Career

Services including the loss of on-campus and correspondence recruiting privileges and access

to the alumni database and Career Services. Violations of the Tuck recruiting guidelines will

be reported to the senior associate dean for teaching and learning and the Judicial Board and

may also result in Judicial Board action.

I. Modification of the Tuck Honor Principle

When and if further modification of the honor principle seems necessary or appropriate,

members of the Tuck community should undertake this endeavor. The members of the

judicial board will

supervise these changes. Any changes will require ratification by the

student body and the faculty. Such ratification must meet the same standards required for the

original adoption of the honor principle and its procedures: at least 80 percent of both the

student body and the faculty must vote, and

at least two-thirds of the votes of each group

must affirm.

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J. Adjudication of Honor Principle and Social Code Violations

1. Academic Honor Committee

The academic honor committee has primary jurisdiction for the enforcement of the honor

principle.

Any charges under the honor principle that cannot be resolved informally will be

brought before the

academic honor committee for disposition. This committee includes five

student members (the judicial

board) plus four faculty members. The four faculty members on

the committee shall be appointed by the dean for terms, which assure continuity of service.

The chair of the student judicial board shall chair the committee.

2. Judicial Board

Any charges under the social code will be brought before the judicial board for disposition.

The board consists of a chairperson and four members, representing both the first-year and

second-year classes.

Term

The term of office for judicial board members shall be one academic year.

Members

Judicial board members will be elected by vote of their classmates. The

second-year

members and the chairperson will be elected in the spring of

their first year.

Judicial board members are elected to serve the Tuck community as:

Sounding boards when there are questions about the student codes of conduct;

Objective listeners and advisors when it is believed that a violation has occurred;

Student representatives to the faculty when student codes of conduct issues arise;

Arbitrators between students in those instances when it is the preferred solution; and

Community members who will act with sound judgment when cases are deliberated.

3. Reporting a Case

(a) Honor Principle: Any member of the Tuck community who believes that a violation of

the honor principle has occurred should attempt to resolve the problem informally either

through discussion of the issues with the other party

or parties involved or by

approaching a judicial board member (or members) for a confidential

conversation

about the issue. Any charges that cannot be resolved to the satisfaction of both the

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witness and the accused may be brought before the academic honor committee.

(a) Social Code: Any member of the Tuck community who believes that a violation of the

social code has occurred should approach the other party or parties involved. If a

resolution is not obtained, the member should approach the judicial board for a

confidential conversation about the issue. Any charges that cannot be

resolved to the

satisfaction of both the witness and the accused may be brought before the judicial

board.

4. Adjudicating a Case

If the alleged violation cannot be resolved to the satisfaction of both the witness and the

accused, the

matter shall be adjudicated by the academic honor committee (honor principle)

or the judicial board (social code). The committee or board:

(a) May adopt by majority vote such rules and procedures as it finds necessary. It may not,

however, by such rules and procedures, abrogate its basic charge or any of the rights of

students (see below), and it must retain final responsibility for its decisions.

(b) Shall try to discover the facts of a case, the student norms of behavior in which

the alleged

infraction occurred, and whether the infraction was deliberately and

knowingly committed.

pertaining to

its charge.

(d) May find a respondent guilty by a simple majority. The burden of proof for a finding

of guilt is “beyond reasonable doubt.” Disposition of cases will be final in all

instances where no guilt is found and no action is taken. All other cases may be

appealed to the dean, whose decision to

support or to modify the decision shall be

final.

(e) May recommend minor penalties by majority vote; may recommend suspension or

separation by two-thirds majority; and shall reach a decision within a reasonable time

after the hearing or as soon as practicable. Minor penalties may include academic

work or community service.

(f) May rehear any case that it has previously considered and must rehear the case if

requested to do so by the dean. A student may petition the dean for executive clemency

with respect to penalties

recommended by the board/committee, but such clemency

would normally be limited to cases of suspension or separation.

(g) May make decisions public; may not divulge the name of the student concerned.

Reports, records, and deliberations are not to be revealed to any person other than

authorized Tuck personnel (which includes a quarterly report to the APC), unless the

student, by written request, extends this authorization. Records of deliberations shall be

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destroyed as soon as the case is concluded.

Students with admitted or proven violations

of the honor principle, social code, or Dartmouth

College regulations may be

disqualified from all academic awards by the APC.

(h) May consult with appropriate people when proceedings are pending before the

disciplinary bodies of different schools at Dartmouth College concerning the same

incident or individuals. Upon a

finding of guilt, the body or officer hearing the case

may, prior to recommending any penalty and

as an aid to establishing the penalty,

consult with any person or officer before whom a related

proceeding is pending.

(i) Shall report to the dean and the professor concerned its findings and recommended

action. At the

end of each academic year, it shall report to the faculty and make

appropriate recommendations.

5. Notification of Social Code Issues

The judicial board chairperson will file a written report with the director of the MBA

Program Office

about all social code issues brought before the board. The report will outline:

(a)

The process that was followed;

(b)

The action that the judicial board took; and

(c)

The results of the judicial board’s action.

The board will also provide the director with a recommendation about whether the violation

needs to

be addressed by the APC. The recommendation will be based on a majority vote of

the entire judicial

board.

6. Rights of Students Appearing Before the Academic Honor Committee or Judicial

Board

(a)

Notification of the charges against a student shall be in writing and shall indicate the

regulation or regulations that are alleged to be violated. It shall contain a concise

statement of the alleged facts that

constitute the violation.

(b)

The regulation shall be reasonably specific, and the student must have actual notice

of, or reason to know of, the existence of the regulation.

(c)

A student shall have reasonable time to prepare the case after receiving the charge.

(d)

The student may choose any advisor (with the exception of the dean) to assist in the

defense against the charge. The student may elect to have a private hearing or an open

hearing, but the

board or committee may limit the number of persons at any open

hearing and may, if a disturbance

occurs, order the hearing to be conducted in private.

(e)

A member of the board or committee who has special knowledge, bias, or interest in the

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case, who expects to be a witness, shall disqualify him/herself. The student may

challenge any member on such grounds; in this instance, disqualification shall be

decided by majority vote of the board or committee members present and voting.

(f)

A student may refuse to make any statement or may refuse to testify. Such refusal

shall not be

considered as evidence against the student.

(g)

The student shall have the right to hear and cross-examine all witnesses and to

examine all other

evidence introduced at the hearing. Students have the right to testify

and present evidence and

witnesses in their own behalf.

(h)

The board or committee shall base its decisions on matters of fact and solely

upon evidence

introduced at the hearings.

(i)

Formal rules of evidence shall not apply. The board or committee may consider any

testimony or evidence it finds trustworthy. It may exclude any testimony it considers

unduly repetitious or immaterial, or to have been improperly obtained.

(j)

The student may request a tape recording of the hearing. In private hearings, a student

may choose not to have a tape recorder used.

K. Check-in Policies

At the beginning of each term, students are required to check in online through

BannerStudent. Students may begin check-in the Friday before the term begins, and must

complete the procedure by the end of the first Friday of the term. This process requires the

verification/update of the student’s local and permanent addresses, emergency contact

information, and an enrollment commitment for the term. The check-in process indicates

any holds that may have been placed due to failure to settle the tuition bill or Dartmouth

Card account, submit immunization requirements, pay parking tickets or other fines, etc.

Students who have not completed online check-in by the end of the first Friday of the term

are subject to administrative withdrawal from Tuck immediately thereafter.

1. Late Check-in

A student who is late checking in without making efforts to resolve the issues preventing the

action will be asked to leave the program. Illness, death in the family, and so forth are, of

course, legitimate reasons for late check in. However, the

registrar should be notified as soon

as is practical if a student will be unable to check in.

2. First-Year Registration

Number of Courses Per Term

Each first-year student is required to enroll in all required core courses during the first year

(unless an exemption has been granted by the course faculty). Currently, the following

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courses are required during the first year:

Analysis for General Managers; Capital Markets; Competitive and Corporate Strategy;

Decision Science; Financial Measurement, Analysis and Reporting; Global Economics for

Managers; Leading Individuals and Teams; Leading Organizations; Management

Communication; Managerial Economics; Marketing; Operations Management; Personal

Leadership; and Statistics for Managers.

Each first-year student is also required to complete the First Year Project and six credits

worth of elective courses in the spring term. Students may take as many as 10.5 credits

worth of elective courses in their first year (1.5 in the winter term, a 1.5 credit Global Insight

Expedition in the spring, and 7.5 credits’ worth of “regular” electives in the spring), with six

being required and 4.5 being carried forward to count toward the 36 credits required in the

second year.

3. Exemption Policy

Students whose prior education or professional experience includes coursework similar to

that contained in Tuck core courses may request a course exemption only in courses where

exemptions are allowed. Exemption request instructions and deadlines will be communicated

by the registrar prior to the start of the term. Students who have covered similar subject

matter at an earlier time may find the Tuck course is taught in a different way, has new

goals, and is linked closely to work in other required courses, however. Late exemption

requests will not be accepted.

Exempting a required course allows students to take an elective in its place. The exemption,

however, neither reduces the total number of credits required for graduation nor the number

of credits required during the second year itself. Electives taken in place of exempted core

courses are not subject to the elective limits described in §I.2.

4. Second-Year Registration

(a)

Number of Courses Per Term

In order to graduate, students must earn at least 82.5 credits, take at least one mini-course

meeting the Ethics and Social Responsibility (ESR) requirement, and have at least one

experience meeting the global (GO) requirement. Core courses comprise 40.5 credits, and

students must take 6 additional elective credits in the spring. The remaining 36 credits are

taken in the second year, an average of 12 credits in each of the three terms. A student must

enroll in a minimum of 9 credits per term, and can take up to 15 credits per term. Students

who take an exchange term may receive

credit for no more than four electives for the term

(even if a greater number of courses is actually

completed). Tuition for the second year will

be the same whether a student receives credit for 12 or more courses. A student who elects

to enroll in more than the minimum number of credits required

during a term (nine) must

satisfactorily complete all courses and will not be allowed to drop a course partway through

the term. Students wishing to enroll in more than the maximum number of credits allowed

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during a term (fifteen) must submit a request to the registrar, who will verify that the student

has not been struggling academically.

(b)

Mini-courses

Certain elective courses are designated mini-courses and meet generally for half of a term.

For graduation requirements, mini-courses count as one-half of a regular course (1.5 credits

vs. 3 credits).

Students in good standing may petition to take only first-half or only second-half mini

elective courses (or a combination of minis plus an independent study) in one term of their

second year enabling absence from campus for half the term. Students should first reach

out to the registrar to ensure that a sufficient number of mini-courses will be offered during

the term in question, and to understand the implications for retaining full-time student

status and meeting graduation requirements. Those wishing to pursue this option must

submit a letter to the registrar outlining the specific reason for the request, why the leave is

important, and where the short leave will be spent. The request should also convey an

understanding of the consequences of the leave to the student’s experience. The registrar

will circulate the request to the associate dean of the MBA Program and Dean, and will

communicate a decision to the student once consensus has been reached.

(c)

Course Forecasting

Students are asked to forecast their desire for electives in the prior term. After

considering the electives to be offered (without the actual course schedule), they rank

their top five choices. Adjustments to numbers of sections will be made based on the

forecast results. The data will also be used, in conjunction with faculty schedule and

classroom constraints, to set the final elective schedule.

(d)

Selection of Courses

Students are expected to make their course selections during the course election period

preceding each term. They are encouraged to look at past course syllabi, course

evaluation data and consult with faculty about the courses. Instructions, deadlines, etc.,

related to the course election process will be communicated by the registrar. Once the

elective schedule has been set, students will be required to submit their course section

preferences. Seats in course sections will be allotted using an algorithm that ensures a fair

distribution of seats in high-demand classes. Students will be enrolled in course sections

based on the results of the course election process. The registrar will manage waitlists for

oversubscribed classes.

(e)

Add/Drop

Beginning at 12:30 PM on the Friday before the start of the term, students may make

changes to course enrollments. Adjustments to non-waitlisted sections can be made by

the student through BannerStudent. Changes to oversubscribed sections must be made

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by emailing the registrar. Add/drop will remain open from 12:30 PM on the Friday

before the start of the term through 11:59 PM on the first Friday of the term. All

changes to full-term and first-half mini courses must be made during this period. A

second add/drop period will run for second-half minis from 12:30 PM on the Friday

before second-half minis begin through 11:59 PM on the Friday of the week second-

half minis begin.

(f)

Waitlists

The registrar will maintain waitlists for courses oversubscribed through the election

process. Available seats will be offered as they become available in order to those on the

waitlist.

(g)

Courses Outside Tuck

Tuck students can take non-Tuck courses if approved by Registrar in consultation with

the dean’s office. The principal

criterion for approval will be the relevance of the non-

Tuck course to the student’s plan of study and

career plans. In addition, preference will

be given to courses designed primarily for juniors, seniors, or graduate students;

elementary courses in most subject areas will not be approved for Tuck credit.

Language or culture courses may not be taken for MBA degree credit. Typically, the

School will not approve a request to take more than one non-Tuck course in a term.

These guidelines do not apply students governed by the

regulations of the combined

Tuck-TDI MBA/MPH and MBA/MD degree programs.

L. Seminars and Research-to-Practice Seminars

The term “seminar” refers to elective courses that are intended to expose students to

emerging

issues on the frontiers of a discipline and will normally involve substantial reading of the

academic literature of the field.

Research-to-Practice seminars (RTPs) are courses designed to increase the access that

students have to faculty and their research. They have three characteristics: 1. A deep dive

into a relevant topic; 2. A small, intimate seminar setting; and 3. Use of cutting-edge,

research-based materials.

Policies regarding seminars and RTPs are as follows:

(a)

Registration in the course requires the permission of the course instructor or

instructors. Registration will be limited to 15 students.

(b)

Criteria determined by the instructors in the course will be used in the selection of

students as seminar members.

(c)

A student’s work in the seminar will result in oral and/or written report or reports.

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M. Attendance Policies

1. Students’ Responsibility

It is the student’s responsibility to view coursework at Tuck as a professional commitment,

i.e., to be

present, prompt, and ready for each scheduled class meeting. The school’s methods

of instruction are

based on the assumption that a student will be in class every day, attending

the sections to which they have been assigned, and prepared for active participation in the

work of the day.

2. Emergency Absences

The school recognizes that there will be times when a family emergency, serious personal

illness, or observance of religious holidays will preclude the student from attending class.

Normally, the student should contact the faculty member involved and inform him/her of

the absence

and reason. In circumstances where this is infeasible or uncomfortable, the

student may contact the

MBA Program Office, which will then notify the appropriate faculty

member(s) that the student will

not be in class. In all such cases, the purpose of this

notification is to facilitate communication

between students and faculty and it should not be

construed as authorization or validation of an

absence. Additionally, in all cases of student

absence from class, it is the responsibility of the student

to contact each faculty member to

discuss making up the missed classwork.

3. Other Absences

The policy governing other absences is set by individual faculty members. Faculty are

responsible for stating their class attendance policy clearly in their course syllabi. This

statement should also make the

consequences of absences explicit. Students are responsible

for understanding the course attendance

policy specific to each course as well as the general

policies discussed in this section of the handbook. A student is always responsible for written

work due the day of the missed class, for any other

assignments for that day, and for knowing

what transpired during the class. According to more

specific rules governing class

attendance, absences may also result in the lowering of a course grade

or even exclusion

from a course.

4. Employment Interviews

Career and internship interviews are held at Tuck as a service to both students and companies

offering employment. The faculty policy is that the placement process should not disrupt the

academic process. Students are expected to avoid scheduling placement interviews that

conflict with class attendance

obligations. When such conflict is unavoidable, the student is

still subject to the class attendance

policies specified in this handbook and in individual

course syllabi. Absence from class for placement

purposes is not an “excused” absence. This

regulation covers not only interviews held on campus but

also corporate visits by students.

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5. Excused Examination Absences

Students must obtain an excused examination absence in advance from the instructor for

announced

exams; students must obtain an excused examination absence from the instructor

after the missed class for unannounced exams.

N. Grading Policies

1. Policy Statement

At the beginning of each year, the school will provide students with complete information

pertaining

to the grading system, including objectives, grade designations, qualitative

descriptions, criteria for continuance in school and graduation, system of weights, and

grade distribution guidelines.

The syllabus for each course should contain an explanation of how grades for that course

will be

determined.

Being aware of performance level during the term is the student’s responsibility; whenever

possible, however, faculty members should warn students when performance falls below a

satisfactory level.

2. Objectives of the Tuck Grading System

(a)

To enhance the student’s learning experience and not put artificial barriers between

the student

and the learning process.

(b)

To assist the faculty in making critical decisions about the student’s progress, e.g.,

whether a

student is maintaining adequate graduate level performance; whether the

student should continue

at the school or be disciplined with respect to performance;

whether a special commendation for superior performance is warranted; and, finally,

whether the student should receive the degree.

3. Description and Distribution of the Tuck Grading System

Faculty members are encouraged to use the following qualitative criteria to recognize the

students’ level of performance. Because students in a course tend to display considerable

variation in

performance, percentage guidelines for final course grades have been agreed

upon by the faculty in

order to maintain comparability across courses. In the process of

assigning final grades, qualitative

judgments should be given priority but should be

reconciled with the percentage guidelines as a means

of controlling against possible grade

inflation and extreme variation between courses.

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4. Qualitative Descriptions of Grades

Grade

Category

Qualitative Description

Grade

Symbol

Honors

Indicates a performance that clearly exceeds professional

standards and the instructor’s expectations for MBA students.

Satisfactory

Plus

Indicates a performance that clearly meets professional standards and

in the higher range of the instructor’s expectations for MBA students.

S+

Satisfactory

Indicates a performance that meets professional standards and the

instructor’s expectations for MBA students

Low Pass

Indicates a performance that is marginal in relation to professional

standards and below the instructor’s expectations for MBA

Fail

Indicates a performance that is clearly below professional

standards and warrants loss of credit for the work.

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5. Grade Distribution

In order to maintain comparability among courses, the faculty has agreed on the

following percentage

guidelines for core and elective final course grades.

Grade

Category

Lower Limit Upper Limit

Honors

Core

Elective

15%

25%

Satisfactory

Plus

Core

Elective

25%

50%

Satisfactory

Core

Elective

25%

50%

Low Pass

Core

Elective

15%

10%

Fail

Core

Elective

10%

These guidelines are to be used to help define the grade categories; they may not be valid in

small

elective courses. A faculty member who wishes to deviate from these guidelines must

petition the

senior associate dean for teaching and learning before grades are due.

6. Low Pass Grades

Faculty members are required to file with the registrar a written evaluation statement with

each grade

of Low Pass at the time grades are submitted. The statement is for use by the

APC.

7. Policy on F Grades

A student who fails a required course will normally be expected to repeat the failed course

at Tuck in

order to complete requirements for the MBA degree. All plans for resolving the

loss of credit due to

an F grade in a required course need to be approved by the faculty

member(s) who taught the course and the senior associate dean for teaching and learning.

Faculty members are required to file with the registrar a

written evaluation statement with

each grade of Fail at the time grades are submitted. The statement is for use by the APC.

8. Policy on Incomplete Grades

In rare instances, a student who fails to complete the requirements of a course during the

term in

which that course is offered may be given a grade of Incomplete. In some cases, it

may be appropriate

for the director of the MBA Program Office to recommend a grade of

Incomplete if the reason for not

completing the course is nonacademic. In all cases, the

Incomplete must be authorized by the faculty

members involved and a date for completion of

the coursework must be set. The grade of Incomplete

and the completion date must be

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reported to the registrar. Unless this date is later extended by the senior associate dean for

teaching and learning, the student must complete the coursework as of that date or receive a

failing grade for the course. No Incomplete grade

may be granted at the end of the spring

term without the permission of the senior associate dean for teaching and learning.

9. Policy on Changing Grades

Once a course grade has been recorded by the MBA Program Office, it is considered official

and may

not be changed except in cases of computational or recording error.

10. Deadline for Filing Grades

The registrar will set and communicate grade submission deadlines at the beginning of each

academic year. Deadlines will generally be two and a half weeks after classes end. Final

grades in elective courses in the spring term are generally due earlier due to the end-of-year

faculty meeting.

11. Policies on Grades in Non-Tuck Courses

(a) Thayer School Courses

(b) Grades received by Tuck students in Thayer School graduate courses will be directly

transferred to

Tuck grades and recorded as such. Grades of High Pass, Pass, Low Pass,

and No Credit will be

recorded on the Tuck School transcript as Honors, Satisfactory,

Low Pass, and Fail, respectively.

(d) Grades received by Tuck students in exchange programs or Dartmouth courses are

recorded on their Tuck School transcript but are not considered for computing Tuck

standing unless the grade is a D or an F. A grade of D will be translated as a Low Pass,

and an F as a Fail.

12. Policy on GPA

Tuck calculates a GPA for students only once: at the end of students’ second year, for the

sole purpose of ranking the class for Tuck Scholar and distinction awards. The number is

never shared with those not directly involved in the awards decisions.

O. Policies on Grade Disclosure and Transcripts

1. Disclosure to Students

Final grades at the end of the term may be released to students only through the registrar’s

office.

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The public posting or publishing of final grade distributions by course (either by the registrar

or by individual faculty members) is prohibited, for summary publication of final grade

distribution tends to

imply that there is a proper percentage for Honors and Low Pass.

However, an inquiring student may

be told the final grade distribution in a particular course

if such information is desired. Disclosure to Outsiders

Underlying Tuck’s policy on grade disclosure to outsiders is the belief that the student has a

right to

privacy with regard to their grades and that the student alone should determine

whether grade

information may be released to outsiders. Grade transcripts may not be

released to outsiders (i.e.,

individuals who are not members of the Tuck faculty or

administration) without the authorization of the student. Transcripts from other institutions in

the student’s file may not be

released.

2. Transcripts

Official transcripts may be obtained from the registrar. The school reserves the right to

withhold transcripts for students with unpaid bills.

P. Student Status

All students are assigned one of the following statuses:

Good Standing

Upon starting the MBA program, all students are in good standing, indicating that each is

making sufficient progress towards meeting the degree requirements.

Graduated

Students who have had the MBA degree conferred are considered graduated.

Probation

Probation is intended to demonstrate the school’s concern that a student is not meeting the

professional standards required of MBA candidates while providing the student the

opportunity to improve performance and behavior within the school’s supportive environment.

Students may be placed on probation in the following ways:

Students who receive three or more Low Pass grades cumulatively are automatically placed on

probation.

Students who receive one failing grade are automatically placed on probation.

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Students who are reported to be exhibiting unprofessional behavior, even after they have been

advised that their conduct was unacceptable, are placed on probation at the discretion of the

Dean.

Students who have been found guilty of a violation of the academic honor principle or social

code may, at the discretion of the Academic Honor Committee or Judicial Board

(respectively), be placed on probation.

Suspension

Suspension demonstrates the school’s belief that a period of reflection and contemplation

would benefit the student in understanding the professional standards required of MBA

candidates and the importance of being able to meet those standards.

Students may be suspended in the following way:

Students who have been found guilty of a violation of the academic honor principle or social

code may, at the discretion of the Academic Honor Committee or Judicial Board

(respectively), be suspended. Readmission to the program may be automatic or may require

reapplication, at the discretion of the Academic Honor Committee, Judicial Board, or MBA

Program Office.

Dismissal

Dismissal demonstrates the school’s belief that the student is not able to meet the professional

standards required of MBA candidates.

Students may be dismissed from the program in the following ways:

Students who receive six Low Pass grades cumulatively are withdrawn from the program. For

purposes of this rule, a failing grade is counted as two Low Pass grades.

Students who receive a second failing grade in the same course are withdrawn from the

program.

Students who are reported to still be exhibiting unprofessional behavior, even after they have

been advised that their conduct was unacceptable and placed on probation, are withdrawn

from the program.

Students who have been found guilty of a violation of the academic honor principle or social

code may, at the discretion of the Academic Honor Committee or Judicial Board

(respectively), be withdrawn from the program.

The withdrawal process is complete when the student submits a letter of withdrawal to the

MBA Program Office.

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Q. Policies on Student Awards

Students with admitted or proven violations of the honor principle, social code, Dartmouth

College regulations, or students who have been on probation may be disqualified from all

academic awards by the Academic Performance Committee.

1. Edward Tuck Scholars

Edward Tuck Scholars are those students who have demonstrated outstanding academic

performance

during their two years at Tuck.

(a)

Criteria

The Edward Tuck Scholar award is based on academic grade point average for full two-

year

performance at the end of the second year. The highest-ranked Edward Tuck

Scholars will be

designated as graduating with Highest Distinction, High Distinction,

and Distinction.

Students with admitted or proven violations of the honor principle, social code, Dartmouth

College

regulations, or students who have been on probation may be disqualified from all

academic awards by the APC.

(b)

Procedure

The APC shall review the list of students and disqualify based on the second criterion above.

The faculty shall be given (1) a list of all qualified students, ranked by cumulative GPA,

and (2) historical information about typical percentage of Edward Tuck Scholars. From

this list, the

faculty shall vote on the number of Edward Tuck Scholars (normally around

15 percent). From among the highest-ranked Edward Tuck Scholars, the faculty shall

select the number of students graduating with Highest Distinction (normally around 1

percent), High Distinction (normally

around 2 percent), and Distinction (normally around

4 percent).

2. The Tuck Centennial Student Award

The Tuck Centennial Student Award, determined solely by the student body, is awarded to

one first- year student and one second-year student who exemplify the spirit and character of

the Tuck School. The recipients are chosen based on their contemporaneous contributions to

the entire Tuck community

over the past school year. Nominated students should embody

extensive involvement in serving both the Tuck and Upper Valley communities, firm

commitment to the traditions and principles of Tuck,

outstanding leadership and integrity,

and selflessness in everyday actions.

The student body nominates classmates, the top five nominations are placed on a ballot, and

the class selects its winner.

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3. James A. and Sabra M. Hamilton Prize in Administration

The James A. and Sabra M. Hamilton Prize in Administration is awarded to that member

of the

second-year class who, through personal qualifications and accomplishments in

courses in the fields

of business policy and organizational behavior, shows the greatest

attributes of a capable

administrator. The award recipient is selected by a committee of

faculty from the areas of organizational behavior and business policy.

4. The Lieutenant (J.G.) Walter A. Jacobs Memorial Prize

The Lieutenant (J.G.) Walter A. Jacobs Memorial Prize is awarded to a first-year student

who has demonstrated intellectual ability and curiosity, sound judgment in academic work

and

activities outside the classroom, and personal habits and conduct that inspire confidence

and

enthusiasm. The nominated student should embody intellectual ability and curiosity,

sound judgment

in academic work and activities outside the classroom, and personal habits

and conduct that inspire

confidence and enthusiasm.

First-year students are asked to nominate three classmates for this award and to identify

criteria they

believe each nominee demonstrates. The names of the three or four students who

receive the most votes are forwarded to the faculty who taught first-year students during the

year, and the faculty member(s)

selects the award recipient.

5. The Charles I. Lebovitz Memorial Award

The Charles I. Lebovitz Memorial Award is awarded to the second-year student who, during

the first year at Tuck, has made an outstanding contribution to the daily life of the school in

the following ways: displays interest in academic achievement; is concerned with the overall

improvement of the

Tuck School; actively participates in school functions and contributes to

their success; is concerned

with helping other students in their efforts, especially scholarship;

and actively participates in class discussions and displays independent intellectual curiosity;

and was not the recipient of the Lieutenant

(J.G.) Walter A. Jacobs Memorial Prize.

Second-year students are asked to nominate three classmates for this award and to identify

criteria

they feel each nominee demonstrates. The names of the three or four students who

receive the most votes are forwarded to the faculty who taught during the year. The faculty

select the award recipient.

6. The Lillian and Charles Leech Prize for Excellence in Finance

The Lillian and Charles Leech Prize for Excellence in Finance is awarded to a graduating

student who has shown excellence in the academic area of finance. The award recipient is

selected by a committee

of faculty from the area of finance.

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7. The Dero Saunders Award

The Dero Saunders Award is awarded to a graduating student who, through both personal

qualities

and accomplishments in management communication courses, demonstrates

outstanding ability to

communicate effectively as a manager. The award recipient is selected

by a committee of faculty from the area of management communication.

8. The Julia Stell Award

The Julia Stell Award is presented to a small group of students who have made substantial

contributions to the Tuck community during their two years at Tuck, played a leadership role

in school programs and functions, and shown extraordinary efforts to help fellow students,

especially in

scholastic efforts.

In the spring of the second year, a publicly announced period of open nominations (from all

members

of the Tuck community, including faculty, staff, and students) will occur. This

nomination process will be administered by the MBA Program Office. A small committee

(including at least one student and associate dean of the MBA program, or designate) will

cull

down the list and select statements from nomination forms. The faculty, staff, and

students will vote.

The committee will choose a small number of students (normally 2 to 5

percent) based on the vote.

9. The Herman Feldman 1929 Memorial Prize

This prize is awarded to a member of the second-year class who has done excellent work in

the program as a whole and who has displayed interest in the field of leadership. The recipient

is chosen by the faculty members who teach leadership.

10. The John F. Anderson T’35 Award

Created in 2017 through a bequest from the donor, the John F. Anderson T’35 Award is

awarded to the graduating student who, in the judgment of the faculty of the Tuck School, has

shown the most promise in the pursuit of marketing skills. The recipient is chosen by the

marketing faculty.

R. Examination Policies

1. Scheduling of Examinations

Three kinds of examinations are normally given at Tuck: a final examination for a course and

both unannounced and announced exams (including take-home exams) during the term.

Announced and

unannounced exams may be given in regularly scheduled class sessions or at

other times at the

discretion of the instructor. To minimize conflicts, the registrar is

responsible for working with faculty to coordinate these exams.

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2. Form of Examination

Whether a course has a final examination and the form that the final examination will take

are left to

the discretion of each course instructor who should announce these matters early in

the term. Final

exam plans, after announcement, may not be changed without the approval of

the senior associate dean for teaching and learning.

3. Excused Absences

Students should obtain excused absences for announced exams in advance. They may obtain

excused absences for unannounced exams after having missed the class. In order to ensure

consistency in

administration, the senior associate dean for teaching and learning will consult

with the

faculty in cases where it is unclear whether an absence from an examination should

be excused. If a

student is excused from attendance at an examination, the course instructor

will decide how to deal

with the absence. In the case of announced examinations, the usual

procedure will be to arrange a

makeup exam to be taken either at the school or elsewhere.

Arrangements may be made for a student

to take the makeup exam at the discretion of the

instructor. Students should be sensitive to the

potential increased risk with makeup exams of

exchanging information with fellow students. Such exchange could result in a violation of the

honor principle. Every effort should be made to protect the

confidentiality of information

about the form, content, and degree of difficulty of the exam. In the case

of an unannounced

examination, a makeup exam will not normally be given.

4. Absences without Excuse

A student absent from an examination without an excuse will normally be given a zero for

the

examination. How this grade is used in assigning a final grade to the student for the

course is left to

the discretion of the course instructor.

5. Time Allowance for Examinations

Extra time on all examinations will be granted only to qualified students with disabilities.

According to federal regulations, students with documented learning disabilities have the

same legal entitlements

as students with physical disabilities and are therefore entitled to

academic adjustments and/or

auxiliary aids. Requests for extra time or other

accommodations are coordinated through the MBA Program Office.

S. Student Performance Review

1. Statement of Philosophy

The quality and integrity of the Tuck MBA degree depend upon the ability of the faculty to

maintain

the highest standards of student academic performance and student professional

conduct. However, when students fail to meet those standards, the institution must act upon

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the evidence and deal with the consequences.

It is the faculty’s responsibility, therefore, to uphold the scholastic and professional standards

of the

school by reviewing and bringing to the attention the director of the MBA Program

Office academic and conduct problems as soon as they are observed. The interests of the

faculty are represented in procedures for student performance review by the Academic

Performance Committee (APC). In addition, at the end of each academic year, the faculty

admits to the second year and certifies for graduation only those students who have met

Tuck’s standards. Students are admitted to the second year by vote of the executive

committee, based on the recommendation of the APC. The executive

committee will then

notify the faculty of their decision at the fall faculty meeting.

2. Criteria

(a)

Academic Criteria

Ability to meet the scholastic standards of the school, and potential to benefit from further

work at the

school.

(b)

Conduct Criteria

Ability to meet professional standards of the school, and likelihood of not significantly

hindering the

progress of other students.

3. Procedure

(a)

Faculty Review

It is the faculty’s responsibility to continually review the performance of students in their

courses, promptly bringing to the attention of the director of the

MBA program any students

who are (1) performing unsatisfactorily in academic work or (2) failing to

maintain a

professional attitude in their relationships with their colleagues at Tuck, with the faculty, or

with others they meet in connection with school activities. The dean’s office will include this

information in the student’s file, thereby providing the faculty with a comprehensive

and

current record of shortcomings in academic performance or in professional conduct.

Normally,

such information does not become part of the student’s permanent record and is

removed upon graduation.

(b)

Counseling

The effective administration of a student performance review procedure requires that students

be made

aware of their status throughout the academic year. Students whose academic work

reveals significant weaknesses should be advised on how to improve their performance;

students whom faculty or senior administrators believe are behaving unprofessionally should

be advised on how to improve their

conduct. In the absence of an agreeable solution, cases

may be referred to the judicial board and/or a

professional counseling service.

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(c)

First Notice

Any student who receives two or more Low Pass grades cumulatively will be monitored and

counseled by the director of the MBA program. Any student who has been reported as

behaving

unprofessionally will be monitored and counseled by the director of the MBA

program.

(d)

Repeated Violation of the Academic Honor Principle

For any case where a student has violated the academic honor principle more than once, the

cases shall be reviewed by the academic honor committee for possible further action. The

rationale for this

further review is that a student may have more than one violation, each of

which was resolved individually with the faculty member involved. Faculty members will

report cases to the judicial board and the Dean. It will be the responsibility of the Dean to

ensure that a second violation triggers a review by the academic honor committee. The

academic honor committee should at that point strongly consider dismissal from the program.

(e)

Probation

Students may be placed on probation in the following ways:

•

Students who receive three or more Low Pass grades cumulatively are automatically

placed on probation.

•

Students who receive one failing grade are automatically placed on probation.

•

Students who are reported to be exhibiting unprofessional behavior, even after they

have been

advised that their conduct was unacceptable, are placed on probation at

the discretion of the

Dean.

(f)

Dismissal

Students may be dismissed from the program in the following ways:

•

Students who receive six Low Pass grades cumulatively are withdrawn from the

program. For purposes of this rule, a failing grade is counted as two Low Pass

grades.

•

Students who receive a second failing grade in the same course are withdrawn from the

program.

•

Students who are reported to still be exhibiting unprofessional behavior, even after they

have been

advised that their conduct was unacceptable and placed on probation, are

withdrawn from the

program. Appeal

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Students have the right to appeal their status on probation or their status as withdrawn from

the

program. Their petition must be made in writing to the APC. In the case of an appeal, the

APC will

make a final decision about the student’s status.

(g)

APC Review

Each term, the APC reviews all cases of academic probation and unprofessional conduct. The

APC may remove a student from probation after one or two terms in which the student has

consistently met

academic and conduct standards. At the end of each academic year, the APC

summarizes the year’s cases in a confidential report to the faculty.

(h)

Federal Title IV Financial Aid

Eligibility

Federal Title IV financial aid for graduate student includes federal Perkins Loans, federal

Stafford Loans, and federal work-study employment.

For the purpose of measuring satisfactory progress toward the degree in order to maintain

eligibility

for federal funds, the Tuck Financial Aid Office reviews the academic records of

students at the end of each academic year. In addition, the director of the

MBA Program

Office, along with the APC, reviews student grades at the end of each term to

determine

academic standing.

Students who receive a first notice or who are placed on probation are not restricted in their

eligibility

for financial aid and are given the opportunity to address their academic

performance. These students must meet the standards of satisfactory academic progress at the

end of the probationary period as determined by the APC and stated in the probation notice,

or eligibility for federal Title IV financial

aid will be terminated until the student is once

again making satisfactory progress.

A student may regain eligibility for Perkins Loans and federal work-study employment for

the

payment period (academic term) in which they resume satisfactory academic progress.

For Stafford Loans, a student regains eligibility for the entire period of enrollment (academic

year) in which they

resume satisfactory academic progress.

A student who appeals probation or dismissal is subject to the same financial aid guidelines

described

above while in the appeal process. Throughout the probation appeal process, a

student is considered

on probation for the purposes of financial aid, and therefore still

eligible for federal Title IV funds.

Throughout the dismissal appeal process, a student is considered dismissed for the purposes

of financial aid, and therefore ineligible for federal Title IV funds. If a dismissal appeal is

granted,

eligibility is regained as of the date the appeal is approved; it is not retroactive to the

date of dismissal. For details on each financial aid program and prorated funding amounts,

please see the Tuck Financial

Aid Office director or associate director.

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4. Readmission

(a)

Students in Good Standing

Students not on probation who leave Tuck voluntarily remain degree candidates for five

years, in

accordance with the Policy on Readmission to the MBA Program section of this

handbook.

(b)

Students who have been Suspended

Readmission to the program for students on suspension may be automatic or may require

reapplication, at the discretion of the Academic Honor Committee, Judicial Board, or MBA

Program Office.

(c)

Students on Probation

Students may request a leave of absence while they are on probation. In such cases,

readmission decisions will be handled by the Dean.

(d)

Students Who Have Been Dismissed

Dismissed students may re-apply for admission, which will only be granted under

extraordinary

circumstances.

T. Policy on Readmission to the MBA Program

1. Departure During the Fall Term, First Year

Students who leave during the fall term of the first year will need to apply for readmission,

which will

only be granted in cases of extenuating circumstances in consultation with the

director of the MBA Program Office.

2. Departure After the Fall Term, First Year

Students who leave the school voluntarily in good academic standing any time after the fall

terms of the first year but before completing the MBA degree remain degree candidates for a

period of five

years from the date of leaving, provided the student was never placed on

probation while enrolled.

During this period, students may re-enroll to complete the

requirements for the

degree. In such cases, candidates may elect to complete the degree work

under (1) the course requirements at the time of their initial enrollment (provided the

necessary courses are still being

offered) or (2) the requirements at their time of re-

enrollment. The academic standards at the time of readmission will apply.

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3. Readmission After Five Years

Students who leave the school in good academic standing before completing the MBA

degree and

who do not re-enroll within the five-year period are required to apply for

readmission through the

Admissions Office. Readmission will be granted only in cases of

extenuating circumstances. If such an application is approved, the course requirements and

academic standards in force at the time of readmission will apply. A student who

withdraws a second time prior to completing the MBA degree

will normally not be

permitted to re-enter the program.

4. Students on Probation

Students may request a leave of absence while they are on probation. In such cases,

readmission decisions will be handled by the Dean.

5. Students Who Have Been Dismissed

Dismissed students may re-apply for admission, which will only be granted under

extraordinary

circumstances.

U. Policy on Evaluation of Instruction

1. Policy Statement

The faculty is constantly exploring ways to improve the quality of classroom instruction and

the

overall learning climate of the school. One method for securing information relevant to

this

improvement is through a formal questionnaire completed by each student, rating each

of the courses completed during the two years. The objectives of this questionnaire and the

data generated from it are

threefold:

(a)

To provide the individual faculty member with a source of feedback about student

perceptions of the quality of instruction in each course;

(b)

To provide the dean with information relevant to counseling individual faculty in

their teaching

careers at Tuck; and

(c)

To provide students with the evaluations of elective courses to facilitate course

selection

in subsequent terms.

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2. Administration of Evaluation Forms

Faculty will announce course evaluations in the classroom during the last week of each

course. The

MBA Program Office will distribute survey results to faculty after grades have

been received by the

registrar. Each faculty member will receive the statistics and

comments for their own course, while

distributive statistics are shared with the entire

faculty.

3. Distribution of Summary Statistics

A statistical summary of the results of all elective courses will be made available to

students by the MBA Program Office.

V. Laptop Policy

To provide a first-class learning environment, and out of respect for fellow students,

visitors and

faculty, Tuck honors the following policy regarding use of laptops and other

electronic

communication devices in class.

(a) Students shall not use laptop computers, cellular telephones, or any other electronic

communication device in any class session unless explicit permission to do so is granted by

that class’s faculty member(s). Thus, the default policy in all Tuck class sessions is for no use

of laptop computers, cellular telephones, or any other electronic communication devices. In

special cases where laptops are needed, faculty will notify students.

(b) “Class session” refers to any meeting of a for-credit Tuck course. More broadly, “class

session” also refers to guest-speaker presentations for the Tuck community and to recruiter

presentations.

laptop computers is permitted. Such policies will be clearly articulated in the course syllabus.

They may also be communicated through other channels, such as discussion in the inaugural

class meeting.

(d) In each Tuck course, it is ultimately each student’s responsibility to be aware of and in

compliance with that course’s laptop policy. Students are always encouraged to talk with

faculty regarding any policy questions they may have.

W. Independent Studies

Students may propose independent studies, and these will carry regular elective course

credit.

Generally, (1) a student may not take more than one independent study per

academic term, and (2) independent studies will be performed by students singly, but two

or more students may propose a

joint project in circumstances that justify a team approach.

If the project involves working with an organization external to Tuck, a student may not

receive compensation for their work.

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Independent studies must be:

a. Consistent with the philosophy and objectives of the MBA program;

b. Equivalent to any other Tuck course in terms of rigor, academic quality, and

workload (i.e., at

least 12 hours a week);

c. Not the equivalent of a project within the framework of an existing course,

or clearly available

beyond graduation; and

d. A unique and independent contribution to knowledge. The questions asked must

be specific

enough to be rigorously examined yet also of general interest. The

project cannot involve only the

development of business plans or consulting

projects, nor can it be merely a summary of the

existing literature on a particular

topic. Case studies are appropriate for independent studies. They

must,

however, involve the writing of a complete teaching note which integrates the

research

relevant to a particular case and which also provides an analysis of the

case.

1. Procedures and Expectations

Each independent study will be supervised by two faculty members (mutually agreed upon

by the

student and the two faculty). The faculty members must be professors, associate

professors, assistant professors, or clinical professors. These two faculty members will have

full responsibility for supervising the project and for evaluating and grading the project at

its conclusion. The Tuck School will not

reimburse students for expenses incurred during

an independent study.

(a)

Proposal

The independent study proposal should include a description of the project, the objectives,

the

methodology, the relevant reading lists, a timetable, and the expected outcomes. This

project would normally be completed in one term and would not duplicate work from other

classes.

(b)

Approval Process

The student shall (1) write the proposal, (2) obtain an independent study approval form

from the

registrar and have it signed by two faculty members, and (3) submit the signed

form and proposal to

the registrar on or before the fourth day of classes. (Students are

responsible for attending a fourth class until their proposals gain final approval.) The

registrar will, in

turn, forward it to the senior associate dean for teaching and learning for

final approval.

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(c)

Written Report

At the conclusion of the independent study (no later than the first day of the final

examination period

concluding a particular term), the student will submit a full written

report to the two supervisory faculty members. The form and objectives of such a report

should be settled among the parties as early

in the term as feasible. The two faculty

members will be responsible for evaluating the report and

grading the independent study.

2. Exchange Programs

The Tuck School currently has formal student exchange programs with the following

international schools:

Asia & Australia

• Australian Graduate School of Management, Sydney

• China Europe International Business School, Shanghai

• Graduate School of International Management, International University of Japan, Urasa

• Graduate School of Business and Commerce, Keio Business School, Tokyo

• Graduate School of Business, Sungkyunkwan University, Seoul

• Guanghua School of Management, Peking University, Beijing

• Hong Kong University of Science and Technology (HKUST) Business School

• Indian School of Business, Hyderabad

Europe

• ESSEC Business School, Paris

• HEC School of Management, Paris

• HHL—Leipzig Graduate School of Management, Leipzig

• IESE Business School, University of Navarra, Barcelona

• Instituto de Empresa, Madrid

• London Business School, United Kingdom

• WHU-Otto Beisheim School of Management, Koblenz

• SDA Bocconi School of Management, Milan

• Universität St. Gallen, Switzerland

Latin America

• Adolfo Ibáñez University, Chile

• IPADE Business School, Mexico

These programs allow Tuck students to spend a term overseas. Alternatively, Tuck students

may spend one academic term of study at the Fletcher School of Law and Diplomacy at

Tufts University in Massachusetts or at Vermont Law School in South Royalton, Vermont.

Under the terms of the exchange agreements, Tuck may nominate one or more students to

attend these schools for one term during the student’s second year. A Tuck student who

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goes on exchange pays tuition at Tuck and will receive Tuck credit for the courses taken at

the host institution.

3. Joint Programs

The Tuck School allows students the flexibility to work toward two degrees concurrently in

order to tailor their education to their specific interests and career aspirations. There are

established programs with the Fletcher School of Law and Diplomacy at Tufts University, the

John F. Kennedy School of Government at Harvard University, the School of Advanced

International Studies (SAIS) at Johns Hopkins University, Vermont Law School, the Geisel

School of Medicine, the Dartmouth Institute for Health Policy and Clinical Practice, and

Dartmouth College’s PhD program. Typically the Tuck student receives one term of second

year elective credit for a term spent at one of these institutions. Students who are working

toward two degrees should file a plan of study with the registrar’s office.

4. Auditing Tuck Courses

Given the instructor’s approval and space in the class, Tuck students may audit Tuck courses.

Auditors, however, may not participate in class discussions, may not take examinations or

submit

papers for critical comment, and may not receive a grade, formal or informal.

Auditors will pay a fee to cover copyrighted materials used in the course ($30 for a mini-

course; $60 for a full-term course). Once obtaining faculty permission to audit, the auditor

should contact the registrar to be added to the course in Canvas.

X. Policies on Access to Tuck School Student Files

1. Confidentiality of Student Files

Under a long-standing policy of the school, access to student records is limited to faculty,

administrative officers, and members of the staff who maintain these records or have a

legitimate need

to review their content.

(a)

Contents of a Student File

The typical student file contains the admissions application and correspondence related

thereto,

transcripts from prior institutions attended, acceptance letter, commendation letters,

and other

correspondence between the student and the school. Letters of recommendation in

support of a

student’s application to Tuck are not retained.

(b)

Student File Information that Can Be Released

Directory information, defined at Tuck as name, age and date of birth, student ID number,

dates of attendance, enrollment status, class year, degree(s) sought, degree(s) receipt or

nonreceipt, degree(s) awarded date(s), major(s), awards and honors earned, addresses and

telephone numbers, personal and school email addresses, previous educational institutions

attended and degrees awarded, participation in extracurricular activities, student photo,

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hometown, places and lengths of employment, a student-employee’s employing Dartmouth

business unit, and whether or not the student has permanent work authorization in the

United States may be disclosed without restriction unless the student objects in writing to

the registrar. A student’s request to enact the confidentiality flag on their directory

information remains in effect until the student submits a second request to remove the flag.

The Family Educational Rights and Privacy Act (FERPA) dictates the maintenance and

disclosure of student education records. Except for the list of directory information shown

above, Tuck follows the FERPA guidelines stated in the Student Handbook.

2. Student Inspection of Student Files

The policy of the Tuck School is to permit each Tuck student, on request, to inspect and

review

their official file and to be able to challenge records which are deemed to be

inaccurate, misleading,

or to violate the student’s privacy or other rights. A student who

wishes to inspect the file shall make an appointment for this purpose with the

registrar, who

is the official custodian of student records.

(a) Prior to the student’s inspection of the file, the registrar or their delegate will review the

file and

remove any material of a confidential nature that the student has waived the

right to see. The

school will not destroy any part of a student’s record if there is an

outstanding request to inspect

and review the file.

(b)

The following information, considered “directory information,” may be released to

outsiders without the explicit permission of the student (though great caution should be

exercised when doing so): name, age and date of birth, student ID number, dates of

attendance, enrollment status, class year, degree(s) sought, degree(s) receipt or non-

receipt, degree(s) awarded date(s), major, awards and honors earned, address and

telephone number, school email address, place of birth, previous educational institutions

attended and degrees awarded, participation in extracurricular activities, your student

photo, your hometown, and places and lengths of employment.

rebutting any

item in the file may do so by addressing such a document to the registrar

with the request that it be

filed.

(d) A student who believes that information contained in the file is inaccurate or misleading

or violates the student’s privacy or other rights may request that the school amend the

file. The first step in such a process is to petition the director of the MBA Program

Office for a review and

judgment with respect to the item(s) in question. Such a petition

must document its challenge with reasonable specificity and relevance. If the director

judges the petition to be sufficiently concrete

and relevant, the director will contact the

author of the challenged document and attempt to settle

the matter informally. If no

satisfactory settlement can be reached by such informal means, the

student may request

a hearing by a subcommittee of the executive committee of the faculty to

study the

matter and make a recommendation to the dean. Such a subcommittee shall have at least

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one faculty member and one student member, unless for reasons of confidentiality the

petitioner

requests that no fellow student shall serve. The student will be afforded a full

and fair opportunity

to present evidence relevant to the issue raised and may be assisted

or represented by individuals

of their choice at the student’s own expense, including an

attorney. The dean’s decision, which will be based solely upon the evidence presented at

the hearing, will include a summary of the

evidence and the reasons for the decision.

Should the document in the student’s file, which is the

subject of the above review, be

one that was written by the dean, the senior ranking member of the

Tuck faculty who

does not serve as an administrative officer shall take the place of the dean in the

description and requirements of this paragraph.

(e) If, as a result of the hearing, the dean decides that the challenged information is

inaccurate,

misleading, or otherwise in violation of the privacy or other rights of the

student, the dean shall

amend or remove it and so inform the student in writing. On the

other hand, if, as a result of the

hearing, the dean decides that the challenged

information is accurate, the student will be invited to

place in the file a statement

commenting on the information and/or setting forth any reasons for disagreeing with the

decision of the school. Such a statement will become a permanent part of the

student’s

file.

Y. Non-Tuck Students in Tuck Courses

1. Auditors

Dartmouth College students, Dartmouth College employees, or the spouses of Tuck students

may

audit Tuck courses without credit provided (1) they are qualified by educational

background for the course; (2) the instructor’s permission to audit is obtained; and (3) there

is space in

the class. Only under the most exceptional circumstances will other individuals

be permitted to audit

classes on a regular basis. Auditors will pay a fee to cover copyrighted

materials used in the course ($30 for a mini-course; $60 for a full-term course). Once

obtaining faculty permission to audit, the auditor should contact the registrar to be added to

the course in Canvas.

An “auditor” may not be evaluated in any way, may not take examinations or submit

papers for critical comment, and may not receive a grade, formal or informal.

2. Dartmouth Undergraduates

While Dartmouth undergraduates are rarely admitted to Tuck courses for credit, they may

enroll in a

Tuck elective course if permission is granted by the senior associate dean for

teaching and learning and the instructor

involved. It is the responsibility of the dean’s office

to consider such matters as background prerequisites, and motivations. Undergraduates may

not be admitted to courses with limited

enrollments or space.

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3. Dartmouth Graduate Students

Dartmouth graduate students may enroll in Tuck elective courses provided (1) they are

qualified by educational background for the course; (2) the instructor’s permission is

obtained; and (3) there is space in the class.

4. Special Students

Special students, non-degree candidates taking courses for credit, have been enrolled at

Tuck on a

very limited basis. In September 1969, the Tuck faculty adopted the following

policy with regard to the Special Student Program.

Priorities: It is recommended that the following applicants within the greater Dartmouth

Community

be eligible for consideration as special students on a first priority basis. The

listing is random and not

in any order of priority:

a. Tuck alumni;

b. Dartmouth alumni;

c. Persons recommended by either the associated school overseers or the Dartmouth

trustees;

d. Employees of associate companies;

e. Other major contributors to Dartmouth or its associated schools who do not fall in

any of the

above categories;

f. Dartmouth College employees and spouses;

g. DHMC employees and spouses; and

h. Cold Regions Research and Engineering Laboratory employees and spouses.

It is further recommended that other applicants from the greater Hanover area (those who

live within

reasonable commuting distance) be considered on a second-priority basis.

Procedures: It is recommended that (1) all applicants be required to submit all the

application material

that is necessary for a regular MBA candidate; namely, the application,

application fee, one personal recommendation, scores on the GMAT and TOEFL, and grade

transcript; (2) all special students be

graded and in other ways treated in the same manner as

would any regular MBA candidate; (3) all

special students who have been admitted be

allowed to actually enroll only if there is space remaining

in the incoming class immediately

preceding registration.

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Z. Guest Speakers

Outside speakers are a valuable educational resource. However, funds for this purpose are

limited and

their use must be carefully planned. The faculty should consult with the director

of fiscal services prior to the start of each term regarding their need for funds for guest

speakers.

The Development and Alumni Affairs and MBA Program Offices should be given the

names of all

outside speakers, preferably several weeks before their visit.

The Alan Smith T’53 Visiting Executive (VE) Program brings top executives, many of

whom are

Tuck alums, to the school to share their expertise in the classroom and to provide

students and faculty

with opportunities to interact with business leaders from different

sectors in a variety of settings. The

program is managed by the Development and Alumni

Affairs Office, with the assistance of six second-year students chosen each year to serve as

VE student coordinators. The Development and

Alumni Affairs Office handles all

arrangements for guests sponsored by the program, and covers the

lodging and meal costs

while the guest is in Hanover. VE program guests typically cover their own travel costs.

For guests not sponsored by the VE program, faculty members and their academic assistants

make the

arrangements for the visit. After consultation with the director of fiscal services,

costs can be charged to the Tuck course account. Normally guests pay for their own travel

costs, and Tuck covers lodging

and meal costs while the guest is in Hanover.

AA. Teaching Assistants

Teaching assistants can be used to tutor individual students, run review sessions, and help

with grading certain assignments (mainly those with little ambiguity about solutions).

Teaching assistants tend to be most useful for core courses, since second-year students have

a deep knowledge of the

course content. It is uncommon to use a teaching assistant in an

elective.

Normally it is up to the faculty member to find a teaching assistant. The director of the

MBA program can assist new or visiting faculty with finding an assistant if needed.

Payment for teaching assistants comes from the Tuck course account,

not from faculty

STAR accounts.

Teaching assistants need to fill out all necessary paperwork with the Tuck HR manager in

order to be

on the payroll.

VI. ADMINISTRATIVE POLICIES AND PROCEDURES

A. Finance Policies and Procedures

Tuck follows Dartmouth College financial policies and procedures. These policies provide

specific requirements for procurement of goods and services and provide guidelines for

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travel, entertainment and other business expense. An allowable business expense is defined

as necessary, reasonable, appropriate non-compensation expense incurred for a valid business

purpose to fulfill the mission of Dartmouth College. The Business Expense polices also

identify the documentation required to substantiate requests for reimbursement. These

policies are necessary to ensure the proper use of Dartmouth resources and compliance with

federal and other external regulations.

The Tuck Finance Center is available to assist faculty with questions regarding policy

interpretation and adherence. In addition, the Dartmouth College Controller’s website

provides details of all financial policies and procedures associated with business expenses

and reimbursement which can be found here.

1. Resources for Procurement of Goods and Services

Dartmouth College Procurement Services Department has created a Procure-to-Pay Guide

which is a helpful resource for individuals to utilize before making a purchase of a good or

service and is available on the Procurement Services website which can be found here.

a. Procurement Card (P-Card)

The Dartmouth College Procurement Card (P-Card) Program is designed to improve

efficiency in processing low dollar value purchases ($2,499.00 or less) while

providing adequate documentation of expenses, appropriate charging of expenses,

and approvals. The P-Card is a Visa Card and can be used to make purchases for

goods with any merchant who accepts the Visa Card. P-Card transactions are for

items of tangible ownership and basic services. P-Cards may not be used for

entertainment expenses, or any travel related expenses (with exception of the

Dartmouth Coach), professional, consulting or personal services, software licensing,

furniture, or caterers. Receipts are required for items of $75 or greater purchased on a

P-Card. The complete P-Card policy can be found here.

b. Purchase Requisitions/Orders

Prepared for purchases over $2,499. Types of expenditures requiring PO’s include

professional services such as editors, writers, and similar contracted services. In

most cases, consultants are considered Independent Contractors and must complete

the appropriate paperwork. Please contact the Finance Center for assistance on hiring

independent contractors. The policy can be found at here.

c. Invoices

A vendor invoice is required for services provided under an executed Purchase Order.

Vendors new to Dartmouth College require additional paperwork to be completed, a

new vendor form and W-9. The form can be found at here.

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2. Travel and Entertainment

a. iExpense/Corporate Pay Card

Dartmouth College uses iExpense for reimbursement of travel and entertainment

expenditures for employees. iExpense is a streamlined online tool that allows employees to

enter and submit expense reports using a standard web browser or a mobile device and

integrates with Dartmouth’s Oracle financial system for quick processing and payment. It is

particularly powerful when the employee utilizes a corporate pay card to make expenditures.

Dartmouth’s Corporate Pay Card is a JPMorgan chase card in which charges to the card are

posted directly to the college’s financial system, rather than the employee. IExpense is

linked to the corporate pay card for ease in reconciling and submitting expense reports.

Faculty can either prepare their own iExpense reports or delegate the responsibility to their

Academic Coordinators (AC). Please contact the Finance Center to establish a delegate for

your iExpense reimbursements if you wish to have your AC prepare and submit iExpense

reimbursements on your behalf. Faculty that prefer to prepare and submit their own reports,

can find training material here or can contact the Tuck Finance Center for individualized

training. Faculty who would like a corporate pay card should download the application here.

Complete the form, print, and sign on both sides, and submit the paper copy to Tuck’s

Director of Fiscal Services.

Personal expenses cannot be charged to the corporate pay card. When traveling, please pay

attention to use of the card when expenditures are made for costs that may be split between

business and personal use, and use a personal credit card. Reimbursement will be made for

the business portion of the expenditure via iExpense.

b. Travel and Entertainment Expenditures

As noted above, the Dartmouth College Controller’s website provides details of all

financial policies and procedures associated with business expenses and reimbursement

which can be found here.

However, a few specifics of note include the following:

• Air travel – reimbursable for coach only; exceptions include “red-eye” flights

exceeding 5 hours nonstop and other flights exceeding 7 hours nonstop. In some

case, economy plus is allowable with prior permission from the senior associate

dean for faculty and research or the associate dean for finance and administration.

• Accompanying Spouses – reimbursable when authorized in advance by the senior

associate dean for faculty and research on the occasions when attendance of a

spouse at an event furthers the business interests of Tuck.

• Employee-Only Business meals - In cases where college employees meet over a

meal when they are not traveling, the cost of the meal is considered a non-

reimbursable personal expense unless: 1) the primary purpose of the meeting is to

conduct business, and 2) there is a clear and compelling reason to meet outside

the office over a meal. Generally, these requirements are met when it is not

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possible for one or more employees to meet during other working hours, and the

purpose of the meeting is to conduct business in accordance with a formal agenda.

• Entertaining Students – generally, not allowable except for special Tuck

events/programs such as the Visiting Executive Program, Tuck Gives, Admitted

Students Weekend, TuckBuilds, etc. Questions on allowable circumstances

should be directed to the senior associate dean for faculty and research.

c. Hanover Inn

Business meals conducted at the Hanover Inn must be paid via a college chart string, not

the corporate pay card or a faculty’s personal credit card. Either the Finance Center or

your AC can provide you with appropriate chart string depending on the purpose of the

meal. For the majority of meals, faculty use the following chart strings – STAR,

Visiting Scholars and Professionals, and Faculty Recruiting. Faculty with Center

assignments may also use their center chart strings for meals. Be sure to obtain the

appropriate chart string prior to the meal and inform the wait staff that you will be

charging the meal to a college chart string.

3. Reporting/Documentation of Expenses for Reimbursement

Dartmouth reimburses expenses incurred in connection with college business with

appropriately documented receipts. Reimbursement is on the basis of actual and

reasonable expenses incurred or approved per diem amounts. The basic policy governing

the reimbursement of travel and business expenses is that an individual should neither

gain nor lose funds in the course of traveling or conducting college business.

Requests for business expense reimbursements must be received by the Finance Center

for processing within 30 days of the date of incurrence of an expense.

Receipts are not required for expense less than $75 except as follows:

• Entertainment – detailed receipts are required, as well a description of the business

purpose and the names of participants.

• Lodging expenses – detailed receipts showing itemized charges and proof of payment

are required including those paid for via corporate pay cards.

• Costs associated with relocation and house hunting.

• Gifts – detailed receipt plus name of recipient and business purpose.

As noted in Section 2.a. above, IExpense is the college system used for reimbursement of

travel and entertainment expenses. For P-Card purchases, receipts should be submitted to

your AC, including the business purpose of the expense. Your AC will process the

reimbursement request. PO’s and invoices can be submitted to the Finance Center or your

AC for processing.

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4. Staff Recognition/Gifts

Tuck holds several events during the year to recognize the achievements, value, and

importance of staff. Tuck also recognizes that, on rare occasions, employees may provide

service to Tuck which is deemed “above and beyond” their normal job duties and

responsibilities, potentially warranting recognition or reward. Requests for such recognition

should be submitted to the Executive Director of Talent Management.

Modest gifts upon the death or serious illness of an employee or family member are allowed

and are handled through the dean’s office. It is not appropriate to spend any College funds in

recognition of employees for non-work-related achievement or events such as weddings,

baby showers, birthdays, housewarming, etc.

B. Administrative Operations

1. Facsimile Machines

Fax machines are provided in satellite copy rooms in Chase and Woodbury Halls, as well as

in the

Copy Center. The general Tuck incoming fax number is 646-1308. The Copy Center

staff distributes

faxes received at this number directly to faculty and staff mailboxes several

times a day.

2. Mail Service

(a)

Incoming Mail

Incoming departmental, faculty, and staff mail and memoranda are placed in individual or

departmental mailboxes located nearby your office, on a daily basis. If you receive a

package, you will receive an email notification from Tuck.AMOS to notify you this is ready

to be picked up. This will be stored securely in the AMOS Mail and Copy Center, 001 Stell

Hall; please have your ID with you to expedite the pick-up process. You may also have your

academic coordinator pick-up packages for you. Upon delivery of your package, you will

receive another email from Tuck.AMOS confirming it was picked up and who retrieved it.

Because of space constraints, please pick up any packages from the mailroom as quickly as

possible.

(b)

Intracampus Mail

Students, faculty, administrative personnel and others associated with the college may send

official or individual mail through the Hinman mail system, which is an internal distribution

service operated by the college. Books, however, may not be sent through Hinman mail.

Envelopes and the bin for outgoing intracampus mail are located in the AMOS Mail and

Copy Center, 001 Stell Hall.

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(c)

Outgoing Mail

Outgoing U.S. Postal Service mail can be placed, with postage, in the outgoing box provided

within the mail slots located near your office. You can also place outgoing Hinman mail in

this location. AMOS Mail and Copy Center staff will check this daily.

If you choose to deliver any outgoing mail directly to the Mail and Copy Center, you can

place the materials in the bins located underneath the student mailboxes. Hinman mail can be

placed in the white bin next labeled in yellow “outgoing Hinman”.

(d)

Express Mail

FedEx is the contracted vendor for express shipping at the College. All academic

coordinators are set up with an account and they can assist you with any shipping needs you

may have. Should you wish to send a package for personal reasons, you may do so by noting

“Personal” and you will receive an invoice from the Tuck Finance Center once the shipment

has been billed to Tuck.

Packages ready for shipping can be dropped at the designated carrier location in 001 Stell

Hall.

3. Office Supplies and Stationery

Tuck stocks a full range of conventional office supplies as well as Tuck School stationery of

various sizes and weights. These supplies are available in the AMOS Mail and Copy Center.

If you need a specific office

supply that is not available in stock, the Mail and Copy Center

staff can assist you in identifying a suitable

product and will order it for you.

Tuck provides personalized stationery for all its faculty members. To order letterhead and/or

business cards, please contact your academic coordinator. They can guide you through the

process and manage the order via Dartmouth Printing and Mailing Services (DPMS).

DPMS adheres to the standard, official design for Tuck stationery in order to maintain the

consistency of the Tuck brand and identity; all stationery must use the same colors, format,

and design. In addition, the academic title listed on an individual faculty member’s Tuck

stationery must match the official title listed on file with Human Resources.

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4. Photocopying Services

The AMOS Mail and Copy Center staff has a well-deserved reputation for providing

excellent service. However, in

view of the ever-increasing demand for photocopying service

and equipment constraints, it is essential

that the staff be provided sufficient lead time to

complete assignments.

Category

Optimally

Tuck Correspondence

24 hours

Examinations

3 days before date of exam

Syllabi and course packs

4 weeks before start of term

All other course materials

2 days before use

Articles, research papers

3 days

PLEASE NOTE: AMOS staff does not secure copyright clearances, nor do they complete

jobs that are in violation of current copyright law. For a thorough interpretation of the

print job if copyright permissions are in question.

Walk-up photocopiers are provided in satellite copy rooms throughout Tuck, Chase and

Woodbury Halls. These machines are for making a few quick copies and are not intended for

jobs printing more than 25 copies.

5. Storage

Space is at a premium at Tuck, and storage space is limited. If you have files that need to be

stored on the premises, but you do not have the space in your office, please email Tuck

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and they will work with you to accommodate your needs. Tuck hosts an

annual “Green Up, Clean Up” effort, which is an opportunity to review old files and purge

unnecessary materials. Staff and faculty

are encouraged to participate. When Tuck has

utilized all the available storage space in the building, a

stricter policy regarding storage will

be adopted.

6. Telephones

Dartmouth College subscribes to a computerized telephone system by Ericsson. The system

provides many useful features, such as automatic callback, call forwarding, three-way

conversation, and speed calling. Instruction booklets can be obtained from Tuck Events and

Facilities.

Offices are equipped with one functioning digital telephone jack, the telephone instrument

and

voicemail. Upon special request to Tuck Events and Facilities, additional phone lines,

digital or analog, can be activated. All phone moves or changes should be requested through

Tuck Events and

Facilities and require a six to eight-day lead-time.

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Long Distance Calling Procedure

To access long distance for business purposes, dial 8, 1, the area code, and the desired seven-

digit

number. International calls should be dialed directly, using 8 + 011 + country code +

city code + telephone

number.

C. Event Planning

1. General Information

When planning an event with special needs, such as catering services, special custodial

services, or setups (i.e., tables and chairs, podiums) please email Tuck Facilities. Once you

have made your room reservation requests in Resource 25 WebViewer, Tuck Facilities can

help you with all the details and decisions necessary for your event. They will then

coordinate with the service entities on campus to meet your needs. Please note that advance

planning is necessary. Work orders for special services require notification to Tuck Events

and Facilities 28 days prior to the event.

Tuck School facilities cannot be used for private enterprise, i.e., Tupperware parties.

2. Room Reservations

The registrar coordinates all classroom reservations for courses and course-related sessions.

request a room, use Virtual EMS to submit your request. Virtual EMS automatically

routes class-related requests to the appropriate person. Room requests are complete

when

the requestor receives a confirmation notice.

The MBA Program Office coordinates all room reservations relating to student activities. To

request a

room, use Resource 25 WebViewer.

Tuck Events and Facilities coordinates all room reservations not relating to classes or student

activities. To request a room, use Resource 25 WebViewer. Rooms are reserved on a first-

come, first- served basis after the classrooms are booked for Tuck, Thayer and undergraduate

classes for each

term.

Instruction manuals for Resource 25 WebViewer can be obtained from Tuck Events and

Facilities.

Shelley Wirasnik can also provide a quick overview or training session if

necessary.

D. Byrne Dining and Catering

Byrne Hall Dining is open 7:00 a.m. to 7:30 p.m. Monday through Friday during the regular

term. Hours are reduced during summer and interim periods. Students can use their dining

plans in this facility and undergraduates are able to use their discretionary accounts.

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Guests will find a variety of food selections at each meal including a Soup and Sandwich of

the Day. Byrne Hall also offers a vegetarian entree at both lunch and dinner.

Byrne Hall features several private dining rooms that provide a great ambiance for catered

luncheons and dinners. Food and beverage catering service is also available across the Tuck

campus, from breaks and buffets to wine receptions and outdoor cookouts. Their professional

waitstaff serves plated meals at dining rooms in Byrne Hall and Raether Hall. A varied menu

accommodates many dietary preferences, including gluten free, vegetarian, and other options.

• Catering requests can be submitted using CaterTrax.

• Paulie's Deli take-out orders can be placed using your Dartmouth GET Account.

• Service updates and weekly menus are posted in the Byrne Dining Yammer group.

E. Facilities

1. Custodial Services

Custodial services are provided Monday through Friday. Trash is emptied from the offices

daily, and

vacuuming is done weekly. Dusting is limited to only those flat surfaces that are

clear of papers, equipment and personal items. If you wish to request special cleaning

services, please send an email to

Tuck Events and Facilities describing the nature of the work

requested.

2. Emergency Evacuations

In the event of a fire alarm, please turn off your lights, close your door and vacate the

building by the

nearest unobstructed exit. One should never disregard an alarm by staying in

the office. The Tuck community should congregate on the open patio between Murdough and

Thayer. Please be aware that

the Tuck circle is a fire lane, and emergency vehicles will be

accessing the circle. As a pedestrian, stay alert for emergency vehicles. It is safe to reenter the

building only after the fire marshal or a

Dartmouth Safety and Security officer has authorized

such reentry.

3. Ergonomic Concerns

The college’s Office of Environmental Health and Safety employs ergonomic specialists

who are

available to assess individual workstations throughout Dartmouth. The specialist

checks to make sure that desks, computer stations, chairs, and other workstation components

are properly adjusted and suited to each individual’s work habits. This service is provided

free of charge, and Tuck encourages employees to take advantage of this important service.

Please contact the 646-1762 to schedule an

appointment for an assessment or to receive more

information. To participate in an online training

module on ergonomics, see this link.

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4. Facilities Requests

Tuck Events and Facilities provides support to the Tuck community for a variety of building-

issues by coordinating operations and maintenance workers. To register a request,

send an email to

Tuck Events and Facilities. Please include your room number and as clear a

description of the problem

as possible.

Examples of typical requests include:

Office is too hot or too cold;

Toilet is overflowing;

Overhead lights are flickering or burned out;

Pictures need to be hung;

Furniture needs adjusting; and

Custodial service is needed.

For fire or a life-threatening situation, call 911.

For other urgent but non-threatening issues during business hours, such as flooding or an

overflowing toilet, please call 646-0201. If you get voicemail, please leave a quick but

detailed message, but then

hang up and call 646-0895. After hours, please call 646-2234.

5. Keys

Keys are issued by Tuck Events and Facilities. A $5.00 deposit is required for a room key,

and a $10.00 deposit is required for a building master. Typically, a Tuck master is issued to

all faculty and

staff for access to the faculty/staff mailroom and the Copy Center. If your

office is in Woodbury or Chase, you also receive the associated master key, making a typical

deposit $20.00. Deposits are

returned when you separate from Tuck. Under no circumstance

may master keys be issued or lent to

students.

6. After-Hours Access to Tuck Buildings

The Dartmouth ID card serves as an after-hours entry card for the electronic access system

for card

readers located at the main entries of Tuck, Woodbury, Chase, Stell, and Byrne. To

use these entrances after hours, pass your card in front of the reader and wait for the light to

turn green. These

entrances are unlocked Monday through Friday, 7:00 A.M.–7:00 P.M.

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7. LaCorte Exercise Room

The ground level of Whittemore Hall contains an exercise room that is available to the Tuck

community. Full-time regular staff and faculty as well as Tuck students and their partners can

use the

facility once they have completed an orientation session on the proper use of the

equipment, and

signed a liability release and waiver form. Orientation sessions are offered

periodically throughout the

year. The room is open between 6:00 A.M. and midnight, seven

days a week.

8. Office Furniture Policy

a) Philosophy

To acquire and maintain, in a fiscally responsible manner, office furniture that is timeless

in style,

sets a standard look for Tuck, and is durable and of good quality.

Tuck provides standard office furniture for faculty and administrative offices. The standard

office set

includes a desk, desk chair, one or two guest chairs, filing cabinets, bookcases and

window blinds.

The standard office furniture line is the Steelcase Garland series for faculty and

administrative

management offices, and the Steelcase 9000 series for administrative support

staff. Some offices are

large enough to accommodate a standard conference table and chairs

as well, which Tuck provides. The standard conference table setup is a Steelcase Garland

series table with Tuck logo chairs.

Anyone who requests furniture that is not in keeping with the above standard or who requests

additional furnishings has the following options, after discussion with and approval from

Tuck Events

and Facilities and the Tuck Fiscal Services Office:

-Substitutions of like pieces within the standard set of furniture without

exceeding the total

standard cost. For substitutions of like pieces that exceed the

total standard cost, the office

occupant has the option of paying the cost

differential. In this case, Tuck owns the furniture.

-Use of personal funds to purchase nonstandard furniture or additional furnishings

over and above

standard. In this case, the purchaser, not Tuck, owns the furniture.

Issues related to ergonomic concerns or other extenuating circumstances will be dealt with

on a case-by-case basis.

All requests for furniture are handled through Tuck Events and Facilities.

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9. Parking

The college maintains several parking areas for faculty and staff. The use of these areas is on

fee basis to cover the costs of construction and maintenance. Application for parking

permits may be

made at the Dartmouth Office of Parking Operations, located at 37 Dewey

Field Road. A parking permit does not guarantee the holder a reserved space, but an

opportunity to park in a specified group of parking lots.

TUCK CIRCLE IS A FIRE LANE AND PARKING IS PROHIBITED AT ALL TIMES.

For further information on parking regulations and use of facilities, please contact the

Dartmouth

Office of Parking Operations 646-2204.

10. Property Insurance

The insurance carried by the college covers Dartmouth College property only. Personal

property located in college buildings is not covered by any of the college’s insurance

policies.

11. Smoking Policy

Tuck maintains a No Smoking policy inside all buildings. There are two designated smoking

areas

outside. The first is located in the Byrne courtyard by the west entry doors by Stell.

Benches and

disposal receptacles are available. The second area is located in the Whittemore

courtyard. Benches and disposal receptacles are located under the old bridge arches. If you

choose not to use these two designated areas, please be considerate of staff and faculty who

have opened their windows to regulate

their office temperature by not loitering outside of an

open window. Please dispose of cigarette butts in the appropriate receptacles.

F. Dog Policy

The ability

to bring a dog to Tuck is a privilege, not a right. The rules must be followed by

all dog owners to

ensure the safety, comfort, and professionalism of the Tuck community.

The following rules apply to

all dogs brought to Tuck with the exception of service dogs that

provide assistance to people with special needs and/or disabilities.

1. General Rules

(a)

All dogs must wear a collar with clearly visible ID and current license tags while at

Tuck.

(b)

Dogs must always be on a leash and under control when in a public space at Tuck.

Standard leash

length is six to eight feet within the building, but the leash should be

shortened when passing

through narrow spaces at Tuck.

(c)

Owners are responsible at all times for cleaning up after their dogs and for the general

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behavior of their dogs, including noise, odor and other annoyances such as fleas.

Owners should not bring their dog to Tuck if the dog is aggressive toward people or

other dogs.

(d)

Owners are solely responsible for any damage to private or Tuck property or for any

injuries

caused by their dogs. The school and/or injured person may recover damages

from the dog owner.

(e)

Dogs should be under the control of their owners at all times. They should not be left

unattended

or tied alone in any public places in or around the Tuck buildings.

2. Dog-Free Zones

(a)

Dogs should not be housed in Tuck school employee offices during the hours of 8:00

A.M.−5:00 P.M. on regular workdays. This includes offices in Tuck, Chase,

Woodbury, Buchanan, Murdough, and other

locations such as off-site Tuck offices.

(b)

Dogs are prohibited at all times from restrooms and dining facilities, including

PepsiCo. in Byrne Hall. They are also prohibited from Cook Auditorium during

general assemblies.

(c)

Tuck will be in compliance with Dartmouth College policy, which states that dogs are

prohibited

from residence halls, including public spaces within these buildings.

(d)

In addition, “dog-free” zones will be established in certain designated areas of Tuck

buildings. These zones include one study room in Byrne and one study room in

Bosworth.

3. Dogs in Classes

(a)

The presence of dogs in a class session may occur with the unanimous approval of

every student

and faculty member in the class. Any person who wishes to bring their

dog to class must receive

prior approval via confidential, unanimous vote of the students

and faculty in the class. Without

exception, if anyone objects to having a dog in class,

the dog will not be permitted.

(b)

To be sure that every student in a class has the opportunity to confidentially voice their

objection to having a dog in class, the following procedure shall be the norm if a student

wishes to bring a dog to class. The professor shall make an announcement in class that

an individual has asked to bring a dog to class, and that all members of the class should

communicate their agreement or objection to the professor within the next 48 hours. If

any student objects, the dog will not be allowed in class. The vote will be completely

confidential under the

honor principle, so students should not have any concerns about

voicing an objection to the

professor. If the professor wants to bring a dog to class, the

vote should be conducted by the senior associate dean for teaching and learning.

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4. Complaints and Penalties

(a)

Any person wishing to cite a violation of these rules can do so by speaking directly to

the owner of the dog.

(b)

If the person is not comfortable doing so, or if the complaint has not been resolved

informally, a

complaint should be made to the Executive Director for Infrastructure

and Operations, whose decision will be final.

(c)

Repeated violation of these rules will result in the barring of the dog from the Tuck

campus and

buildings.

(d)

In the event of bodily injury caused by a dog, the dog will be immediately removed

from Tuck and

permanently barred from returning.

G. Recycling Procedures

Established on July 1, 1988, Dartmouth Recycles is a campus-wide attempt to divert as

much of the

college’s waste stream as is economically feasible from entering the local

landfill. Tuck follows Dartmouth’s recycling policies, which can be found here.

H. Office of Information Technology

Tuck offers a leading-edge environment to students, faculty, and staff with a comprehensive

network infrastructure, technology-enabled classrooms, public workstations, collaboration

tools, and wide-ranging support for mobile computing. Any computer connected to Tuck

services has access to electronic mail, intranet and internet services, public and personal file

services, high-speed networked printers, and shared applications software. In addition, a

variety of library databases and online services can be used on campus or remotely via a

secure connection. Public computing resources are available in campus locations such as the

Whittemore Wing for Information Technology and Feldberg Library.

Tuck supports a mixed academic and administrative computing environment of Windows-

compatible and macOS personal computers, as well as central host systems and workstations

used for research, instruction, and administrative applications. Faculty typically select the

hardware configuration (desktop or notebook) and the operating environment (Mac OS X or

Windows) with which they are most productive. The Tuck network and Office 365 allows

movement of data between these diverse environments while providing access to shared

network resources and to online information resources. Tuck supplements its use of

Dartmouth’s institutional data systems with Tuck-specific web-based applications and

personal information management systems and tools.

Many staff at Tuck use virtual desktops running Windows for daily work and this service is

available to faculty as well. Virtual desktops are highly secure while remaining easy to access

from nearly any place and any device. Students use virtual desktop labs when necessary to

complete coursework if special software is required. Faculty who requires certain software to

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be used in their courses should discuss this with the Office of Digital Education so they can

work with you and the IT staff to ensure this is available in the virtual labs when necessary.

I. Rights and Responsibilities

Dartmouth expects all members of the community to be aware of the ways in which

intellectual property laws, regulations, and policies apply to the electronic environment, and

to respect the property and the resources that are shared by this community. It is very

important to read and clearly understand the provisions of the Dartmouth College

Information Technology Policy, which can be accessed at

https://www.dartmouth.edu/comp/about/policies/general/itpolicy.html.

Faculty, staff, and students who have a direct affiliation with the institution are automatically

assigned a Dartmouth NETID account. Tuck network accounts are also established, which

permit access to a wide variety of file and print services used exclusively by the Tuck

community. Microsoft Exchange accounts for email, calendaring, and contact management

are also available to full-time faculty and staff.

By using one of these accounts to access any of the Dartmouth and Tuck computing

resources, you agree to fully comply with all of the provisions of the Dartmouth College

Information Security Policy which is located at this link.

1. TuckConnect

Tuck provides access to a number of services to facilitate instruction and collaboration at

Tuck. The TuckConnect portal is the hub of these services and provides easy navigation to

other services, search tools, and information about events and visitors to campus. You can

also access powerful collaboration tools in Microsoft Office 365 like OneDrive personal

cloud storage, SharePoint team sites, and a Yammer enterprise social network. All courses

at Tuck use the Canvas learning management system for delivery of course materials.

TuckConnect training sessions for faculty and staff are offered periodically by information

technology staff. If you cannot attend an open session our Online Services team can

schedule 1-on-1 time with faculty. Support for Canvas is provided by the Office of Digital

Education.

2. Tuck IT Help Desk

The services provided by the Tuck information technology support staff are limited to

institutionally-owned equipment running the standard Tuck software template. The Tuck I.T.

Help Desk, located on the mezzanine level of Byrne Hall, serves as the primary contact point

for computing support for the Tuck School. The preferred way to request service is to enter

it directly into the service call tracking system or the service portal located at:

https://askamos.tuck.edu/. The support office can also be contacted via email at

[email protected] or by phone at 603-646-1818. After-hours service is

provided for widespread outages. Emergency after-hours service can be requested by leaving

a detailed emergency message at 603-646-1818 as instructed in the voicemail greeting.

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3. Network Resources

The Tuck computing environment is amply supported by a multitude of network jacks

throughout all areas of the Tuck campus and a wireless network that allows access from

almost anywhere on the Dartmouth campus. Eduroam is also available for off-campus access

when visiting other educational institutions.

In addition to cloud services file servers are available for storing and/or sharing files within

the Tuck community.

Network-managed print queues shared by the community are the primary means for

addressing printing requirements for faculty, staff, and students. These printers are named

according to their location and are managed and maintained by the help desk. A public color

printer for faculty and staff is available in the Copy Center. Consumable supplies for

individual printers installed in faculty offices are considered a STAR expenditure.

Digital telephones are used in all Tuck offices. The phone system is managed by Tuck

Events and Facilities.

4. Network and Workstation Security

The security of Tuck’s computing resources is a shared responsibility. Please take the

following precautions to protect your work and that of the others in the community:

•

Use a strong password and change the password frequently. Choose eight

characters, mixing

numbers, symbols, and upper as well as lowercase letters.

•

Do not install any unknown applications on your computer. Installation of such

software is a

severe security risk.

•

Avoid installing any personally purchased software.

•

Do not share files through your computer. If you need to swap files with fellow Tuck

staff/faculty, please

use the network drives or Office365. If you must share data with non-

Tuck colleagues, Office 365 OneDrive is the recommended solution. Do not set up your

machine as a “server.”

•

Backup your data frequently. The better prepared you are for disaster, the easier

recovery will be. Files stored on local institutionally owned computers are backed up by

the Crash Plan Pro application. Check this application frequently to ensure that your

data is being regularly backed up.

•

If you aren’t expecting a file from a particular sender, do not open it. Email the sender

first and verify that they intended to send you the document.

•

The Dartmouth Information Security policy requires that all local storage on mobile

devices be encrypted.

•

If you are on a government contract or grant and have been asked to respond to a

security questionnaire please ask for assistance.

•

If you are traveling abroad and have concerns about the cybersecurity situation where

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you are traveling I.T. can provide advice before you go.

•

When in doubt, please ask the I.T. Help Desk for advice.

It’s better to be safe than sorry. Tuck keeps up to date with virus and security news. Please

inquire at the I.T. Help Desk if you have questions or concerns. Asking a question before a

problem occurs can prevent disruption to your instruction and research work.

5. Data Management

Use of Resources

Tuck follows all guidelines set forth in the Dartmouth College Information Technology

Policy at www.dartmouth.edu/comp/itpolicy/ with regard to use of Dartmouth’s email and

Internet resources, operating on an honor-system assumption that all members of the Tuck

community will use these resources responsibly and for official college business only.

Responsible resource use also includes keeping one’s account clean, avoiding excessive

printing, and sole responsibility for all actions taken on one’s account.

Server File Backup

All files stored on the Tuck files servers are backed up on a nightly basis and kept for a

period of 4 weeks complemented by full monthly backups. This backup service is designed to

deal with data loss due to theft, accident, or equipment failure and is not intended to be a

permanent or long-term data archive. Restoration of backed up files stored on any of the file

servers can be requested by sending an email to the I.T. Help Desk.

All files stored on the virtual desktops are backed up on a nightly basis and are kept for a

period of 4 weeks. This backup service is designed to deal with data loss due to accidental

deletion or malicious file corruption or encryption. Restoration of backed up files stored on

any of the file servers can be requested by sending an email to the I.T. Help Desk.

MS Exchange Server Backup

The MS Exchange server file store is backed up on a nightly basis and kept for a period of 2

weeks. This backup services supports the restoration at a granular level of an individual

message, contact and calendar items or the restoration of a complete mailbox. This backup

services is designed to deal with data loss by accidental deletion or data corruption

Restoration of mail items can be requested by sending an email to the OIT support office.

6. Training

All new faculty and staff receive an orientation to the Tuck network and computing

resources as part of the Tuck Orientation program. Information technology user support

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analysts are available to answer questions and resolve any problems that arise for Tuck

faculty and staff.

a. Equipment and Software Purchases

All computing hardware and software t purchases at Tuck are centrally managed. Please

contact the I.T. Help Desk at 646-1818 for assistance with all institutional technology

equipment and software purchases. Site licenses are available for major software products

(MS Office, Adobe, SAS, SPSS, etc)

b. Faculty Hardware and Software Purchases; Loaner Equipment

Faculty computing hardware and software purchases are made using STAR account funds

and are subject to approval by the senior associate dean for faculty and research. The IT

Help Desk staff are available to coordinate all hardware and software purchases. Loaner

equipment is also available to address any emergency situations that may arise.

J. Audiovisual Services

Tuck’s Office of Information Technology offers audiovisual, video production, and online

conferencing support.

1. Audiovisual services: The AV team maintains the technology infrastructure in all

classrooms, conference rooms, and public event spaces. Classrooms are equipped with

1 to 3 projection systems (projectors or panel displays), an installed Windows based

computer, and connections for faculty and guest devices.

All classroom AV systems are designed to be self-service for basic operations, and we strive to

have all faculty be comfortable with our classroom technology. Training is provided to new

faculty or for current faculty who need a refresher session. Prior to each academic term the

AV/IT team will reach out to the Academic Coordinator/s for faculty teaching in that term to

review the AV requirements for the class. The AV team will regularly check-in with your

Academic Coordinator throughout the term.

If there are questions or problems setting up for a class or during class, call the AV hotline at 6-

0280 and one of our team will be immediately deployed to troubleshoot over the phone or in

person.

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The AV team provides onsite technical support for:

 Deploying document cameras

 Connecting faculty or guest devices (laptop computers, tablets)

 Video or audio conferencing

 Panel discussions

 Other special setups

Classroom AV services are by request. We recommend that your classroom AV requests be

submitted well in advance, especially for items like video conferencing, which require test

calls and software compatibility checks. Requests for service can be submitted via the self-

service portal at this link. However, your Academic Coordinators will typically submit AV

requests at the start of the academic term for all the courses they support. We encourage this

practice to help us optimize our demand planning.

2. Video Production: The video team provides a full range of video production services

ranging from editing downloaded clips to recording content for students to access

outside the class session.

Examples of video production services include:

 Download and compile video clips from public domain

 Record class sessions (this requires approval from MBAPO)

 Record guest speakers and panels

 Capture student practice presentations as a teaching aid

 Produce “voice-over” screen capture videos from your computer

 Produce video lectures with animated graphics

To request video production services, please use the self-service portal at this link.

K. Teaching Support

Tuck’s teaching support staff provide assistance with case writing, course development, and

our Learning Management System (LMS). The LMS team supports our learning management

system (Canvas) along with a range of custom integrated applications to meet specific

teaching needs at Tuck.

For basic training, either your Academic Coordinator or one of our team are available to

provide you with the essentials for using Canvas in your course delivery. An outline of best

practices and a detailed inventory with instructions for our custom applications are available

at:

Canvas & Apps can be found here.

We encourage you to peruse the Tuck Guides at the above site and to reach out to our team

with questions and ideas on course delivery.

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L. Academic Coordinators

An academic coordinator is assigned to each faculty member to support their teaching,

research and administrative needs. Since this person is also responsible for the administrative

work of several other faculty members and coordination with other departments

such as the

AMOS Mail and Copy Center, it is important that they be given as much lead time as

possible. For example:

Category

Optimally

Tuck Correspondence

24 hours

Examinations

3 days before date of exam

Syllabi and course packs

5 weeks before start of term

All other course materials

2 days before use

Articles, research papers

3 days

While in most instances administrative assignments are completed well within the above

time limits,

there are occasions (especially just prior to the beginning of each term) when the

lead times suggested above are required. In the event any one coordinator has an especially

heavy load of high priority

work, every effort will be made to redistribute the excess work

among the other coordinators. This process will be facilitated if faculty members clearly

communicate any deadlines for completion. The academic coordinator should not be asked

to work overtime without the prior approval of the Academic Support Manager. As hourly

paid employees, academic coordinators are not expected to be available by phone or email

outside of their normal working hours (typically 8:00am-4:30pm Monday-Friday).

It is helpful if coordinators are informed when faculty members plan to be out of town. If the

faculty

member intends to be away for any length of time, a forwarding address or telephone

number should be left with the coordinator so that the faculty member may be contacted in

the event of an emergency.

Academic coordinators should also not be asked to assist with personal matters, i.e., running

errands, at any time. This includes personal administrative work, personal travel and health

care

arrangements, or assistance with similar matters.

M. Ordering Cases, Reprints, and Textbooks

Academic coordinators can order cases, reprints, and textbooks on behalf of faculty for

courses and

research purposes. Textbooks are ordered directly from the publisher. Please

allow six to eight weeks’ lead time for textbook ordering.

N. Dartmouth College Copyright Policy and Guidelines

The Copyright Act of 1976 provides protection to “original works of authorship.” Protection

is extended to the holders of copyright for literary works, musical works, dramatic works,

pantomimes

and choreographic works, pictorial and graphic works, sculptural works, motion

pictures and other

audiovisual works, sound recordings, and architectural works. This

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protection applies equally to

published and unpublished works. The holders of copyright

possess the exclusive right to authorize

reproduction of, distribution of copies or

phonorecords of, public performance of, public display of, and preparation of derivative

works based on copyrighted works. It is illegal to violate the rights of copyright holders or to

direct others to do so. The penalties for violation can be severe. It is best to

assume that

anything published after 1920 is protected by copyright.

Dartmouth College, its faculty, students, and employees must comply with the Copyright Act

of 1976. Dartmouth policy regarding copyright is at this link.

including but not limited to Library Course Reserves, Canvas sites, WordPress or other

platforms for course materials or online learning, are at this link.

O. Dartmouth College Library/Feldberg Business-Engineering Library Overview

The Dartmouth College Library System includes nine libraries organized by subject

disciplines: Baker Berry (social sciences and humanities); Cook (mathematics and computer

science); Dana/Matthews Fuller (biomedical sciences); Feldberg (business administration and

engineering sciences); Kresge (physical sciences); Paddock (music); and Sherman (art,

architecture and photography); Rauner (special collections, archives, manuscripts).

The Library’s home page, which can be found here, includes access to the catalog of owned

and licensed content, details about services and resources, information about and access to all

campus libraries.

The library is a member of Ivy Plus, which provides access to more than 70 million volumes.

Dartmouth users can locate and order books directly at this link.

Feldberg Library supports faculty research, teaching and student learning at Tuck School and

the Thayer School of Engineering. The library’s highest priorities include providing high

quality, responsive service and supporting faculty information needs related to research and

teaching. Library staff provides access to assigned faculty reserve readings each academic

term and Feldberg librarians provide research publication and citation analysis support to

Tuck faculty to assist research evaluation.

P. Tuck Communications

Tuck Communications supports the strategy of the Tuck School of Business at Dartmouth

through the creation and distribution of integrated marketing communications content for use

on the school’s various websites, social networking sites, and in its core print publications:

Tuck Today, Admissions print marketing collateral, and various marketing pieces designed to

help tell the Tuck story, including Facts & Figures, the employment report, and the school’s

annual report of philanthropy. In addition to content creation, which includes stories, videos

with external vendors, photography, and HTML emails, Tuck Communications oversees the

school’s external web environment, including the core Tuck website, personal faculty sites,

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and websites for the various centers and initiatives. The Tuck Communications also manages

the school’s official social media channels—Twitter, Facebook, and LinkedIn—and handles

all proactive and reactive media requests. Tuck Communications receives inquiries from the

international, national, and regional news media. As part of that process, they help the press

find appropriate experts for their stories and seek opportunities to encourage the press to cover

news emerging from the Tuck campus. Significant developments in research and education, as

well as novel activities and opinions of faculty, students, and the administration can

sometimes form the basis of news articles, feature stories, or opinion pieces.

To inquire about working with Tuck Communications, please contact Lindsey Walter at 603-

646-2733

Q. Dartmouth College Notice of Nondiscrimination

Dartmouth College and the Tuck School is committed to the principle of equal opportunity for

all its students, faculty, staff, and applicants for admission and employment. Our

nondiscrimination policy is at this link.

Inquiries or complaints concerning the application of the notice of nondiscrimination and Title

IX of the Education Amendments of 1972, including the institutional response to sex

discrimination and sexual and gender-based harassment, may be referred to the Title IX

Coordinator and/or the United States Department of Education:

Kristi Clemens

Title IX Coordinator &

Clery Act Compliance Officer

Parkhurst Hall, Room 009

Hanover, NH 03755-3541

Phone: 603-646-0922

Email: titleix@dartmouth.edu

Web: Dartmouth.edu/sexualrespect

Office for Civil Rights, Region I: Boston

Office

United States Department of Education

5 Post Office Square, 8th Floor

Boston, MA 02109-3921

Phone: 617.289.0111 | Fax: 617.289.0150

TDD: 800.368.1019

Email: ocr[email protected]

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Inquiries or complaints concerning other forms of discrimination in the educational and

employment context may be referred to Vice-President of Institutional Diversity & Equity

and/or the United States Department of Education and/or New Hampshire Commission for

Human Rights:

United States Equal Employment

Opportunity Commission

Boston Office

John F. Kennedy Federal Building

475 Government Center

Boston, MA 02203

Phone: 800.669.4000 | Fax: 617.565.3196

TDD: 800.669.6820

Web: eeoc.gov/field/boston/index.cfm

R. Diversity Plan

As our guiding principles and values make clear, diversity and inclusiveness have been topics

of concern at Tuck for many years. Efforts have been in place to increase the number of

minority, women, and international students, faculty, and staff and then to create an

environment where all can learn,

work, and contribute to their full potential. Actions we take

to achieve that goal are:

•

Articulating the importance of diversity and inclusiveness in the school’s overall strategy

statement

and then continually reaffirming their value throughout the academic year in

both words and

actions;

•

Actively recruiting minorities, women, international, and other students to form a

diverse class of MBA students;

•

Actively recruiting a diverse group of faculty and staff;

•

Promoting opportunities for community members to interact with diverse groups of

people;

•

Sharing the resources of the Tuck community and larger business community with diverse

groups;

•

Supporting individuals and particular groups with specific programs and services;

•

Continually offering forums for discussion, dialogue, and education on diversity; and

•

Seeking continual feedback on our progress in creating an inclusive community.

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S. Hiring Procedures

1. Foreign Nationals and International Students

U.S. federal regulations directly affect the ability of an educational or research institution to

admit, appoint, employ or invite non-U.S. citizens to campus. These regulations are issued

and enforced by a variety of U.S. agencies, including the Departments of Homeland Security,

State, Labor, and Treasury.

Many programs and schools at Dartmouth have established procedures, with the help of the

Office of Visa and Immigration Services, for bringing internationals to campus.

For a complete overview of Office of Visa and Immigration Services (OVIS) procedures for

the admission, invitation, or hiring of non-U.S. citizens at Dartmouth, go to this link or visit

the OVIS website.

a. Employment Verification. The Immigration Reform Act of 1986 requires all

employers to verify employment eligibility and identity of all newly hired employees.

As a result, all hires must furnish acceptable documents that establish both employment

eligibility and identity on the first day of work. Additional information and the

acceptable documents can be viewed here.

b. The I-9 form and instructions can be found at this link.

As an E-Verify Employer, we are able to sponsor certain individuals for an extension of

their work authorization. Please contact OVIS for more information.

2. Volunteers

a. It is unlawful to fill work positions that are typically paid (research assistant, teaching

assistant, etc.) with unpaid volunteers. Dependents of international students on F-2 visas

may not legally work in the U.S. under any circumstances.

b. Contact the Tuck Talent Management office for guidance and approval if you are

considering a volunteer.

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3. Student Employment

If you anticipate hiring a student, please contact the Tuck Finance Center

([email protected] or Nicole Richer-Maloney) with the

following information:

• Student name(s) and affiliation (undergrad, Thayer, Tuck)

• Type of work (RA, TA, Tutor, Other-identify)

• Duration of assignment (term, course title if applicable, start and end date)

• Pay rate (if different than standard)

• Using STAR funds? (Most TAs assisting with courses are paid out of Tuck Instruction)

[Note: “Students” are defined as actively enrolled through one term following the

completion of degree coursework.]

Notify the Tuck Finance Center (see above) when seeking to hire an undergraduate student.

A jobnet position will be created and posted on the Jobnet employment site through the

Dartmouth Student Employment Office (SEO).

All student

employees are required to complete an I-9 (work eligibility and verification) form

within three days of beginning work. (see “a. Employment Verification” section)

Employed students will record work hours through the web-based Kronos timekeeping

system. A report of student work hours will be emailed to Faculty supervisors at the end of

each pay period for review and approval. Students who do not record work hours for three

consecutive pay periods will be de-activated in the payroll system.

a. Non-Student Employment (Tuck Partners, non-Dartmouth Students)

Spouses/partners of Tuck students and other students are eligible for employment at Tuck in

all relevant posts except those requiring access to or handling of confidential information

pertaining to students. They will be given equal consideration for all other positions according

to Dartmouth Administrative Guide (DAG) policies. Contact the Talent Management office

for essential information and steps regarding all staff (non-students) hiring.

b. Rates of Pay

Students: The current pay rate for Tuck students performing work as a Teaching

Assistant/Course Assistant-Grading/Tutor is currently $20/hr. Hourly pay rate guidelines for

undergraduates and Thayer graduate students vary. Please consult with the Tuck Finance

Center (or email Tuc[email protected]) for guidance with pay rates

prior to hiring to ensure uniform payment for specific jobs.

Staff/Non-Students: Dartmouth’s compensation team provides expertise in evaluating

position descriptions, and making salary recommendations for staff positions. Hiring ranges

are set based on job responsibilities, internal equity, and market data for each job. Salary

expectations will be discussed as part of the recruitment process.

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T. Policy on Sexual and Gender-Based Misconduct

Tuck follows Dartmouth policies regarding Dartmouth’s Sexual and Gender-Based

Misconduct Policy and Procedures, found here.

If you or someone you know has been affected by sexual or gender-based harassment, sexual

assault, sexual exploitation, dating or domestic violence or stalking, please reach out to the

Title IX office for guidance and support. Information on the full set of available resources

can be found at this link.

You may choose the person with whom you feel most comfortable. Anyone can reach out to

the Dartmouth Title IX Office, 646-0922, or Sally Jaeger, Tuck’s Title IX Coordinator, 646-

2190.

U. Academic Freedom, Tenure, and Responsibility of Faculty Members

The Agreement Concerning Academic Freedom, Tenure, and Responsibility of Faculty

Members can be found here in the Organization of the Faculty at Dartmouth College

handbook.

V. Amending the Tuck Faculty Handbook

The dean’s office is responsible for maintaining the handbook. The following rules apply

changes to certain aspects of the handbook.

• Any policy dictated by Dartmouth College is not subject to change by Tuck.

• The rules in Section III relating to the organization of the Tuck School are bylaws

that can only be amended as described in Part D of Section III.

• Changes to the policies in Section IVB, Promotion and Tenure at the Tuck School,

must be approved by the Promotion and Tenure Committee.

W. Handbook Version History

This version (04/03/24) replaces the prior version (10/21/22). The key changes made were as

follows: to define the Tuck membership of the General Faculty of Dartmouth College in

Section I; update definitions of the Curriculum and Strategy Committees in Section III due to

the separation of the strategy and organizational behavior research areas; update the teaching

loads for assistant professors in their first four years in Section IV; and to include the new

Dartmouth Academic Honor Principle in Section V.