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Answers to your questions will appear here.

My Office is located in Buckman Hall, Room 215. The Office Phone is 727-5361; use Extension 2 for Voice Mail. My Office Hours change each semester but are published in the syllabus and at this link. My Home Office Phone is 827-5671 and email is emakamson@cox.net.

Although I do have posted Office Hours, often I am called away to attend to other University business. As I usually teach MWF, I am nearly always on campus for most of these days. If you don't find me in the office, try seeing me before or after class. Or, obtain an appointment by emailing me, telephoning me at the office or at my home. These contact numbers are posted at this Website and on my syllabus. You may also leave me a note in my office mail box located in School of Business administrative office, 1st floor.

If you have an emergency, call me at home - that is why I publish my home number. Use your good judgment as to what rises to the occasion of an "emergency".

If you are having trouble with grades or assignments in my course, I want you to take the initiative to see me early in the course. See me before or after class, or email me for an appointment. Students typically discover grade/assignment problems too late, at the end of the course. There is little that can be done at that point. My ability to help you, though, is based on the what the problem is. I know from experience that most students will pass my courses (although they may not achieve the grade they want). What I will do is assess your difficulty and offer the best advice I can to resolve your problem. I have no "extra" credit or "make-up" assignments that remedy consistent failure to perform, but I also know that for most assignments a "poor grade" on any one or two assignments should not be "fatal". I will not do the assignment for you; indeed, if you meet with me to discuss an assignment, I will assume that you have attempted to read and comprehend the assignment ( and will invite you to return to meet with me only after you have done this.) I cannot recall ever failing a student who early sought this kind of help. Students who delay assistance do fail.

Attendance issues can be contentious between the professor and student. I do see my job as trying to get students to my class. Someone pays quite a lot for my course. They (parents or lenders) believe that you are taking advantage of what is being paid for; and, moreover, my own statistical analysis of performance in my classes demonstrate a strong correlation between attendance and grades. Students, however, have competing priorities and, sometimes, just feel like "taking the day off". So, my attendance policy is straightforward: I expect you to be in class, on time, from the start of the course, and stay until the class is over. Because the grade is the main reinforcement tool I have, I also include attendance ("Participation") as part of the course grade, usually 10%.

The "Participation" grade is calculated, as follows: A class will meet a number of days in the semester semester, and I will take roll. If you are present at the time of the roll, you earn "credit". If you are late, you must see me after class to report. I record this as "half credit", if the tardiness is not more than 15 minutes after roll (in my judgment). Absence, or later tardiness, is "no credit". At the end of the semester these credits are added and divided by the total number of class days, minus 3 days, to yield your "Participation Grade". I subtract 3 days to allow every student the possibility of missing a few classes or being late occasionally. Every student can meet my attendance requirement. Because I permit 3 absences, I do not ask you to document absences. And, I do not "excuse" incidental absences for any reason, including legal, health, athletics, family emergencies, or job issues. To avoid scheduling conflicts, I strongly advise you to register for courses at times you are available.

If you miss a class in which a test (or other graded event) is scheduled by the syllabus, you will need a very clear and compelling rationale for justifying a "make-up". I will assess this on a case-by-case basis. My inclination is that there is no "make-up", but ask if you have what you think is a solid reason.

Once class begins, we have work to do. Teaching is my job and the classroom is my workplace. Part of the job is to engage you, the student, in the learning that I seek. This often will resemble a controlled chaos, in which there is lively discussion, purposeful acting out, and intended movement. These collectively engaging activities are not the same as activities serving individual interests that compete with the work at hand. Expect that I will maintain decorum in my classes appropriate to the in class work that I am attempting to manage. So, once class begins, come prepared; attend to personal needs, interests, and communications before or after class. If there is a personal "emergency", raise your hand and obtain permission before leaving the class, moving about, or doing anything disruptive to the work at hand. This is a simple courtesy that allows me to except you from the activity or lecture. In the alternative, if you leave my class without permission, do not return until you have explained your absence and I have permitted your return. Leaving prematurely will change the attendance credit to "not present" and may bar future return to the class. Of course, if you have a special reason for leaving class early, let me know before class. There is usually no problem, and I appreciate the courtesy.

Tardiness to class can occur for legitimate reasons. Most of my classes are 50 minutes, and often I will not complete the roll until 5-10 minutes into class time. This, in my opinion, does not leave much "work" time. So, if a student is later than this, attendance may be recorded as late ("half credit"). If you are late to class, see me after class to add your name to the roll and record the "half credit" points. This is not a serious grade issue, unless a student is consistently late, then the "half credit" begins to add-up. If the cause of chronic tardiness is structural (tight schedule between classes or job) consider a course at a more convenient time, or come talk to me. If the cause is personal, all I can do is advise you that in business this trait will be more costly than it will be in my classes. Now is a good time to remedy your problem.

I start taking attendance on Day 1 of the course and stop before Reading Day. These days constitute the "course" in which I evaluate a student's performance. The "Participation Grade" is simply the percentage of these days that a student attended class. A student registering late can miss 1 or 2 days at the beginning of the course. I do record these as "0" credit, even though the student was not registered because the course was underway. Because I subtract 3 days at the end of the course, 1 or 2 days missed at the beginning is not a problem, unless the student has a recurring attendance problem. The "problem", from my viewpoint, is not the initially missed days, rather it is the later missed days. So, if you register late, minimize future absences to protect your "Participation Grade".

Textbooks and class materials are your responsibility, and," yes" they are required if I have them on the syllabus. Frankly, (and you may not know this) I buy my own books. Publishers do provide "examination copies", but I rarely take advantage of this. And, when I do get a "free" copy, it becomes my "home" copy. I also think that textbook prices are way too high. Because I also buy every book I also know how much each costs. I choose the books I use in my courses, simply because I believe this is the best material for what I am attempting in the course. I do not have "reserve" copies or "loaners" - don't ask. You may be able to find low prices for books by shopping on the Internet, or try a "used" book (just make sure it's the correct edition). My experience is that the lowest price is the "secondary market" at Hampton - other students selling last semester's books.

Students can misperceive that case grades are "subjective". This can lead to the attribution that the grade is "personal" or "unfair". Actually, I grade these papers with quite a lot of information available to me: first, I do my own analysis of each case; often I have the benefit of the the case author's analysis; usually, I have prior experience with assigning and grading the case; and, I always have a comparative perspective of what all students have attempted and done with the same case. So, there is a "model" case analysis based on experience, my analysis, and comparative references afforded by other students' analyses. Moreover, depending on the course there are guidelines: in an introductory course (MGT301), a student cannot make a grade higher than "B-" if there is no attempt to engage the week's assigned readings and concepts; in an upper level course (MGT499), a student cannot make a grade higher than "B" if significant financial, market, or economic data are not evaluated. In all courses, I provide a "rubric" as to how the grade is structured and publish help in my web pages as to how to analyze a case. I also provide considerable "feedback" to students in the graded paper through "margin notes" or at the end of the paper, especially for the first case analysis. Use this information to improve future papers. Students' efforts pay off only when guided by insightful, informed analysis of the case. If you wish, I will always discuss case (and other) grades with students. Ask for an appointment and prepare by reviewing the case and your work. The objective is to identify what went wrong and how I viewed this, so you will need to be prepared to defend your paper.

I require that the "Grade Sheet" be attached to the student's analysis of the case. The grade sheet explains how the grade is determined. Points will be subtracted if the grade sheet is not attached. The grade sheet is available at the "Download" page.

Particularly if a student has little experience with cases, trying to write an analysis can be daunting. Be patient and give yourself time and follow the development of cases in the class discussions to learn how to identify business problems. We are trained to read a stated problem and to find a solution, but cases don't present themselves as clearly structured textbook problems because "problem identification" is part of the learning. If the experience of identifying both the problem and solution is new and hard, here are some hints: 1. Most cases will present a decision maker and engage this person in a dilemma - who is the decision maker and what is the problem? 2. Look at the case title and section headings - do these focus on a problem? 3. Read the first and last paragraphs - authors will often identify the problem there. 4. Is the situation at the beginning of the case the same as the situation at the end of the case - if not what changed or caused the change (In MGT499, always look at the changing financial position, if available.)? Lastly, if after all of these attempts you have still found no problem, ask: is this case just about teaching a particular theory, concept, or skill? What is it? (What are we learning this week in class?) Can I explain the case by showing how the case well explains this?

Because the class normally discusses cases (and other assignments) in class on the day that they are due, allowing students to turn in an assignment after it has been discussed provides an advantage that other students do not have - knowledge of the significant case facts and solutions. All assignments are due on the day scheduled by the syllabus. There are no exceptions.

A request to review assignments or cases prior to when they are turned in, provides an advantage that is not fair. And, I will not do this. If you have serious ambiguity about an assignment or case, then ask me to help clarify, but not to review what you're written. I usually consult with students by asking questions, so be prepared if you are asking for help. (If you ask for help and have no idea about the case or assignment, the reason for your problem will be obvious: you haven't really looked at it.) Only if you are failing assignments and need the kind of help that warrants my review of your material before you turn it in, will I offer to see your work before you submit it.

When a student reports that an assignment has been turned in, but I fail to find it, there is potential for conflict between the teacher-student that we need to avoid. The potential conflict is attributions on both sides about the intent or behavior of the other, when factually no side knows the other's intent or actions. The problem is: an assignment is due and I do not have your assignment to grade. The solution is: see me about the problem immediately on discovery that you failed to earn a grade. I will assess the creditability of your offering that the paper was turned in on time based on our prior interactions. If there have been no prior events, I tend to believe the student and will accept a copy for a grade. You must see me as soon as you discover the problem: usually when papers are returned to students or when grades are reported at my website. As I write in my syllabus: students must keep copies of all assignments turned in for a grade. Regrettably I can not permit a student to "re-do" a "missing" assignment because the original work product must be graded.

I do make mistakes (incorrectly add/subtract, miss points, and even fail to understand what a student wrote). When I have made a simple mistake, bring it to my attention for a correction. Contesting a grade on the basis of other issues is also invited, but before proceeding make sure you have identified your authority or reasoning that justifies your answer. If your protest appears to be "opportunistic", that is, based on the need for a higher grade rather than validity of your work, then a penalty can be imposed - to discourage this kind of behavior. I impose a time limit on all change of grade requests of 2 weeks after the paper or test has been returned to the student. This is sufficient time to identify errors or to contest a grade. I close all grades, except for a final test grade, on Reading Day. Two weeks after a paper or test has been returned and after Reading Day I will not review any prior grades. I need to do this to bring the course grade to completion and to minimize "end of semester" opportunism.

Because I typically do not give final examinations worth more than 5-10% of the course grade, a student will know his/her standing in the class before the final test, which has value to only add 5-10 points to the earned grade. Students are required to accept/challenge the total points earned before sitting for the final (and for MGT499, students sign that they accept the earned grades). Therefore, the possibility for error on the final grade is minimized to the 5-10 points on the final. I try very hard to have the grade I report to the Registrar as the final course grade be accurate. Requests for change of grades are increasingly not authorized by my Chair, the Dean, and the Provost. If I do make an error on the final test or in calculating the final course grade, I will petition for a "Change of Grade", but I cannot guarantee that it will be approved - I do not have this authority. I will not petition for a change of grade for any assignment completed prior to Reading Day, as students are required to contest those grades within 2 weeks or prior to Reading Day. I strongly recommend that students monitor all grades throughout the semester to insure that the grade reported is the grade earned.

An earned course grade is based on a number of assignments and your attendance throughout the semester. I try not to be personal or subjective in grading, so don't ask me to be. Most tests are "objective" and have an authoritative answer. Other assignments depend on a rubric for grading (see "case analysis", for example). Students also have a 2 week window to contest any graded assignment. If you know you need a certain grade at the end of the semester, you know you need it at the beginning - go to work to achieve it. Under no circumstances can or will I award course grades on any basis other than those stated in my syllabus. I do not provide "extra-credit".

Cheating is not a charge that I will ever make without foundation. If I am convinced that a student has cheated in my class, I will deal with it. Students understand the recourse to my Chair, the Dean, the Provost, and the University's Judiciary committee to seek redress. The student's obligation will be to demonstrate innocence to these authorities. I do not tolerate "cheaters". Frankly, there is no one test or assignment in most of my courses that rationally balances the risk of being caught against the risk of failing the course.

Cheating is earning or attempting to earn a grade you do not deserve, or assisting another to earn a grade they do not earn. There are many forms: looking at another's test paper, using materials or devices not authorized in taking a test, turning in an assignment that you did not do, copying another's work without crediting their authorship, or actions or inactions allowing such work to be turned in as yours for a grade. Also, assisting another to cheat by communicating answers during the a test, doing someone else's assignment, and responding to the roll is cheating.

If I believe a student has cheated I will assess the situation and follow my own judgment. I may simply give the student a "0" for the assignment, but my inclination for more serious events is to write a letter to the student and to my Chair stating the situation and asking that the student be removed from my class with the grade of "F". Once I have taking this action, the student's recourse is administrative and beyond my purview. Students in this situation should follow the advice of administration, their lawyer, or whomever. However, I do not want them to return to my class unless I have have clear instructions to permit this from University administration.

While students are learning the course material, I continuously am learning how to teach it. If you have a suggestion or complaint, why not let me know? I like the direct approach, but you can also e-mail me. I cannot always do what students want (For example, a few students don't like working in groups, but this "team" experience is absolutely essential.). I always listen to what students have to say about my classes and presentation. What we now do in classes may be based on this kind of feedback.

Somewhere, somehow, a few students got the idea that I work for them, or that education is a "customer"-"seller" relationship. Nonsense! I am a professor, and educator. Frankly, I hold a hard earned PhD in Management and have a number of years as a business executive, and can afford to be "picky" about whom I work for. For now, I "work for" Hampton University: No student ever signed my pay check. You are my student. I am your teacher. That is our relationship. I have nothing to "sell". Indeed, part of the "job" is to develop your critical thinking. I am doing this job (for now) because I made a conscious decision to mentor future business women and men. What you think is important to me in the context of your development and how I might help you develop further. But, I answer to a higher authority - my own judgment. I rely on my own judgment to take such measures as I believe to be necessary to do my job as teacher.

Working with groups is tough - exactly why we practice it. I am trying to teach you to manage and to collaborate by working with groups. Often, there are problems with group members - sometimes personal and sometimes others simply don't act right. I expect you to manage this. If the issue is personal either work it out with the member, or find another group. If the member is not productive, meet with the team and work towards a solution: try giving the member notice that her/his work is not acceptable to the group, and, if necessary, ask the person to leave the group (reinforced by the fact that the group will no longer add the member's name to the cover page for a grade). This is tough, but these are precisely the kinds of management problems you are going to continue to confront throughout your business career. If you find that you cannot work with your group (for any reason), you should find another group to join - just ask around. If you tried, but couldn't find a group, then ask me to help - there may be a group that needs another member.

The University's Dress/Hat Code is publicized, and students know it. What you may not know is that by contract the faculty are required to administer it. So, if you wouldn't be seen with your mother in public in a type of dress/clothing on, it's probably not OK to wear to class. And, the University's "hat" code is pretty much absolute - no hats, du's, caps, etc. My personal opinion is that the university has a right to set such standards and students have a choice as to where they go to college. What I resent is a student who, knowing the rules, violates the rules in my class. This action places me in jeopardy - because I am not supposed to allow it. If I do not do something, I'm in conflict with my contract with the university. So, don't put me in that situation. If you do, expect me to follow my contract: I will enforce the dress code in my classes.

Because the classroom is my workplace and because I have only about 50 minutes to do my job, I am very protective of class time. I would prefer that if a student has competing needs that they do not come to class. Teaching and learning is a collaborative exercise, and it requires my focus and the attention of the student. "Chatter", "acting out", or other behavior that I deem disruptive can result in removal from the class. Once expelled the student will need my permission to return to class.

E-mail is a convenient way to communicate, but it is not flawless. Most of the problems I have seen are attributable to a wrong email address. But, if you are sending me an important message, it is a good practice to keep a copy of it in your folder to document its transmission. There will be a date stamp on the email and using the "Properties" dialogue tag it is possible to trace the routing of the message.

I prefer that students not email me their assignments and papers, unless I have given them special permission to do so. The reason is that I have to print this out, staple it, and there are no signatures (as I often require) on the cover sheet. Also, if the message gets lost in the "ether" the assignment likely will be late, if I am expecting it; otherwise, I simply have not ever received it. If you have permission to email me an assignment, make sure that your name(s) typed on the paper, and that the paper is attached to the email as a Word document (I cannot translate easily other document formats.

I will expel students from my class when I feel that their presence is disruptive or their conduct has been such that I simply want them removed (such as cheating). If a student is asked to leave, but fails to leave, I have the option of requesting Security to remove them or having Security bar their entering the class in the future. If needed, I will cancel the class until the matter has been resolved to my satisfaction. When I take this action the student will understand why I have expelled him/her. Returning to class is also my judgment. In most cases the student may see me and reach an accommodation and understanding of the terms under which returning to class will be permitted. Usually this is a promise of no recurrence of the kind of behavior that was the basis for expulsion. In more serious cases or repeat cases, a student may have no recourse to returning to my class, except as Administration may authorize.

If you believe that I have not recorded a grade you need to let me know. For group assignments, a student's name can be missed or for any assignment I simply may have made a mistake. It is helpful if you bring the missing assignment to class, show it to me to confirm the grade, and I'll happily make the adjustment. If this is a group assignment, you may have to track down whoever has the graded paper.

Because I rely on an algorithm to calculate grades, if I erred on your grade I have erred on everyone's. Let me know about this. Mostly, the problem is with the student's math, though. To calculate your grade, remember to apply the appropriate weights. If you are attempting to find a proportional grade (say, because the course is only 40% completed), make sure that you divide correctly. Also, if the issue is the Mid-Term grade, make sure that you are using the weights for obtaining the Mid-term grade - these are typically different from the course grade weights.

If the course is now ending, likely there is little that can be done to help a failing student. I try to structure the course so that the course grade is not dependent upon any single event, kind of knowledge, or earned in the last weeks. The course grade is the result of numerous activities and diverse learning across the semester, requiring continuous and persistent performance. The most obvious problem I see in counseling students is that failing students tend not to come to class often. The obvious solution is then: come to class. I think that when students do come to class, they simply tend to be aware of what is going on and meet deadlines. Less often, I have students that have a tough time with the course, and I am not sure why. For these students, I will work with you one-on-one, if needed, to help get you through, but you must identify your problem early enough in the course to make this work. Or, if you just need special help on a module or discrete material, come see me.

Group assignments are collaborative. You share responsibility for submitting the assignment on the date that it is due. I suggest that you call a meeting of your group and try to diagnosis where the problem is and how it can be resolved. If you cannot work with your group, see the answer the previous question.

I might make the mistake of asking someone to remove a head covering (if it's not obvious to my experience as "religious") or schedule events inappropriate for you, out of ignorance. If you have a religious observance of any kind that requires you to do something that I have required, I will not understand this is a problem for you unless you tell me. I can make exceptions to everything I do, and for me religious observance is a pretty good reason to do so.

The roll is taken orally each class day, first thing. You need to make sure that your "Here" is audible so your presence is accounted. But, the oral roll call and my reporting of attendance is authoritative (meaning: I will not change what I have recorded.) Often, the failure to record a student's attendance is attributable to tardiness, and the student fails to report to me after class to record attendance. So, a student may show, miss the roll call, fail to report late attendance, and be reported as "absent". While this will seem "unfair", I do not want to give undue time to the attendance record in a 50 minute class and this policy reinforces the behavior I seek to develop: being on time to class.

The "participation" grade in many classes is based on the professor's evaluation of a student's contributions to the class discourse. I have tried this, but abandoned it. I am simply not very good at this kind of record keeping and am limited in ability to fairly evaluate the merits of what a student contributes. The way I see it, my job is to solicit a student's participation or engagement in the class discourse. I do this mainly by Socratic method - asking questions. If a student is in class - I will try to afford opportunity to participate. So, participation is what I manage based on a student's presence in class; and, the "participation" grade is simply a measure of the student's willingness to participate by being in class. A student who attends more classes than another will have a higher "participation" grade.

What I'd really like to say in defense of my attendance policy is: "Most adults (your age) get up early; go to, often, monotonous jobs; punch-in, sign-in, or report to a boss in fear that if they are late they will lose their jobs. Give me a break." Niceties dictate that my response be couched more politic, so here it is: "My job is to teach you. Your job is to learn. I cannot teach a missing partner. My job is to evaluate. Your job is to achieve. Your talent is invisible if you are not present to reveal it. I will show up. You will show up. We will both do our jobs. We will both benefit in this collaborative undertaking. I will defer your gratitude until you are in mid-career.

I don't believe that in 10 years I have ever missed a class, but it could happen. Either by folklore or by policy, students are requested to wait 15 minutes for a professor. If don't show within 15 minutes, class is cancelled. I'll explain at the next class why I didn't show.

I'm pretty good at meeting appointments, but things do happen. If you have made an appointment for a make-up or other reason, wait 15 minutes for me. Leave me a note that you showed and tell me how to contact you. I'll set up a new appointment as soon as possible.

Faculty willingly write recommendation letter for our students. If you need one from me, I ask you to sketch out the kind of letter you want written, include things about you that I may not know. I especially want to know your hobbies (extra-curricular activities), evidence of community involvement (university, church, city, etc.), and work experience. I'll rewrite the letter. Include any forms and any envelope required. Provide as much information as you can about where you are applying and for what. Make sure I know when the finished materials are due.

Faculty sometimes are informed about jobs and internships. When I know about these, I either announce this in class or contact specific students who may be qualified or interested. Students can rely on me and other faculty to provide references (see previous question). Beyond these actions, faculty may not have special job/internship information or assistance. To enhance your job and internship search: 1. Make sure you have a current resume on file with the Career Center; 2. Attend career fairs and company interviews scheduled at Hampton University; 3. Work your network of contacts and use the Internet resources (see this link); 4. If you resort to a job search, get focused on what you want and where you'll fit; 5. Remember: you are only applying for the first job, not committing to life-time employment. The labor market goes up and down, you may have hit it a "bad" time. You may have to reappraise your expectations for an entry position, knowing that you are deferring a move into a more favorable position after you have gained a year or two of experience.

I treat sickness as one of the common reasons that people may not be in class, and count it as one of the 3 days of "free" excuses. So, a doctor's or other "excuse" is not expected or helpful. Only, if you miss a test or other grade assignment will an "excuse" be helpful to justify a "make-up". If you are sick for a prolonged period of time (more than a week of classes), then have someone let me know. When you return to class, see me about assessing the need for a special accommodation.

If you have a special case for accommodation outside my usual policies, you need to see me. The University has a formal mechanism for assessing degree of accommodation, and you may want to pursue this.

I do lecture, I just don't think that this is an effective way to learn. When I lecture, it's usually to explain something, and I don't yet know a better way to present the material. I think learning is easier if the student is engaged - talking, thinking, solving, reading, doing. This is what I strive for. So, if you read something, or hear about something, that makes no sense to you, be proactive and ask. Our interchange on the subject will lead to your learning. I may assume, incorrectly, that you already know the subject, or even simply forget to cover it in our class time.

Well, I will re-teach material, if asked, to clarify, but I don't ever provide a formal course "review". These have the potential of telegraphing the test: sort of like "let me tell you what you need to know for the test, so you can memorize it." I would then test your recall, not your mastery. I do test to my course objectives, so to prepare for a test read the "Teaching Objectives" in the syllabus. For some of my courses, I also provide prior tests at this website.

I have a page that describes this WebSite and its history. Click Here.

I do not teach web tools or web site development. But, if you are interested in this, there is considerable on-line help, tools, and courses - this is how I learned. You might start with my page on the Internet.

The WebSite has grown very large and finding things can be difficult. There is a Pico search engine available to locate anything at this site (it won't search elsewhere on the Internet). To use the search engine Click Here.

If I have failed to clarify a question you have about class policies or you have a special issue, see me or send me an email.