On Monday, Wednesday, and Friday I will be on campus between 8Am and about 3:30PM. If I'm not in my office, I'm likely in the building. Outside of class if there is no emergency simply e-mail me at home emakamson@cox.net. I check this email in-box frequently. If you have need of personal contact or if there is an emergency call me at home. My home office number is 757-838-1597. My residence line is 757-827-4738. Call me at home if it is after 5PM, Monday, Wednesday of Friday, when I have classes. On Tuesdays and Thursdays, and on weekends, call me at home. Please don't call me after 10PM unless you truly have an emergency that must be resolved at that time. If I'm not home the answering machine will kick-in after 3 rings - leave a message for me and tell me how to return your call.
During my office hours I am on campus and usually in my office. If you visit me and I am not in the office, I will be back momentarily. Simply have a seat and wait a few minutes. If I am a 'no-show' there is a reason: I've been called to an administrative office or there is a meeting, or I have another compelling reason. I usually put a note on my office door - see if there is one. You may need to return later in the day. Failing these- put a note on my door or desk and let me know how to contact you, I'll find you or look for you during the next class period.
If you need to see me about grade issues: Make sure that you have checked mgmtguru.com to review your reported grades.
If the issue is that you believe I have made an error in reporting a grade - bring with you the paper or test that is disputed.
If the issue is that I have not reported a particular grade for you make sure that I have reported this grade for others - the on-line grades may simply not be updated.
If the issue is that you feel you are not earning the kinds of grades you think you should earn- review and bring a sample of your graded papers or tests. We will review these and attempt to develop a strategy for improvement.
If you feel that I have been 'unfair' in grading your paper or test, first, review what you submitted. You have 2 weeks to report this issue to me - to preclude students from opportunistically asking for a review of "everything" turned-in during the semester. When we discuss your grade you are expected to defend your position. Personal reasons such as "I have to have an 'A' (or other higher grade) in your class because ....." are not acceptable and seem to me to be unethical - you're asking for preferential treatment. If this is your argument know that I state in my syllabus that I have the right to reduce your grade by a letter grade for unethical behavior. If you show sound reasoning or authority (a published article, text, or journal) I will take that into account in re-evaluating your grade - so, do your homework before you come see me to enhance your position. I enjoy strong rational discussion of contested issues in management - and there are many such issues that could lead to a different conclusion than the one I anticipated in a test or paper.
If you miss a class what happens next depends on several factors:
If I teach multiple sections of the course, simply go to a later section and let me know that you are attending at that time on that day. I treat this the same as having attended at the scheduled time.
If I do not offer another section of this course, unless there is a test that day you likely will be recorded as "absent." This isn't a problem unless you have multiple absences. I normally do not "excuse" absences, but if you have what you think is a legitimate reason bring documentation to me for a decision. My decision is authoritative and is based on the policy I have adopted for your specific course.
If you missed a test (or other major activity), know that these are scheduled by my syllabus to facilitate your planning. When I permit a 'make-up' test I typically have to construct a new test. Like most people I really don't appreciate the extra work, especially if it is to accommodate someone else's extra hour of sleeping-in. If you know in advance that you'll miss a scheduled test, let me know as soon as possible - I'll write an extra test for you as I write the ones I use in class. If you simply failed to come to class and missed a test, your best bet is to see me and explain your absence - see my syllabus for my policy.
If you need to leave class early I appreciate your courtesy of letting me know about it, and it usually this is not a problem - we all have competing obligations from time to time. In general I feel that the 50 minutes of class is my and your work time - this is our job. So, as a former business executive I simply feel that the minimum expectation is that people be at their job. I almost never cancel a class and if I do, you know that (1) there is an important emergency or (2) a compelling HU reason. In any case I will explain it. Similarly, if there are competing tasks for that 50 minutes in the day that we have class, you are an adult - decide where you need to be and do it, don't come to class. If you need to leave during class simply raise your hand and ask for permission if you do not have prior permission. If you simply leave I will note that on my roster. Do not return to my class until you have seen me to explain your departure. Should you return, I will ask you to leave my class. Please follow my instructions. If necessary I will remove your name from my roster and inform Administration that I have removed you from my class pending an Administrative review. As I am responsible for managing the decorum of my classes my expectation is simple: students and professors come to class and work for 50 minutes. If this policy is a burden for you, see me, your advisor, or the Chair of Management to identify an alternative course that can accommodate your special needs.
If you are a little late to class, I may mark your attendance as ".5" rather than "1" as a penalty. Unless this is an on-going issue the grade implication is minor. If you have on-going problems with getting to class on time - see me. If there is a later section, we may be able to find a seat for you there. If the problem is another professor letting you out of class on time to meet my class, maybe we can discuss this with the other professor to help you. If we cannot identify a solution, then you may consider taking the course in another semester when the course timing is better for your schedule.
If you registered for my course late, there is no "penalty." I start recording your attendance grades on the date given me by the Registrar as to when you registered (I begin recording attendance the first class day after your registration date). If you registered really late in the semester, you likely need to see me immediately to examine what assignments you may have to make up.
If you get sick during a regular class, leave and go to the student clinic. There you'll receive a note that you can show me on your return to class. If you are sick and cannot come to class, visit the student clinic to make sure that it is just the "flu" and return to class when permitted with your clinic note. If your sickness requires more than a few missed days of class, if you can, email or telephone me (or ask a friend to let me know) so we know your situation and haven't "wandered off.". The student clinic should verify your illness (if using a private physician, just show your medical note to the HU student clinic personnel). If you have a chronic (on-going) condition that causes you to miss a lot of classes, the HU clinic will verify this. Unless you really think it is important, I don't need to know why you were ill or what is the matter with you, using the HU student clinic to verify your illness permits you to keep your health private and permits me to rely on a university medical authority to verify your absence. See me when you return to class to work out how we can accommodate any assignments you missed due to sickness.
If you have special needs attributable to a medical condition, HU has a policy to accommodate to your needs. I do not need to know about the problem, but I do need to know that you have a specific need. If you do not know how to obtain the special permit that HU uses, see me or see you faculty Advisor for help.
If I assign a textbook in my syllabus the text is required. At my website I have a list of on-line book dealers where you might be able to acquire the text either new or used at some savings, although most "bargains" are obtained by negotiating with other HU students who have the text and want to sell it. If you do not have a text - this is a personal problem. I do not have a "loaner" text so please do not ask.
I use cases in all of my courses and the way I approach grading cases in each course differs. After you have checked my instructions in your syllabus and at my website, if you feel that your work is undervalued, come see me. Before you see me make sure you re-read your analysis and any comments that I may have offered on the paper. Many of the problems with grading a student's analysis I attribute to the student's inability to express an idea in a clear, precise way. I read to a student what is written and the student responds, "But, what I was trying to say was....... ." Right! If the student had written what he now expresses the grade likely would have been higher. I grade what I see on the paper, and sometimes what I see is unintelligible. If your case analysis is contrary to my own, there is only a problem if you fail to develop the logic of your perspective. Lastly, I have no way to grade "effort," I grade performance based on what I see.
If I use a "grade sheet" for your course it will be downloaded from my website - look on the page for "Downloads."
The most frequently asked question for case analysis is "What is it you want?" and "I don't see a problem. What is it you want?" Your task with case analysis (in MGT499) is: Read the case. This is a story about a company, industry, or people. Most case writers will telegraph the problem or issues within the first few paragraphs or in the last few paragraphs. Missed it? Look at the title of the case: any "hidden" issue there? No, then you certainly have a "hard" case. I rarely assign a descriptive case in which there is nothing to analyze. SO, before you give up on finding a case problem, discuss this with your team members. Anyone find the issue or problem? No! Then proceed as follows: re-read the assignment in the syllabus and the case. Read the materials I have at mgmtguru.com on how to do the assignment, then come see me. If I can tell that you've done all of these things first, then I'll give you a hint. Expect that if you see me about this problem I will ask questions to verify that you know the case. Too often the confusion students have about the case problem is attributable to failure to actually read the case.
My policy is: I do not accept work beyond the date it is scheduled due. If you anticipate a problem, let me know in advance. If on the date the assignment is due you have last minute problems, see me immediately. If you tell me after the assignment is due that you failed to complete it on time because of whatever reason, I'll likely enforce my policy. For cases this is especially important: we discuss cases in class and no student should have benefit of the class discussion to complete the assignment late Start the case analysis with enough advance time that the assignment can be completed on time.
To me commenting on a student's paper before it is submitted is similar to giving the student an advantage over other students - and, do not expect that I will do this. If this is your first assignment and you're really not sure the format is correct, I'd rather you ask before you do the assignment, but I will look at your paper and confirm correctness of format - that's all. Occasionally, I will invite a student to submit a paper to me in advance for review. I would do this only when the student is failing (or near failing) and I believe that special tutoring is required. But, even under this circumstance the student should not expect that I am "going to show them how to do the assignment." I am simply reviewing the paper to ensure that prior errors are now corrected. If a student were to ask for and obtain substantive assistance on a case, I will require the student to learn from this assistance but require the student to submit another (later) case for a grade.
I can (and have) made mistakes in grading a paper or a test. If you believe this occurred, you have 2 weeks after the paper was returned to you for me to review my grading. If I made an error I will correct it. If the problem is more than an obvious error then see my comments here.
I have pretty clear instructions in my syllabus and repeated on the final exam for closing semester grades. Changing grades reported to the registrar is difficult, and there are instances in which Administration will not approve this. The process is: To request a change of grade the professor completes a form and explains in detail why the grade change is requested. This is approved/disapproved by the Chair, Dean, and Provost. So, the process takes time and each level of administration has input to the request. I may not know if the request is approved or disapproved, or why. Since such a request is an admission of my error - the request itself reflects negatively on me. Still, I have made a request for a grade change when (1) there are extra-ordinary circumstances ( a student's mother died on the date of the final exam) or when I truly made an error in calculating the student's grade. Nearly all the requests I get for changing a final grade are based on student pleas for a higher grade for all kinds of reasons. I ignore these. So, follow your grades reported at my website. Come see me early if you have a problem. See me within 2 weeks if a paper or test grade is contested. My job is to properly evaluate your work and performance and report a grade that reflects my evaluation. There are very few good reasons to change a student's final grade. In nearly 15 years I have done this maybe 2 times.
If you check grades at mgmtguru and there appears to be an error, let me know. If my calculation is wrong, it will be wrong for everyone because I use algorithms to do the math. Even though I check and recheck formulas a minor error may not be visible and could really mess things up. For this reason, I am pretty good at setting up the algorithms and am rarely wrong. Still, I will recheck the calculations and show you how I came to your grade.
I am truly sorry you failed to maintain the academic standing that your scholarship, you, or your parent requires. I have graded all my students on the same standards and I do not treat anyone differently - nor do I want my students to ask to be treated differently. I hope that through future effort you can regain your scholarship, self esteem, or parental approval because I do not offer extra-credit. I recommend that you set a realistic standard for future courses and monitor your progress throughout the course. If you are not meeting your standard visit your professor for an assessment. Expect that your course grade will be based on assignments and tests in the syllabus, not assignments contrived to help only you.
Cheating is not a charge I would make without some kind of evidence. I will share my evidence with you and we will discuss it. If I am still convinced that cheating is involved, the student should proceed to his/her advisor and the Chair of the department of management under the protocol for Administrative remedy. I will follow up with a memorandum on our discussion and the evidence to document that you did take the first step to address the matter with me.
Cheating is gaining an advantage one is not entitled to because of stealing (or trying to steal) answers on a test, using unauthorized sources (electronic device, notes, etc.) during a test, buying and/or using someone else's work, or plagiarism (see this web page) .
If I detect what I think is cheating, you need to come see me in my office. How I proceed is at my discretion. My preference is simply to let someone else adjudicate the matter by referring it as a Code of Conduct violation with the evidence that I have.
I actually like student feedback. I rarely hear from students about how a class is going, although I sometimes spend class time at the end of the course asking about how to improve a course or asking how something I attempted worked out. I change materials, exercises, presentations, and/or grading almost every semester. So, if I am doing something that isn't working for you or if I am doing something you'd like to see more of - let me know. You can visit me in the office or send me an email.
Don't even think this, much less express it. The facts are that I work for HU and the President signs my check. I have no contract with any student other than my intent to try to follow my syllabus and to teach based on a number of years in business and in education. My model of our relationship is not "seller-customer" but "professor-student." There are schools that "sell" diplomas - HU is not one of them and don't try to make it one. I have had students say this (and even parents). I consider this attitude as disrespectful and, frankly, a sign of ignorance. Expect that I will manage my classes according to the Code of Conduct and according to the experience that I've gained as a former business executive and long-time educator.
Working in groups can present inter-personal problems. Through group assignments students are expected to learn how to manage these relationships because these are the kinds of problems you're going to confront the rest of your career - working with people you may not like. My suggestion is bear with this issue (the semester is short). If you can't (and you're sure 'you' are not the problem) try joining another group.
Neither I nor the faculty decide on the rules governing student attire. But, these are the rules at HU. I am expected to enforce them. Students are expected to follow them. You likely know the rules better than I do: No hats. No doo's. Nothing with profanity. Look like the students in the catalog! Do not ask me to jeopardize my contract with HU that requires me to enforce the "dress code" by ignoring the rules. I have to and I will enforce them.
If I ask you to "stop talking," "leave the room," or whatever, please comply. We can discuss the matter later outside of class. I have a job to do and I cannot allow someone to obstruct that.
I like email for informality and efficiency. But.. messages "get lost" for lots of reasons. If I get a message from you I will acknowledge it. If you don't get a reply within a few days either I didn't get your message or I have already provided you with my answer. The only time I will accept emailing of assignments is when I have prior agreement with the student to permit this. If I have not approved this, expect that your email will be deleted. I will email you and explain that you are not authorized to email the assignment. You will need to do another assignment or the grade will be "0".
I will ask a student to leave my class for few reasons: (1) The student abruptly left my class without permission. Under this situation, the student should not return until I have discussed leaving and granted the student permission to return to class. When the student simply returns to class without permission, I will ask the student to leave until the matter is discussed with me in my office. I have this policy to limit class disruptions - students popping in and out of seats is a problem. (2) There is an incident with the student that I will not or cannot resolve in class. If I ask a student to leave the best response is to avoid confrontation and simply leave. See me in my office to discuss the matter and resolve it. I have never had this occur but if a student were to escalate the matter and not leave, I will manage the issue according to the Code of Conduct or otherwise.
I report grades at mgmtguru and return all graded papers to students. A student should know his/her standing in my class at all times. If you are not doing well in the course, first check all your grades. If I have not reported a grade you know you have earned, email or see me about this. A missing grade could adversely affect your course grade. If the grades are correct, then set up an appointment with me for assistance. We will attempt to understand what the problem is and what can be done to help overcome the problem. Do not wait until the last few weeks in the semester - it's too late then. Whatever we might have done to salvage your grade cannot be done at this late date. If your problem is "overload" it is possible that identifying assignments in the syllabus more accommodating to your workload will help, but you and I must bring the course to a conclusion as scheduled. If it is not too late, your recourse may have to be to drop the course and pick it up when you have more time. I do not have "extra" credit assignments to help students reach a particular grade objective (and, frankly, think this is not ethical unless all students have the same opportunity to improve a grade). If you have a tough time with management because of the material, we all understand that we have differing capabilities - some can't do math and I can't sing. Still, most of my students pass my courses and you can too.
Group assignments are usually important assignments in my courses. They require coordination among members and this is partly what students are expected to learn. If your group cannot perform and cannot meet the schedule for assignments, you and your group need to see me. The options are, however, limited.
I will not know if there are religious observations you need to follow unless you tell me. If you are required to cover your head, despite HU's dress code policy the university will respect your needs and this will be evident from your student ID card - just show it to me. If there are other issues, religious or medical, let me know before I make the mistake of asking you to do something you shouldn't be asked to do.
It is hard to cover every issue. If there is something you'd like me to cover, just send me an email.
Many students really do want me to change my attendance policy. Over many years I have experimented with a number of policies and know that the one I now have is superior to anything else I have tried. I consistently find that attendance to my classes is closely correlated with grades. While a few students can and do earn high grades despite poor attendance, more commonly students with poor attendance earn low grades. High attendance also does not assure a high course grade. Trying to interpret my data I think what happens is that students who attend classes at least know what is going on and when assignments are due. Simply being "present" seems to matter. So, this is the behavior that I reinforce and reward by having it contribute to the course grade. (Actually the business model is likely better - but I can't "fire" a student from my class for failure to show up for the job.) There is enough latitude in the grading (it is spread out over all the class days in the semester) that missing a day or so will not adversely affect a student's course grade. Since I typically do grant "excused" absences I don't have to worry about verifying student excuses - efficient for me. If you know about a superior system, let me know. I experiment with this policy frequently and will try something new. The objective has to be on student learning and accounting for each student's attendance (HU requires this). For now whatever I record for attendance is authoritative.
In all the years that I've been at HU I don't think I've ever been late to class. But, it could happen. Wait 15 minutes for me. If I don't show, something is very wrong. I would appreciate it if a student would have everyone sign in and give the list to me during our next meeting. I'll explain what happened - it'll be good!
I don't really think you learn by me telling you stuff. This "education thing" requires both of us to be involved. The presumption is that I know stuff you'd like to know (or have to know)...and, I do know my field. What I don't know is how you learn. I have begun to adopt an "organized" and more formal approach to instruction than (frankly) I like. This involves use of PowerPoint, detailed syllabi, and an informative website. If you engage these, you should learn. For my higher level courses I use less of these, and the course is less "structured." I prefer an interactive approach to teaching - where I hold a conversation with students about the materials. This requires that student come to class prepared to talk with me (meaning, having actually read the assigned materials). As you can guess, students (at least most students) do not prepare or read assignments. So, I have moved to this structured, more formal approach to introducing the materials. When I have tried to refrain from using PowerPoint, etc., students objected, so I have kept this approach and continue to learn how to use it. At some point you must engage me, though. If you failed to understand what I am trying to present, ask me to clarify, ask for an example. (In my opinion, some business theories are "silly" so you are free to point that out...challenge it.) When we interact as professor and student - we've got it about right: teaching and learning is occurring.
I do not provide a "review" for tests. I do answer questions, so before a test if there is something you didn't understand ask me to explain it. At my website I provide old tests and a few self-tests. These may be helpful for test preparation. While the content of my courses doesn't change radically from semester to semester, the sequencing of material does change and emphasis on concepts may change. So, old tests should be examined to make sure that I am covering the same material this semester.
If I have scheduled a make-up test for you, I will be in my office. If I'm not in my office, I should have a note on my door explaining why. Wait 15 minutes otherwise, then get in contact with me by email or telephone.
It's been over 10 years since I created mgmtguru.com. I created it because at that time only 30% of my students were "on the Internet." As a business professor that was a problem...and the website solved it. The site has changed over the years as has its role in my teaching. It is now a repository of course information, a way to communicate grades and special information that I do not cover in class. I prefer my own website to Blackboard because I am in control of it and there are no limitations (except my skill level). I manage it, pay for it, and the errors and glitches are usually mine. It is public - which means I get emails from all over the world from students asking for advice or wanting to cite my work in a class paper. Other faculty at universities stumble on the site and have copied some of my work, cited it in articles, referenced it in their websites, or argued with me about my interpretation of some theory or work. As long as it has utility to me, I'll work to keep mgmtguru going.
Originally I registered the site as a "dot-com" just to show that any person can own this kind of address. If you want to create your own website there's now lots of sites on the web that will help you. Just "goggle" whatever it is that you need to know.
Professors help students with grad school, jobs, and other situations in which our letter of recommendation can help. Before you ask me, make sure I am your best choice. If you are not passing my course or accused of cheating by me, I am probably not your best choice. What I require is that (1) give me enough time (at least a week) and (2) come see me, if possible. I will ask you write a brief biography. I need to know something about you as my job is to sell you. A resume is usually not enough. I want to know: what have you done that makes you 'special'; what are your hobbies and free-time activities (goes to being well-rounded); any community activities; any leadership activities. If applying for grad school what can I say to tell the committee that you can complete the program; where are you going with your life/career? If you are no longer at HU, you can email this to me. Make sure I know what the company/school/program is looking for so I ca be responsive. Better yet: let me know exactly what you are applying for. Send me the forms (if any) that I need, include postage.