As a university instructor, have you ever been told that you are not nurturing enough, or that your expectations are too high because you are making your students uncomfortable? Have you been advised to place your critical comments to students within a sandwich of positive comments? If you can answer yes to any of these questions, then you are likely doing something very right.
Douglass Campbell
Douglass Campbell
Information for Prospective Undergraduate Students
This information is for students who are concerned about my teaching philosophy, my thoughts on grading, and the way I structure my classes. If you have questions about administrative issues, then please see my non-grading FAQ. If you're interested in how to do better in one of my classes, read this FAQ. You might also glean a great deal of information from my FAQs designed for my current students. You might be able to glean some information from the grades I've given in the past, as well.
This all looks like it's TL;DR. Can you summarize all of this beforehand?
If you prefer to read this in chart form, I've created one here.
I welcome all students into my classes; I wouldn't do this if I didn't enjoy it! I hope that you'd come to my (and everyone else's) class with an open mind, ready to learn; but, on the other hand, I understand that information about me as a professor will help you to make empowered choices. Take a look at the summary lists below and decide if I'll be compatible with your learning and educational goals.
Before anything else, please know that I honestly care about all of my students and their futures (even the ones who get mad at me for whatever reason). I take my responsibilities as an educator seriously and I will never let me personal views negatively impact my view of any student (so, back to the previous parenthetical comment--I don't use revenge as a tactic if you do happen to dislike me). I want my students to succeed and to grow as scholars and I will do anything within my power to enable that.
In short, I have a tendency to create classes that cater to those who believe they've come to college to learn. I can't please everyone, and I would much rather be disliked because I "was too/overly/unnecessarily difficult" than disliked because I wasn't challenging or didn't give a student his or her money's worth. My honest opinion is that, like lifting weights, short-term pain equals long-term gain. I know that you might be uncomfortable for awhile, but later on, your pain will be worth it. I understand that this teleological outlook will make me the target of your ire if you don't have healthy mechanisms for dealing with discomfort, but I'm not willing to trade your future for my comfort. I think I'm not alone when I write this as a professor: my tests and assignments aren't necessarily designed with your comfort in mind; there are things in the world that are, but tests, essays, assignments, etc. aren't.
I have faith that you can succeed if you apply yourself and I promise that you'll receive the grade you earn. I also have faith that, somewhere, no matter what they're willing to pronounce in public, that students want to learn something of value while they're in college. As such, every assignment I hand out and every test question I give is designed to move learning forward. My exams are tough, but I don't pad them with easy or busywork assignments in order to make students feel good about themselves. Everything I assign is designed to push students' limits and test their boundaries. Learning is growing and I'm not going to waste anyone's time with padding or fluff.
At the 1000 level, I design classes as introductions that probably won't differ much from any other professor's 1000 level survey course. You will have to write an essay, but I'll teach you everything you need to know, and the essay won't be terribly onerous. At the 2000 level, there's a chance that I'll offer a "high B" option that will reduce your workload if you don't mind a B (not B+) being your highest possible grade.
You could find that I'm compatible with your educational goals if:
I welcome all students into my classes; I wouldn't do this if I didn't enjoy it! I hope that you'd come to my (and everyone else's) class with an open mind, ready to learn; but, on the other hand, I understand that information about me as a professor will help you to make empowered choices. Take a look at the summary lists below and decide if I'll be compatible with your learning and educational goals.
Before anything else, please know that I honestly care about all of my students and their futures (even the ones who get mad at me for whatever reason). I take my responsibilities as an educator seriously and I will never let me personal views negatively impact my view of any student (so, back to the previous parenthetical comment--I don't use revenge as a tactic if you do happen to dislike me). I want my students to succeed and to grow as scholars and I will do anything within my power to enable that.
In short, I have a tendency to create classes that cater to those who believe they've come to college to learn. I can't please everyone, and I would much rather be disliked because I "was too/overly/unnecessarily difficult" than disliked because I wasn't challenging or didn't give a student his or her money's worth. My honest opinion is that, like lifting weights, short-term pain equals long-term gain. I know that you might be uncomfortable for awhile, but later on, your pain will be worth it. I understand that this teleological outlook will make me the target of your ire if you don't have healthy mechanisms for dealing with discomfort, but I'm not willing to trade your future for my comfort. I think I'm not alone when I write this as a professor: my tests and assignments aren't necessarily designed with your comfort in mind; there are things in the world that are, but tests, essays, assignments, etc. aren't.
I have faith that you can succeed if you apply yourself and I promise that you'll receive the grade you earn. I also have faith that, somewhere, no matter what they're willing to pronounce in public, that students want to learn something of value while they're in college. As such, every assignment I hand out and every test question I give is designed to move learning forward. My exams are tough, but I don't pad them with easy or busywork assignments in order to make students feel good about themselves. Everything I assign is designed to push students' limits and test their boundaries. Learning is growing and I'm not going to waste anyone's time with padding or fluff.
At the 1000 level, I design classes as introductions that probably won't differ much from any other professor's 1000 level survey course. You will have to write an essay, but I'll teach you everything you need to know, and the essay won't be terribly onerous. At the 2000 level, there's a chance that I'll offer a "high B" option that will reduce your workload if you don't mind a B (not B+) being your highest possible grade.
You could find that I'm compatible with your educational goals if:
- You view college as a time to grow and learn and to break old habits in order to instill newer, better ones.
- You're secure enough to accept an honest and comprehensive evaluation of your abilities.
- You look forward to a challenge and you're ready to accept the temporary discomfort that comes along with breaking old habits and adapting to newer, better ones.
- You like to read and write, and/or, if you're trying to become a better writer and want an honest appraisal of your work.
- You like to work with professors before you're graded and if you receive a grade lower than you expect your general reaction is to understand your deficiencies and improve as a scholar.
- You view college as an overall "lifestyle" or "experience," of which coursework is a part, but not necessarily the primary component.
- You're convinced that you're an above-average scholar or that you don't have to work hard in order to do well and don't have a mechanism to deal with violations of these (or other similar) self-imposed ideals.
- You purposefully search for easy-going instructors who offer relaxed grading or if you search for professors that understand how their class needs to fit in with your already busy life, course load, or schedule. Or, if you honestly believe that your GPA is the most important aspect if your college education.
- Reading and writing is a dreary chore for you and you're unwilling to discomfort yourself, or if you believe that you're writing has peaked and you have no more room to improve.
- You wait until after a test or assignment has been graded and, instead of attempting to understand your deficiencies, you attempt to have the grade changed after the fact (particularly if you tend to use disrespectful or intimidating speech or actions in your attempt). This also applicable to those who like to "bargain," "argue," or "negotiate" for a grade or those who believe that a type of conspiracy is involved when a poor grade is received. If you have these tendencies, please see this page for arguments that have no chance of changing your grade.
How tough are you? Do you grade hard or easy?
I think this is a pretty fair question since there's a great range of professors out there with different goals for their students (and for themselves).
In general, at the 1000-level, I would place myself in the "average" to "slightly difficult" range. At the 2000 level and above, I would place myself in the "moderately difficult" to "difficult" category, but, it's always tough to say since it's relative to each student. As a student, you must weigh the risk/reward ratio to your satisfaction. Compared to professors 100 years ago or more, I'm "laughably easy" to "criminally easy." If you don't believe me, check out the Harvard entrance exam from 1869 I've linked directly below (remember, it's an entrance exam, so you had to know this stuff before entering college and many of the students entering Harvard were in their mid-teens).
In general, I grade somewhat tough because:
You can also get an idea for how tough I am by reading previous students' comments here.
In general, at the 1000-level, I would place myself in the "average" to "slightly difficult" range. At the 2000 level and above, I would place myself in the "moderately difficult" to "difficult" category, but, it's always tough to say since it's relative to each student. As a student, you must weigh the risk/reward ratio to your satisfaction. Compared to professors 100 years ago or more, I'm "laughably easy" to "criminally easy." If you don't believe me, check out the Harvard entrance exam from 1869 I've linked directly below (remember, it's an entrance exam, so you had to know this stuff before entering college and many of the students entering Harvard were in their mid-teens).
In general, I grade somewhat tough because:
- I think that's it's fair and ethical that you receive an honest evaluation of your current academic strengths and weaknesses. Artificially inflating someone's ego through easy grading harms them far, far more than it will help them.
- I believe that students should strive for excellence (you'll have your rest of your life to cut corners while getting paid to do it; why do it when you're paying hard-earned tuition money??). At the university level, you have access to experts who have dedicated their lives to perfecting and honing their skills, talents, and knowledgebases; few people in the world have this type of opportunity! Don't settle for them telling you half-truths about your progress!
- I believe that learning and feeling challenged (and, perhaps, feeling uncomfortable) go hand-in-hand.
- I have high standards for a student's benefit; as such, I can't ask less of a student and continue to hold these standards.
You can also get an idea for how tough I am by reading previous students' comments here.
| Harvard Entrance Exam - 1869 |
Do you take attendance?
Unless I'm required to (and you'll know via the syllabus if I am), nope; but I do ask if you're coming to class that you be on-time so that your entry doesn't disturb others in the class. Please note: if I don't take attendance, that doesn't mean you shouldn't come to class. You still need to learn the material, participate, and receive instructions that alter the course. Any changes I make verbally or in writing within the class are binding and override what's in the syllabus.
How long should I study each week for your course?
It's really up to you to understand your own study habits. Some might be able to get by studying just a few hours per week for my class. Ideally, you should devote about two to three hours outside of class for every hour that you're in class.
How much reading do you assign?
In general, I assign:
- 1000-level courses: Three books per semester, or, about 50 pages of reading per week
- 2000-level courses: Probably three books per semester, or, about 65-75 pages per week
- 3000-level courses: No fewer than three books per semester plus articles, or, about 100 pages per week (it depends on the topic and course design). At this level, you might work with primary sources, as well.
- 4000-level courses: It really depends. If it's a pure reading seminar, then plan to read between 100 pages and one book per week. However, these courses can differ quite wildly in scope and design, so you might read less or significantly more than this. Contact me if you're considering a 4000-level course and have concerns about the reading load. At this level, you will certainly work with primary sources of some kind.
Do you assign essays or research projects?
Since I teach history, you can bank on an essay (unless you take the high-B option at the 2000 level). Essays at the 1000 level are designed to give you an introduction to proper essay writing. Essays at the 2000 level and above will require original thought and will require you to construct your essay in such a way that you use evidence to prove a student-designed thesis. Research projects may be assigned at the 3000 level and will probably be assigned at the 4000 level. At the 3000 and 4000 level, check with me before the class begins if you're worried about undertaking an independent research project.
In summary:
In summary:
- 1000-level courses: Usually three to four pages, usually one source, but perhaps a few shorter sources, instead.
- 2000-level courses: Around five pages, one source.
- 3000-level courses: If there is a straight-forward essay, around five to seven pages, up to five sources. You might do a directed research project instead.
- 4000-level courses: It really depends on the course.
What do you consider A work, B work, etc.
At each course level, I will judge you on the abilities you should have at the start of the course (based on its level) and your mastery of the material in order to be prepared for a similarly-themed class at the next level of coursework. Therefore, you will be graded based on how much you can learn and improve over the course of the semester. I place a great deal of emphasis on directions--I know it's tedious, but I believe that it will honestly help you in the future.
- If you receive a C as your final grade, you have demonstrated that you’ve grasped the material given to you over the course of the semester commensurate with that course’s level.
- If you receive a B at the end of the course, it means you mastered the materials enough to be properly prepared for a similarly-themed course one level above the course you just completed. In my experience, a student who is leveled correctly at the beginning of the course and advances satisfactorily through the course will, most likely, earn a B.
- If you receive an A at the completion of a course, you are properly prepared for a similarly-themed course two levels above the course you just completed. If you’re taking a 3000- or 4000-level course and receive an A, you should be prepared for the first year of graduate school, perhaps beyond.
I'm not a historian! I don't know how to write a history essay!
Don't worry! I will teach you everything you need to know at all levels. I'll give you specific instructions and I'll provide you with a very clear and complete rubric (you can use it like a checklist). If you're good at following directions and breaking old habits, you'll do just fine. However, the higher the level of the course, the more I'll anticipate that you'll be able to go and find information on your own.
Will you help me with rough drafts?
Yes! Absolutely. Since your introduction is the most important component of your paper, I'll take these via e-mail. If you want to do this, please copy-and-paste your introduction into the body of an e-mail message; don't send me an attachment. I will, in turn, make comments on your introduction and return it to you as a Google document. This requires you to have a Google account, but you can use any e-mail address in order to sign up. If you're unable to obtain a Google account, you'll need to bring your intro to my office.
If you want me to review your entire essay draft, please print it in hard form and come by during my office hours or make an appointment to see me. Please remember: even if we go over your draft 100 times, you might not receive an A on it after you turn it in! All passing grades are "good" grades to me, and I grade without prejudice. Sometimes, we need to take a lot of smaller, intermediate steps before you're in the A range. We might need to improve one aspect of your writing first before we can improve on your writing in a larger sense.
If you want me to review your entire essay draft, please print it in hard form and come by during my office hours or make an appointment to see me. Please remember: even if we go over your draft 100 times, you might not receive an A on it after you turn it in! All passing grades are "good" grades to me, and I grade without prejudice. Sometimes, we need to take a lot of smaller, intermediate steps before you're in the A range. We might need to improve one aspect of your writing first before we can improve on your writing in a larger sense.
Do you assign a mid-term? A final? If so, what are they like?
I generally assign three tests at the 1000 level. The first two tests are equal weight and none are comprehensive. The main body of the third test at this level is non-comprehensive and mirrors the first two exams; however, there is a comprehensive essay you must complete on the final.
At the 2000 level and above, I generally only assign a comprehensive final. At the 3000- and 4000 levels, I may or may not assign a final depending on the structure and makeup of the course.
If I assign a final that requires you to write an essay from memory, I'll provide you with all of the possible essay questions. I'll also provide you a sample test so that you can familiarize yourself with the types of questions you'll encounter.
At the 2000 level and above, I generally only assign a comprehensive final. At the 3000- and 4000 levels, I may or may not assign a final depending on the structure and makeup of the course.
If I assign a final that requires you to write an essay from memory, I'll provide you with all of the possible essay questions. I'll also provide you a sample test so that you can familiarize yourself with the types of questions you'll encounter.
Since my class uses a grader/TA, will the grader/TA grade my assignments?
It really depends. I attempt to grade essays, if possible; however, there's no guarantee that this will be the case. No matter what, I will clearly delineate to your TA or grader what constitutes an A, B, C, etc. answer, paper, or essay.
Do you offer a "high B" option?
I offer a high-B option to students in some 2000-level classes (and, perhaps in some upper-division classes). If you choose this option, you won't have to complete an essay, but if you do this, the highest grade possible will often (but not always ) be a B+.
Do you provide a clear rubric for your essays?
Yes. You will download a very specific rubric and attach it to the front of each essay you turn in. You can follow it just like a checklist. However, even if you follow every direction, that doesn't guarantee you'll even earn a passing grade. One way you might fail an essay even if you follow the rubric is if you turn in a technically competent essay but do not address the primary question I asked you to answer.
Do you give extra credit?
In general, my classes always include a way to earn more points than the total number available, but they're usually not "gimmie" points. So, the direct answer is, "yes, I always build extra credit into the class." However, if I offer a "high B" class, usually those taking that option will not have a chance to earn extra credit.
Do you curve?
In the general sense: in favor of the class, maybe; as a detriment to the class, never. If 100% of the class earns an A, then then everyone gets an A. However, if no one earns one then I won't record any for that term (this has never happened as of this writing).
On occasion, If I give an exam and the highest quartile is somewhat low (assuming that my students took the test in good faith and actually studied), then I will up-curve that exam (and that exam, only) so that the high grade for the class becomes the curve standard. This happens around 15% of the time.
I never, ever curve essays.
At the end of a class, if there are several people who need just a smidgen of points to earn the next higher grade, I'll mass-curve the class slightly to balance the grades in the class' favor. However, we're talking about a smidgen.
On very, very rare occasions, if I have a class in which most of the students are severely deficient but improve throughout the semester, I will logarithmically curve the entire class in order to help those who improved.
So, yes, I do curve at times, but there's no guarantee that your class will be curved.
On occasion, If I give an exam and the highest quartile is somewhat low (assuming that my students took the test in good faith and actually studied), then I will up-curve that exam (and that exam, only) so that the high grade for the class becomes the curve standard. This happens around 15% of the time.
I never, ever curve essays.
At the end of a class, if there are several people who need just a smidgen of points to earn the next higher grade, I'll mass-curve the class slightly to balance the grades in the class' favor. However, we're talking about a smidgen.
On very, very rare occasions, if I have a class in which most of the students are severely deficient but improve throughout the semester, I will logarithmically curve the entire class in order to help those who improved.
So, yes, I do curve at times, but there's no guarantee that your class will be curved.
Will I be able to change my grade after it's been assigned?
Please go to this FAQ for an answer to this question.