Change Of Grade Request Form: Fill & Download for Free

As you can tell from the other answers: It depends.At my university, instructors can submit a grade-change request months or even years after the class has ended. Those forms used to be closely guarded paper forms—those magic things that make multiple copies when you write on the top sheet—that required multiple signatures from department heads, deans, and the pope. About ten years ago, they became a much simpler web form; I assume the pope gets an email notification or something.I have filled out dozens of these forms, both paper and online. (One semester, I had a systematic error in my final grade calculations—an off-by-row error in the spreadsheet—affecting about a third of the class, which I only discovered after the deadline. That was a fun afternoon.) I have never had a grade request turned down. I have never had a grade request take more than a few days to be approved, or more than a couple of weeks to take effect, even when the forms were on paper.My record for latest grade change is seven years after the class ended. I don’t know if there is an actual time limit.Your mileage may vary.

No, not really (in reference to Northwestern). And it has taken some time (and a reunion visit) for me to recognise this.I went to Northwestern. And while the facilities, faculty and most of the students are brilliant and world-class, the fact is, a “second tier/runner-up” mentality pervades the place.I’ll start with the students: (I’m sorry to say this, but I am just being honest and relaying my personal experience, as requested.) This was especially true among many of the middle- and working-class, white, higher-achieving (in terms of grades) students, who disproportionately came from more conservative, midwestern backgrounds.The overwhelming posture among them was that they were somehow cheated out of getting into Yale or some place (no doubt, by “Affirmative Action quotas”) and that, at NU, they were stuck with a bunch of minorities and Ivy League rejects, like themselves.But let me be frank about this: I never saw any of these people in the advanced courses. When I was there taking the honors series in economics, the accelerated mathematics courses and the graduate-level courses I could register for at NU—and when I went to Stanford to take graduate courses, as a sophomore—I didn't see any of the complaining and moaning losers around me.They were “high-achieving” only because they mainly stayed the low-risk course of protecting their GPAs. What they really wanted was a hall pass to walk into an Ivy League school, and clearly the admissions committees had seen through the facade (so I assume).As a result, they didn’t dare challenge themselves with courses that had high fail out rates (like Bob Eisner’s economics B01, or the math department’s Real Analysis, C10 and C11). By contrast, I plunged into these sorts of courses like a mad person, without fear and with the belief that if I got a B, it was a well-earned B that made me grow.And my colleagues on this sort of “masochistic” journey were mostly foreign students. An occasional Asian student and one or more African-American or Latino students were also there. But the complainers with the second-best mentality? I did not see any of them.However, this same group of complainers hated to see anyone else achieve. For example, when one of my lab partners (a Greek national) blurted out a loud “congratulations” that I’d gotten accepted to Princeton for grad school—unfortunately, in a computer lab filled with people—I got a few stares of a hatred. One girl even looked like she was starting to cry.Really? I mean, seriously? You could not have done the same thing by simply working hard?So that was the students—at least a significant portion of them that I met while there. They felt they were Ivy League material but didn’t want to do Ivy League student-level things to get in, so they made everyone else who chose NU because it is a great school, miserable.Then there was the administration—and this is what I learned attending a reunion last Fall: From the president on downward, there seems to (still) be the view that NU students are second-best.For example, in an award ceremony at the reunion hosted by the president, the question he kept asking panelists was “How did NU help you achieve what you have achieved?”I was stunned by this line of query.At Princeton (and at Stanford) the posture is exactly the opposite. The administrations, realizing the brilliance of students, believe the school’s entire value rests on that brilliance—not its own.Thus, at a similar Princeton (or Stanford, or Harvard, etc.) panel, the president would probably ask: “What lessons from your achievements do you think WE at Princeton could benefit from?”The second question indicates humility, while the first question from the NU president smacks of pride. No, I’m sorry: I loved many of my professors and colleagues at NU, but NU did not make me. Schools do not make students, at least not ones who seek more. Schools are made by such students.Had I gone somewhere else of the same caliber, I’d have most likely ended up in the same place.Worse yet, this pejorative view of the students at NU seems to trickle down to many faculty in the form of grade deflation.While many (outsiders) accuse the Ivy League schools of grade inflation, at NU, a well deserved A was generally a B- and on down the scale. The lower grade seemed not so much a reflection of the professor wanting you to work harder to achieve more but of the professor evaluating you as worth much less—perhaps, in comparison to himself or herself.By contrast, with the exception of many in the economics department at Princeton (which is another story because, well…economists are quite often, social morons), I found faculty behaving as though we were junior colleagues.Whether it was David Card, Doug Bernheim (brilliant economists, undermining my earlier jab:), John Nash or Erhan Cinlar, or some other giant in his field: they genuinely wanted our feedback and opinions, because they were humble enough to recognise the potential equality of our minds, despite our younger ages.Moreover, to round out this story, I sent an email to the president of NU some time after the reunion I attended—purposely structured in a very polite tone—gently suggesting how the administration’s goal of becoming world-class (like Harvard, Princeton, etc.) would be aided by adjusting this posture.I outlined how this might be achieved (I’m a consultant, after all), used examples from Princeton and other schools with which I am familiar, and how, for its success the change would require, at its inception, a change in the president’s attitude.His response?“Interesting”.I read that and felt like a person who has just told a slob—for the slob’s own good—he has something disgusting dripping from his chin but, in return, receives a rude gesture.So no: I don’t feel good about having attended NU, friends and other great people and teachers I met there, notwithstanding.Of course, I am grateful I was given the opportunity to attend (it is still highly selective school and it still has great teachers, resources, etc.) but, were I to do things over again, I wouldn’t go there. Indeed, I don’t plan to encourage my children to go there either—not unless I see a major change in administrative mentality.On the other hand, I am totally bullish on Princeton and Stanford and many other schools, including Cambridge, where I now teach. In fact, I regret not recognizing this long ago, while I was attending those schools, as I’d have soaked up much more, but I was perhaps jaded by NU.Upon some introspection, I can only say that perhaps my disdain for NU’s student and administrative culture is all about attitude. While the more brilliant schools bowed their heads to me, an admittedly unremarkable person (I mean, let me be honest), NU is still hoping even its most remarkable students will bow their heads to it.Thanks for the interesting A2A!

A2AYou're a little late on the draw, partner, but instead of seeing your advisor you'll need to go directly the the administration office and ask for a change of grade request form. Then you must find the professor and have him agree to sign the form for a grade change.Of course, you'll need to prove what you say with the tests scores or documents.This happened to me a combined 6 times at 2 schools, where 4 of the grades were improved and 2 remained the same. On two occasions as soon as I knew what my grades were, I talked directly to the professors and each of them said no. You'll need proof.