Professor
Robert Campbell
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Most Helpful Review
Spring 2020 - I love professor Campbell! He's the nicest guy I've ever taken a class from. He handled having classes online very well this quarter. He speaks clearly and makes sure that everyone understands what is going on in the class. His notes are also LOVELY as he writes down almost everything he plans to say. A straight-forward and kind professor is what I need and Robert delivers.
Spring 2020 - I love professor Campbell! He's the nicest guy I've ever taken a class from. He handled having classes online very well this quarter. He speaks clearly and makes sure that everyone understands what is going on in the class. His notes are also LOVELY as he writes down almost everything he plans to say. A straight-forward and kind professor is what I need and Robert delivers.
Most Helpful Review
Fall 2020 - TOP CLASS I'VE TAKEN AT UCLA Although Walter Okitsu and Robert Campbell won't be teaching this class again, to my knowledge (UCLA hired a full-time Transpo professor, I think), I imagine they'll come back to guest lecture for this class and that will be a treat. Walter and Robert (a) care about students learning (b) are so freaking knowledgeable about this stuff and (c) give great lectures, with great information, and great slides. Course content: everything related to traffic engineering! It was a great survey of lots of different areas of traffic engineering, including lanes, roads, signals, intersections, levels of service, jurisdiction, parking, and really a lot more. Course format: during COVID, synchronous quizzes every week made me wake up for that lecture, but I watched the other lecture and discussions asynchronously. Those quizzes and the final (group) project were the main contributors to grade, I think. The final project focuses on a case study, where a team of 4-5 students make a /very/ detailed recommendation for what the city can do to improve a certain corridor.
Fall 2020 - TOP CLASS I'VE TAKEN AT UCLA Although Walter Okitsu and Robert Campbell won't be teaching this class again, to my knowledge (UCLA hired a full-time Transpo professor, I think), I imagine they'll come back to guest lecture for this class and that will be a treat. Walter and Robert (a) care about students learning (b) are so freaking knowledgeable about this stuff and (c) give great lectures, with great information, and great slides. Course content: everything related to traffic engineering! It was a great survey of lots of different areas of traffic engineering, including lanes, roads, signals, intersections, levels of service, jurisdiction, parking, and really a lot more. Course format: during COVID, synchronous quizzes every week made me wake up for that lecture, but I watched the other lecture and discussions asynchronously. Those quizzes and the final (group) project were the main contributors to grade, I think. The final project focuses on a case study, where a team of 4-5 students make a /very/ detailed recommendation for what the city can do to improve a certain corridor.
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Most Helpful Review
Spring 2025 - Most assignments were heavily procedural and focused on mechanical Excel operations. Python scripts were pre-written, which removed the opportunity for us to practice implementing or customizing code ourselves. This minimized both creativity and hands-on engagement. The final class project lacked flexibility. Nearly all presentations followed the same rigid structure: Only four PowerPoint slides with one route-specific analysis and three identical figures. The content and interpretation across students were largely the same, leaving no room for individual reflection, creativity, or deeper insight into ITS applications. It felt more like a formatting exercise than a culmination of what we had learned. The final exam emphasized memorization over comprehension. Despite the instructor's earlier statement that similar wording or understanding would be accepted, my answers were marked incorrect for lacking exact terms or phrases—even when conceptually accurate. For example, I lost 0.5 points on a question about Transit Signal Priority (TSP) because I didn’t explicitly mention the two specific implementation methods (“extend green” and “truncate red”), even though my answer correctly described the principle and scenario. The grading is relied too heavily on specific keywords rather than assessing overall understanding. I received a 28/35, and several of my peers, particularly non-native English-speaking Asian students, experienced similar grading inconsistencies. This has made the testing experience feel overly rigid and less inclusive. Regarding the course content itself, it mostly introduced high-level ITS strategies without diving into the technical mechanisms.
Spring 2025 - Most assignments were heavily procedural and focused on mechanical Excel operations. Python scripts were pre-written, which removed the opportunity for us to practice implementing or customizing code ourselves. This minimized both creativity and hands-on engagement. The final class project lacked flexibility. Nearly all presentations followed the same rigid structure: Only four PowerPoint slides with one route-specific analysis and three identical figures. The content and interpretation across students were largely the same, leaving no room for individual reflection, creativity, or deeper insight into ITS applications. It felt more like a formatting exercise than a culmination of what we had learned. The final exam emphasized memorization over comprehension. Despite the instructor's earlier statement that similar wording or understanding would be accepted, my answers were marked incorrect for lacking exact terms or phrases—even when conceptually accurate. For example, I lost 0.5 points on a question about Transit Signal Priority (TSP) because I didn’t explicitly mention the two specific implementation methods (“extend green” and “truncate red”), even though my answer correctly described the principle and scenario. The grading is relied too heavily on specific keywords rather than assessing overall understanding. I received a 28/35, and several of my peers, particularly non-native English-speaking Asian students, experienced similar grading inconsistencies. This has made the testing experience feel overly rigid and less inclusive. Regarding the course content itself, it mostly introduced high-level ITS strategies without diving into the technical mechanisms.
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