From last-minute changes to lack of key information, there should be more accountability in course planning.
By Jesus Cortez, Staff Reporter
Syllabi are necessary for every class. They allow students to better understand course structures and how to operate throughout the months they are enrolled in any given course. Beyond explaining the do’s, don’ts, and expectations, syllabi serve as guidelines that contain helpful information—such as where to find certain resources and how to best contact your professor.
However, as a college student for nearly six years now, I’ve noticed that some syllabi are not as concise as they should be, fail to include important information, and are overall not handled as well as they could be. This often leaves students confused and even disappointed about what their courses actually entail. Some students pay out of pocket, so denying them valuable information that syllabi should provide is a great disservice.
During my first semester at CSUDH, I enrolled in a class I was genuinely excited about. On the first day, I entered the classroom and spoke with classmates about our hopes for the semester. Most of them were as excited as I was, and things went great for the first two months.
The lessons were interesting, and the professor made each class entertaining thanks to their bubbly personality and unorthodox teaching methods. But then, they told us we had reached the halfway point in the semester and that the remainder of the course would be conducted asynchronously online.
Many of my classmates and I were disappointed because this change had never been mentioned in the syllabus. One classmate, a working mother, said she only had enough time for one in-person class. When the format suddenly changed without notice, she felt robbed of a significant opportunity.
I could relate to her disappointment, as there have been several times when I’ve felt misled by poor handling of or insufficient information in syllabi.
In my own experience, I was hit hardest by this issue in a course where I didn’t realize there would be no extra credit opportunities until I read the syllabus—after enrolling. I’ve always struggled with math, and I was barely able to pass the class. I spent the semester stressed out, not knowing how things would turn out. Knowing that I couldn’t rely on anything to boost my grade made things much harder.
A friend of mine had taken the same course with a different professor and passed with flying colors, thanks to the various extra credit opportunities that instructor offered. Hearing about the advantages he had left me feeling frustrated.
One solution I believe could help would be to allow students early access to a syllabus before they enroll in a class. An advance review would allow students to make informed decisions about whether a course is the right fit for them.
Yes, I know that preparing a syllabus early can be tough on professors. However, many of them use the same structure and information each time they teach a particular course. If that method isn’t feasible, I suggest that universities consider partnering with a website like Rate My Professors, since many students are already familiar with it.
I’ve been using that website since my second semester in college—after things didn’t go so well—and it’s been a huge help in guiding me toward the right instructors. The site could expand its usefulness by adding a section where students can ask questions about the courses a professor teaches, and the professor could respond directly, leaving both parties satisfied.
As I finish my last full semester of academia for the foreseeable future, I hope institutions will reconsider syllabi not as formalities, but as tools for transparency. At the end of the day, students deserve the clarity to make informed choices about their education.