EDITORIAL | September 4, 2024
The academic environment is supposed to foster learning and growth. However, recent disruptions within the Psychology Department have cast a shadow over this ideal. From exhausting schedules comprising small breaks to long hours vacant only to attend one subject. Making matters worse, discrepancies between the campus portal and actual classroom assignments have added to the confusion.
Third-year psychology students have faced considerable turmoil due to an unstable class schedule for their Abnormal Psychology course. The nature of academic schedules, which ideally should be set well in advance, became a source of stress and disruption for the students. The scheduling issues were particularly pronounced during the prelim period, with the schedule only being finalized afterward. This unpredictability not only impeded students' ability to plan their study routines effectively but also contributed to heightened anxiety during a critical academic phase. The fluctuating schedule likely led to conflicts with other courses and personal commitments, increasing stress levels among students. The lack of a stable routine can adversely affect students' academic performance, as consistent study habits and adequate preparation time are essential for success in complex subjects such as Abnormal Psychology.
Second-year psychology students have encountered a different set of challenges. Their Wednesday class schedule extends from 9 am to 4:25 pm, with just a 45-minute designated break between their first class and 3 succeeding subjects. In contrast to their Wednesday schedule which lacks sufficient breaks, on Mondays and Tuesdays, they face a three-hour gap after their first class, arriving early and waiting with no place to stay during the long interval, only to go home late after their last class. This exhaustive schedule leaves students with little opportunity to rest, refresh, or engage in other academic activities. The absence of breaks on Wednesdays can lead to fatigue, diminished focus, and reduced overall productivity. Students may struggle to maintain their concentration throughout such a long day, impacting their learning experience and performance in subsequent classes. On the other hand, for students who commute long distances to school, enduring a three-hour gap between classes can be burdensome. The lack of a suitable place to wait during these extended periods only intensifies the challenge, leading to a long and tiring day. Unlike their tightly packed Wednesday schedule, the prolonged waiting time on other days imposes an unneeded strain on students’ time and well-being.
In line with these, the recent departure of a particular professor on June 27th has further heightened the challenges faced by the Psychology Department. The professor’s absence has likely introduced additional uncertainties and disruptions within the department, impacting both the scheduling and delivery of courses. The transition period following her departure may involve adjustments in teaching assignments, course content, and administrative processes, adding to the existing stress experienced by students.
Some might argue that these scheduling and faculty changes are a natural part of academic life and that students should simply adapt to these changes as they arise. They might contend that such disruptions are rare and that the department’s efforts to resolve these issues demonstrate a commitment to eventual stability. According to this viewpoint, students are expected to cope with temporary setbacks while the department navigates administrative changes and faculty transitions.
However, this perspective overlooks the profound impact these disruptions have on students' academic performance and mental well-being. While adaptation is indeed a valuable skill, expecting students to routinely manage erratic schedules and unexpected faculty changes without adequate support is unrealistic and unfair. The argument also fails to acknowledge the specific challenges posed by the extended class hours and lack of breaks, which significantly affect students' ability to maintain focus and manage their workload effectively. The idea that such issues are merely temporary and will resolve themselves ignores the immediate and tangible difficulties faced by students, especially those who commute long distances and are already balancing demanding schedules.
Students require stable schedules and adequate breaks to perform optimally and succeed academically. The physical and mental strain of continuous, uninterrupted classes is not only impractical but detrimental to the students' overall educational experience. On top of that, the mismatch between the campus portal and actual classroom assignments creates additional stress. It undermines students' ability to plan and manage their time effectively, amplifying their difficulties.
The latest disturbance within the Psychology Department exposes a need for improved planning and communication. The chaotic class schedules, lack of breaks, faculty changes, and administrative errors are not mere inconveniences—they are barriers to academic success and student well-being. It is high time that the department acknowledges these issues with the seriousness they deserve and takes decisive action to provide stability and support. Students should not be left to navigate a stormy sea of unpredictability alone. Warranting a reliable and supportive academic environment is not just a matter of administrative efficiency; it is a fundamental responsibility of those who entrust their educational journey to the institution.
Artwork by Elfie Caparas
Layout by Abigayle Bonilla
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