Staff Writer: Kendall Moffett
Contributing Cartoonist: Edeena Saint- Vil
April 1st, 2026
Projects for finals are meant to prepare students for the real world, but when every class assigns one at the same time, students are no longer producing their best work; they are simply racing the clock.
There’s no doubt that courses with project-heavy finals allow students to build portfolios, work with industry tools, and develop problem-solving skills under pressure. In theory, these experiences are essential and may reflect what students will encounter in their future careers.
But at what cost? The issue is not the projects themselves; it’s the timing.
As the semester comes to an end, these finals often overlap, sharing the same deadlines. What starts as a creative opportunity quickly becomes a cycle of late nights and students scrambling to submit anything before 11:59 p.m.
We are expected to manage our time, adapt to pressure, and balance multiple responsibilities. While these are important life skills, the reality is that the workload becomes overwhelming when several projects are due within the same narrow timeframe.
As a digital journalism and multimedia major, along with other students in relevant fields, I often find myself conducting interviews, securing and returning 30 pounds of equipment weekly, filming and editing hours of content, studying for exams, and giving multiple presentations. All while keeping up with other coursework and personal responsibilities.
Each of these tasks requires immense time and focus, yet they are all compressed into the same period.
The goal begins to shift. Instead of focusing on building a portfolio with quality work, students are forced into a mindset of completing the project, rather than fully developing it. Even when revisions are offered, students are too burnt out to take advantage, settling for an average grade so they can focus on other projects or because they simply lack the energy to improve it.
When students are stretched too thin, with presentations piling up, exams, and projects, the ability to think critically and creatively is reduced to “get this done.”
It’s to the point where, when you talk with friends and classmates, most are juggling school work, jobs and personal responsibilities on top of the demands of multiple end-of-semester projects.
However, this is nothing new. Finals week has long felt like a hamster on a wheel, spinning 100 mph with no intention of slowing down.
It is understandable that, as emerging professionals, we must take responsibility for our schedules and fully engage with course demands. And the level of intensity of these project-based experiences is what makes the experience invaluable.
However, rigor should not come at the expense of meaningful learning. Expecting professors across departments to perfectly coordinate deadlines is impractical. Still, individual instructors can design their courses with intentional timelines, incorporating checkpoints, reasonable flexibility and opportunities for students to communicate other high-states projects or exams they have.
By giving students the chance to plan around overlapping responsibilities, professors can help ensure that projects are completed thoughtfully. These changes would not reduce rigor; they would improve both learning and the quality of students’ work.
Students don’t need fewer opportunities to prove themselves; they need better conditions to do so. We need a change from heavy project-based finals, not because the work itself is too difficult, but because the current structure makes it harder for students to truly learn, create, and succeed confidently.
DISCLAIMER:
The opinions presented on this page do not represent the views of the PantherNOW Editorial Board. These views are separate from editorials and reflect the perspectives of contributing writers and/or university community members.
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