If there is one class that most freshmen dread going to, it is First-Year Seminar 101. I’m sure Syracuse University freshmen are taking a huge sigh of relief entering the spring semester now that they have finally completed the requirements for this mandatory course.

According to the class description, FYS 101 is a course that “engages all first-year and transfer students in guided conversations, experiential activities, and written assignments about transitioning to Syracuse University.” I am not sure what description this class is for, but it is certainly not the FYS 101 I took.

In reality the “guided conversations” were more like getting slammed with repetitive questions with no meaning. This amounted to everyone sitting in awkward silence, scanning the room, praying that someone would say something to end the agony.

The conversations were less about transitioning to SU and more about how to interact with other students who may have the slightest difference from us, as if we have been alienating ourselves from people who identify as such.

The deep dive into “conversations” of sexual identity and race are structured as if we are ignorant about such topics. Fellow freshmen, no matter the section of FYS 101 they were in, can relate to having the same classroom experiences. Will Rourke said he thought the class didn’t live up to expectations.

“The concept is good in theory, but the execution is done poorly,” Rourke said. “They force conversations and I know plenty of people who don’t feel comfortable speaking their minds. The whole thing is awkward, having tough conversations with strangers that most people don’t have with their families or friends.”

Anna Mulhern had similar things to say about the course. The discussions didn’t feel natural, she said.

“FYS is a good concept but the conversations seemed forced. It took away time for my other courses too.”

The unfortunate fact is that these topics are vital to living in a conglomerate of students, however, SU has structured this class in such a way that makes the students not care. The amount of money and work that goes into constructing this class amounts to nothing if students can not grasp the material as intended.

The most frustrating part about this situation is it frequently seems that the university is aware of how the students feel. Through my first semester, multiple different, non-FYS 101 professors have asked the class their thoughts regarding FYS 101 and course feedback, in hopes the university would take it and revise the class.

Since these topics are important to the society we are living in, the course needs to get the students to interact with the material. FYS 101 should allow room in the structure of the class for the students to discuss what they want rather than forcing specific conversations upon students. Everyone is from a different background and has a different story, so it’s important that students help guide the course.

If SU allowed students to structure the course through topics that are meaningful to them there would be more intimate conversations, conversations that would strike chords, create connections and educate. Students learn and participate better when they feel connected to the topics, not forced to participate, and FYS 101 would actually create a positive impact on their college career and beyond.

SU is a place full of diverse students and FYS 101, at least the way it is set up now, fails to show a true sense of the unique diversity at SU. Allowing the students to structure it would allow for a steady flow of ideologies and experiences to come together and generate a body of students who not only respect one other but better understand one another.

Sophia Leone is a freshman broadcast, digital journalism major with a minor in political science. Her column appears biweekly. She can be reached at seleone@g.syr.edu.

Published on February 7, 2022 at 12:30 am