A proposed revision to final exam policies at SUNY Cortland sparked concern among students last semester, leading the Student Government Association (SGA) to advocate for changes before the policy moved forward.
At the center of the debate was a change to the college’s existing examination policy, which currently states that “no examinations or tests of any type” should be given during the final five full teaching days before the official exam period. The proposed revision would have removed or altered that wording, potentially allowing professors to schedule exams during the last week of classes.
For many students, that raised immediate concerns.
“From a student perspective, it became a mental health concern,” said SGA President Parker Arenas. “It doesn’t give enough time to prepare fully. Nobody learns like that.”
SGA (which stands for Student Government Association), an organization described as “for students, by students,” quickly became involved after the proposal was discussed in faculty senate. While the revision aimed to align course structures with credit hour requirements and give faculty more flexibility in how they assess students, SGA members worried about the impact on student workload.
Under the proposed changes, final exam week would still be required, but faculty would have broader discretion in how they used that time. Language in the revision emphasized creating a “meaningful educational experience,” allowing professors to administer a final exam, another form of assessment, or an instructional activity. However, without the original restriction on exams during the last week of classes, students feared the possibility of multiple high-stakes tests being scheduled back-to-back.
According to Arenas, this could have led to situations where a student might have an exam at the end of the week and another cumulative final shortly after, increasing stress during an already demanding time in the semester.
The issue gained wider attention after details of the proposal circulated among students and faculty, including on social media platforms like Yik Yak, where some aspects of the policy were misunderstood. At the same time, some faculty members expressed frustration with the proposed changes, particularly regarding how it could affect course structure and assessment methods.
SGA gathered student feedback and brought those concerns back to faculty senate before taking the issue a step further. Parker and another student representative were invited to speak with the college’s steering committee, a group involved in higher-level academic policy decisions.
After multiple meetings, the steering committee revisited the proposal.
“They went back to the drawing board,” Arenas said.
The revised policy ultimately reflected a compromise. While maintaining flexibility for faculty, it also addressed several student concerns. One major addition was a clearer list of exempt courses; labs, studios, internships, and asynchronous classes, where alternative assessment structures are more common.
Additionally, the updated policy introduced a safeguard for students with scheduling conflicts. If two final exams overlap, students now have a five-day window to request adjustments, allowing professors to modify exam times when necessary.
The revision process also clarified that any deviations from standard exam scheduling must be approved in advance by department chairs and school deans, reinforcing oversight while still allowing flexibility.
For Arenas, the outcome was a step in the right direction, even if the original proposal raised concerns.
“The original version opened up the possibility of two major exams back-to-back, and that didn’t feel right,” he said.
As the updated policy moves forward, SGA plans to continue advocating for students and monitoring how the changes affect the academic experience.