by Mustapha Dukuly

Students at Columbia University's School of International and Public Affairs (SIPA) are concerned about the school’s prioritization of exams in mandatory courses, a focus they say could jeopardize their scholarships and future careers.

SIPA's reputation rests on its ability to equip students with practical skills to tackle complex policy challenges. However, students fear the emphasis on exams in courses like Quantitative Analysis and Microeconomics might prioritize memorization over applicable knowledge, especially for those from non-quantitative backgrounds or those who are seeking careers outside of these fields.

This sentiment is shared widely among SIPA students who argue that the exam-centric approach may not align well with the practical demands of their future careers in the policy arena. "Many of us, especially those from non-quantitative backgrounds, find this focus on exams counterproductive," shared a graduate student, who wished to remain anonymous. "We'd benefit more from practical assessments that allow us to apply what we've learned, like simulations and presentations, to prepare us for the real world."

These anxieties are further acute for students dependent upon scholarships, who fear that exam-centric grading could endanger their financial support. A lower GPA could threaten their scholarship and career goals.

Now the student body is rallying for an educational shift towards more hands-on learning experiences, suggesting that such a move better aligns with their career aspirations and learning needs. There are calls for more simulations and open-book assessments that promote critical thinking and the application of knowledge, as opposed to rote memorization. Students contend that this style of learning will ultimately lead to making more informed policy recommendations.

"Imagine analyzing real-world economic data to formulate policy, instead of simply memorizing formulae for a microeconomics exam," another student said. "That's the kind of practical experience that would truly prepare us for our careers."

SIPA’s emphasis on exams is particularly worrisome when considering that many employers like the IMF, World Bank, and United Nations are increasingly demanding transcripts from applicants. For students who struggle with quantitative coursework, the call for transcripts can be especially stressful.

Furthermore, students pursuing careers in International Finance and Economic Policy (IFEP) are voicing concerns about the current curriculum's heavy emphasis on United States models and policies. Such an emphasis neglects the unique challenges of emerging markets, the complexities of global financial interconnectedness, and the varying outcomes of unconventional policies across different economies. 

As such, students are demanding a more globally inclusive curriculum that incorporates case studies from diverse economies, explores financial dynamics in emerging markets, and examines the international impact of policy decisions. Such an approach is crucial to ensure they possess the knowledge and analytical tools necessary to navigate a constantly evolving global landscape.

SIPA administration is reportedly reevaluating the curriculum, but it is unclear to what extent. What can be said for certain is that by adapting its assessment methods, SIPA can ensure its graduates are well-equipped for the global complexities of the policy field.

Mustapha Dukuly (MIA/MPA ‘25) is concentrating in International Economics at the School of International and Public Affairs at Columbia University. With a passion for fair and sustainable financial practices, he is a leading advocate for curriculum reform focused on diverse global perspectives and courses that emphasize real-world applications in international finance.