The Mirror of Stress
I’ve realized something after years on both sides of the classroom. For faculty, the most stressful day of the semester is Day 1. We set the systems and policies that everyone will live with for sixteen weeks — and we make those choices before we even know who’s in the room. We try to improve from semester to semester, but it’s always a bit of a guess.
For students, the cycle is reversed. Their most stressful day is usually the last day of the semester, when everything culminates in final exams. By then, faculty are often relaxed, just tidying up grading while already shifting into break.
Faculty stress peaks on Day 1. Student stress peaks on Finals.
That’s why this Friday — the first Friday of the semester — is such an important pivot point. Faculty are relieved the launch is behind us. Students are still buzzing with hope and curiosity. But left unchecked, that curiosity can quickly be replaced by exhaustion and overwhelm.
The question for both of us is: how do we set up systems now that will keep curiosity alive all semester?
For Students: Defining “Good Enough”
Perfection is easy in Week 1, impossible in Week 16.
Here’s the pattern I see every fall: everyone starts out perfect. Clothes neatly pressed, notebooks color-coded, every assignment done with 110% effort. And then? Life happens. Sleep gets short, jobs demand time, the shine wears off. Perfection fades, and overwhelm takes its place.
What if we flipped that? What if, instead of aiming for perfect now and burning out later, you practiced finding good enough from the beginning?
A framework for knowing when to stop.
I use a simple framework to decide when “done” is done:
Priority
Not every class or assignment deserves equal time.
Not all classes or assignments deserve equal effort. If you have to choose, focus on the most foundational courses (for engineers, that’s usually math and science). That’s not to say other courses don’t matter. But in a world with limited time, we have to prioritize building skills and mindsets that will serve you in future courses. Within a class, don’t spend five hours polishing a homework worth 1% while neglecting the exam prep worth 30%.
Desired Quality
Be honest about the outcome you’re really chasing.
What outcome are you aiming for? Some students are set on straight A’s and adjust their lives to make that possible. Others balance work, family, and activities, and are happy with B’s or C’s. Both are valid paths to success. Be honest with yourself about what quality you’re really chasing, and reflect often on whether your pursuit truly reflect your values.
Skill
Early work takes longer — that’s normal.
At the start, everything takes longer. You’re learning the process. Over time, as your skills grow, you’ll move faster. Expect early assignments to feel slow — but also expect improvement.
One shift for this weekend: Before you turn in your next assignment, pause and ask:
- Is this the right priority?
- Does the quality match my goals?
- Is this good enough given my current skill?
That’s the art of sustainable success.
For Faculty: Helping Students Protect Curiosity
Design your course so “good enough” is possible.
If we want students to resist perfectionism and burnout, we have to design our courses to make that possible. A few small shifts go a long way:
- Clarify priorities. Be explicit about what really matters in your course and why. If some assignments are low-stakes practice, say so. If one concept is foundational for later, highlight that. Students shouldn’t have to guess where to focus.
- Be transparent about grading. Make sure students understand how the pieces fit together. If an exam is worth 30%, don’t let them believe the 1% homework is just as important.
- Normalize the learning curve. Early assignments will take students longer. Frame them as practice opportunities, not traps. Encourage growth, not polish.
- Model “good enough.” In our own language and feedback, we can show that not every piece of work has to be flawless to be valuable.
Our role isn’t just to teach content — it’s to help students learn how to learn in a way that lasts.
A Shared Choice: Curiosity Instead of Perfection
Let’s start this semester with curiosity, not perfection.
The first week of the semester is a fragile moment. Students still carry curiosity. Faculty still carry hope. If we both cling to perfection, that energy will evaporate by midterms. But if we choose systems that balance effort, clarity, and sustainability, curiosity can last until finals — and beyond.
So here’s my invitation:
- Students, try practicing “done enough” this weekend.
- Faculty, create space for students to make that practice possible.
This is how we start the semester we want.
