Professor Zvi’s class is never boring, and the material itself is genuinely engaging and thought-provoking. Despite the course being added to SIS late and having a very small enrollment (only six students), that actually became one of its strengths. Our discussions were consistently rich, personal, and intellectually stimulating. Those conversations were easily the highlight of each week. It’s also clear that Zvi prioritizes meaningful engagement with the material over rigid grading structures, which I appreciated; it created a more open environment where students felt comfortable sharing ideas and taking intellectual risks.

That said, the course would significantly benefit from stronger organization and clearer structure. The syllabus feels more like a loose guideline than a reliable roadmap, which makes it difficult to keep track of expectations. One of the biggest challenges has been the timing of assigned readings. Materials for Monday classes are often posted as late as Saturday or even Sunday midday. Given that the reading load is frequently heavy and requires thoughtful engagement, this timeline makes it extremely difficult to plan ahead or manage time effectively, especially when balancing multiple classes.

Additionally, the grading structure contributes to a sense of uncertainty. Over the course of the semester, we have completed approximately 12–13 assignments (primarily journal entries and vlog-style reflections), yet as of a few days before LDOC, only one assignment has been graded. Considering the course breakdown—Participation & Contribution (20%), Journal and Vlog Entries (30%), Two Ten-Page Research Papers (30%), and a Final Project (20%)—this lack of feedback makes it hard to gauge performance or understand how to improve. It creates a stressful situation where students are putting in consistent effort without any clear sense of how that work is being evaluated.

Overall, while the class excels in fostering engaging discussions and intellectual curiosity, the lack of structure, delayed posting of materials, and minimal grading feedback make it frustrating to manage alongside other academic responsibilities. At times, it feels as though the course operates under the assumption that it is a student’s primary or only commitment, which is not realistic. With more consistent organization, earlier posting of assignments, and timely grading, this course could be just as strong logistically as it is intellectually.