By the time a university student reaches upper division classes, there is a basic assumption that his or her fellow students have followed a similar path to get there.

Usually that path is spelled out in the university catalogue and the schedule of classes: p-r-e-r-e-q-u-i-s-i-t-e.

Prerequisites serve a purpose. The professor knows where the majority of registered students left off in their course work.

Also, at the 300 class level, students should have a fair grasp of the instructional language and jargon, and should not be daunted by a small thing such as a term paper.

Usually the course is required for the major area of study and the student should have a vested interest in learning the material.

Then why do we have so many unprepared students in our upper division classes?

The poor professors moan and groan as they try to get the slackers up to speed by methods ranging from patient mentoring to humiliation.

Sometimes, instructors stop mid-lecture to vent, and we donŐt blame them.

Occasionally some brave soul will insist that the unprepared student drop the class. And we say "Hooray for him!"

Those of us who legitimately crawled up the ladder of prerequisites and are chomping at the bit to move forward want to know: How did the slackers get there?

Do professors at the university level pass students who shouldn't pass because they don't want to deal with confrontation or grade appeals?

Do professors let unprepared students register for upper division classes because they need the bodies to keep the class open? Does todayŐs grade of C really mean a D?

What is the point of prerequisites if there are so many apparent loopholes?

Of course there are always exceptions. But an exception is not the rule. And a prerequisite is a prerequisite.