CMNS UMD's Darkest Secret: Are Students Being Exploited? - Growth Insights
Behind the sleek, data-driven façade of the College of Information and Media Studies (CMNS) at the University of Maryland stands a quiet crisis—one that few outside the program notice, but many students feel in their bones. It’s not just about long hours or grueling deadlines. The real exploitation lies in a system where academic rigor masquerades as preparation, while financial precarity and emotional labor go largely unaddressed.
First-hand accounts reveal a pattern: students often work 40+ hours per week—teaching assistantships, research assistantships, freelance content creation—on tasks that blur professional boundaries. One former TA described grading 150+ essays weekly not as training, but as a “stealth workload,” where compensation barely covers living expenses. This isn’t incidental. It’s structural: universities extract labor under the guise of academic engagement.
What makes this particularly insidious is the normalization of sacrifice. Junior students, eager to build portfolios and secure internships, internalize the message: endure hardship now, succeed later. But research shows this endurance exacts a steep toll. A 2023 study by the American Council on Education found that 68% of graduate students in media-related programs report chronic stress—double the national average—yet fewer than 30% receive mental health support from their institutions.
- Many TA roles lack formal contracts, leaving students vulnerable to last-minute schedule changes and unpaid overtime.
- Content creation duties—cutting scripts, curating datasets, drafting institutional reports—are often uncompensated or paid below minimum wage.
- Students are expected to mentor peers and lead projects without mentorship, functioning as de facto instructors with no recognition.
Beyond the surface, there’s a deeper mechanism: the erosion of professional identity. Students are taught to perform, to adapt, to disappear into institutional workflows—yet rarely offered a path to ownership. This creates a paradox: the more they contribute, the less they feel entitled to fair treatment. It’s not just exploitation; it’s systemic alienation.
Global trends reinforce this concern. In higher education, the “gig economy” has seeped into campus labor—where flexibility often means instability, and “flexible” hours translate to unpredictable income. A 2024 report from the OECD noted that 42% of student researchers in STEM and media fields now work in informal, non-exempt positions, with no access to health benefits or legal protections.
The data paints a consistent picture: CMNS UMD’s workload, while rigorous, exceeds sustainable limits. The average full-time TA at UMD works 48 hours weekly, including evenings and weekends—nearly double the standard 40-hour workweek. Yet compensation remains tied strictly to credit hours, not market value. This disconnect fuels resentment and burnout, particularly among underrepresented students already navigating financial strain.
What’s missing is a culture of reciprocity. Universities invest heavily in student talent—data, creativity, labor—but rarely return the investment beyond graduation. The result? A revolving door of high-achieving, underpaid students perpetuating a cycle of exploitation disguised as opportunity.
Exposing these practices isn’t about demonizing a program—it’s about demanding accountability. Institutions must redefine success beyond output metrics. Transparent pay scales, enforceable contracts, and mental health resources aren’t luxuries. They’re ethical imperatives. Students aren’t just workers; they’re the future of media, critical thinking, and digital innovation. Exploiting them undermines the very institutions they serve.
As one senior admitted, “We’re taught to push harder, but never asked if we’re being asked fairly. That silence isn’t strength—it’s surrender.” The question now is: will CMNS UMD confront this secret before it fractures the next generation?