2022 CoReq Academy - Pandemic Student Cohort
How are Pandemic cohort students different academically?
- Less prepared academically, underestimate the rigor of higher education, accustomed to being given multiple opportunities to pass exams and courses, lack study skills.
- My experience is that students are not as engaged in their courses as they should be. Not attending classes regularly. Not logging into D2L regularly. Not taking notes, not studying for exams.
- Less prepared.
- Because some went online for 1 year, they don't always expect to come to class.
- weak in basic math skills, arithmetic, factoring
- Reliance on cheating and lacking basic knowledge and skills across the disciplines that previous students have had.
- Less prepared - Had to teach themselves during pandemic
- There appears to be a stronger need to link academic support with other holistic services, even moreso than in the past, in order to avoid student disengagement and attrition.
- Pandemic cohort students have been conditioned to passive learning. They do not actively engage with material, but passively watch or read, similar to mindless entertainment.
- They are coming in much weaker! Not ready for college level work.
- Skill set seems lower, especially in terms of research and citing.
- They lack resilience and growth mindset.
- They are less prepared for writing assignments. Many have not followed deadlines and thus much work is submitted without revision. Few will seek tutoring or academic resources.
- They are less prepared and seem to struggle with concepts that pre-Pandemic students understood.
- Not as prepared
- Some are willing to use outside resources more--for better or worse. Plagiarism is an issue even in discussions.
- They are less willing to put away their phones and actually do the work.
- They attend in-person classes less and seem to expect Zoom when they miss for any reason. They miss deadlines more and want extensions.
- needing more help
- they are much more disconnected from their instructors
- More tech savvy
- They are not performing well.
- Demand more flexibility
- They got into habits of not turning in work but still passing high school classes, creating a large gap in knowledge. They are completely disengaged in class and cannot stop themselves from tech.
- Decreased motivation
- My experience was that these students, like us, saw survival as the priority. Academics took a back seat during the fall 2020 semester when I last taught this course.
- less prepared; weaker writers and readers
- Math stduents have struggled and placement of these students has been difficult.
- Engage differently than before Pandemic
- Underprepared. Students expect relaxed deadlines. Students don't submit assignments.
- Less prepared, but better with online instruction.
- Open about mental health issues and give up easily.
- They are not as prepared.
- Many students are requesting virtual courses, but are still struggling in a remote enviornment. Less likely to ask for support or come in for traditional support services. Use of withdrawl option.
- don't seem to understand that attending class is important and deadlines are firm (ie tests, etc)
- Lowered their grades and less class participation
- not keeping up with workload
- in the face of the pandemic, whether you are a good student, does not seem very relavent for some students. attendance dropped during pandemic
- Less prepared for higher education academic rigor. We need a bigger emphasis on transitional support prior to the start of their higher ed journey, not just in the classroom.
- They are less likely to ask questions, so they suffer in silence.
- less prepared
- Working on Academic Skills
- inadequate preparation in English and mathematics requirements
- Overall the students are weaker.
- many prefered totally live face-to-face instruction and were not savy enough or self-motivated enough for fully online instruction.
- less bandwidth for studying and doing assignments due to external factors
- They are even more unprepared.
- Overall, they seem a little underprepared, but I honestly haven’t noticed a huge difference. They might be a little later on average with assignment submissions….maybe….
- Students are confused a bit, it's getting better nowadays.
- Students of all levels are extremely disengaged. They have difficulty completing very simple readings and rarely turn in assignments on time.
- under-prepared; expectations of higher grades with little effort/work; incurious; under-developed study skills
- we don't know if they really learned some topics even if they had the course
- disengaged, disenchanted
- The students are at a lower level, but also less motivated to even do work. They expect a lot more grade: Retakes of exams, accepting of late assignments (no penalty), etc.
- They do not perform as well. There are a few more students who do not do required work.
- They balk at attendance in the classroom in new ways; Many feel that all work should be hybridized. They seem to need more "coaching/cheerleading" to get started.
- more not attending classes or completing work outside class
- Attention spans are shorter, they need more time to complete assignments (and more tend to view deadlines as "flexible"), and they have less time outside of class for work (or are scheduling less).
- students who took online classes in Spring 2020 often had subpar experiences (less content covered in CHEM and ITEC, etc)
- our W-rate increased 8%
- Coming to class is not a high priority, seeking help is also something that studente are less likely to do.
- Students are not Motivated
- Need more time to build academic skills.
- Not as prepared for face-2-face college courses
How are Pandemic cohort students different socially/metacognitively?
- Students expect their instrucrtors to be more relaxed, more willing to grade easily and give credit for work that is imcomplete or doesn't meet assignment guidelines, and is not at college level. They
- My students seem to be better about following some instructions, worse at others. They still have a problem putting their behinds in the seat for class on a regular basis.
- Not as much social interaction.
- Not turning in assignments, wanting extensions, missing class,
- less engaged, more anxious and overwhelmed, more external impacting factors on attendance and engagement
- Those who engage in the courses appear to be doing well, but for those who disengage early in the semester, the results are more marked than before the pandemic.
- I find that there is a definite disconnect.
- Some are more withdrawn. Peer support is super important.
- Not use to taking real exams.
- anxious; depressed; "connection" = being on a device versus actually engaging in conversation and in activities; disinclined to ask for help
- less engaged (and less interested in engaging)
- defeated, low energy, depressed
- Pandemic cohort students seem quieter and disengaged.
- Motivation and energy are very low, and students seem less able to bounce back from a lower grade or a difficult situation in their lives. It is almost like they’ve lost their grit.
- The deficiencies I note in my students are not strictly limited to the Pandemic. They lack in critical reading, thinking even to their purpose for writing. Teaching them about agency and voice is impo
- They have a more pronounced avoidance of group work. They tend to exhibit learned helplessness to an extreme degree (so they'll freeze instead of moving).
- very disconnected; not sure why they are going to college
- Engagement, speaking up, asking questions, getting involved are all down.
- Students possibly study alone more - holdover from social distancing
- Quiet, less likely to talk in class
- May understand how to use technology (or accept the use of technology) better than previously
- Much more hesitant to ask for help or engage directly with peers and teacher. Many more students just drift away from class with no communication at all. Many do not read or respond to emails.
- Show less inititive and motivation. More likely to procrastinate or simply not complete or even attempt work. Less likely to ask questions and seek help.
- Socially they do not want to do any work. They expect to be able to miss class and still learn without having to attend.
- Students are still choosing to seek remote services for support even when offices are open or course options are in person.
- they are more anti-social
- I’m not sure I have evidence to say they are different…a few more students than usual have come to me admitting struggling with depression.
- Pandemic cohort students hate group work even more than pre-pandemic students. There is almost a fear of engaging with others in a real world context. They also lack the ability to DIY.
- Students have been isolated and are hesitant to attend events on campus.
- Supporting our students by being there for them
- It is difficult for them to focus and concentrate and their cell phone are almost a body part. It never leaves them.
- they seem more socially engaged (seeing people f2f) but disengaged with classes
- They seem to think that they no longer have to meet any deadline of any kind. They seem to think they can the coursework when and if it pleases them.
- they are much more disconnected from their peers
- They are even more relunctant to talk in class, report in greater numbers a feeling of isolation, increased anxiety about academic performance and belonging.
- They are used to online classes and services and feel more comfortable with this modality. We see higher rates of students struggling with anxiety and depression. Seem to take longer to adjust.
- Less social.
- Uninterested in course work/attendance is a problem.
- Our students now differ greatly in that they do not see the imprtance of attending class or of submitting assignments on time (or even at all).
- They are quieter, more isolated from each other as a whole -- lots of mental health issues/coping skills issues
- More withdrawn
- Mores distracted and disinterested in classroom, and less interaction with peers.
- They are more anxious and need more positive encouragement
- They seem fine socially, though many seem to have emotional/mental health problems; they seem to lack metacognitiion, but I don't get the sense that this is much worse than before the pandemic.
- They almost all need mental healthcare, and many refuse to seek it. When they do, we are not always equipped to help with the deep levels of anxiety and depression.
- Attendance is sporadic
- Increased anxiety, uncertainty about the future, lower motivation
- They prefer online over in person learning.
- Lower attention span
- Less engaged with success resources
- Students don't know how to have an in-person discussion. They also show up whenever they want, and assume automatic digital access to the classroom class.
- Do not know how to seek help, unrealistic perception of what it takes to be successful. No longer care to engage. Can only deal with short bits of information at a time.
- Less social than before
- Less social skills - withdrawen. They seem to prefer to be left alone.
- Some students are isolated from the main class activities.
- They have trouble learning how to work in groups.
- Emotional health struggles
- different opinion on divide
- Decreased communication skills and lack of self-efficacy. Prefer online for all services despite poor academic performance. Act as online only for everything is the norm or should be.
- I don't know since I don't instruct -- but fully online instruction was not what the students really signed on for.
