A recent article from the New York Times highlights an important issue we all need to understand as we promote student success in our new normal. While this article focuses on math (and I'd like to thank Mathematical & Statistical Science’s Julien Langou for bringing it to my attention) it covers many aspects of the liberal arts and sciences experience post pandemic:
The Pandemic Generation Goes to College. It Has Not Been Easy.
I encourage all of you to read or listen to this piece, but if you don't have time the thesis is this: college is going to be harder for students who missed out on comprehensive learning during the pandemic's period of at-home instruction. I’ve heard from many faculty that first-year students in all of our majors (perhaps most especially in math) now lack the foundational skills and serious study habits they need to succeed at a college level. Worse, according to this article, "the trend seems to be exaggerated for many low-income students and students of color.”
The thing I found most troubling in this article is that it's possible our students are now more reticent than ever to seek out support when they need it. Learning-from-home might have taken away opportunities in their high schools for tutoring or other support services, and now they might think those services don't exist or can't bridge the gap. Universities across the country are seeing higher levels of depression and anxiety resulting in students feeling like they aren't cut out for college. What could be a minor gap in understanding can get exaggerated in an unsupported student's mind into a catastrophic failure that may lead to thinking about dropping out and leaving their education entirely.
Ultimately, we need to continue to strengthen our culture within CLAS that celebrates asking for help when needed. That goes for our students and for all of us.