COVID-19 University: Science Says to Skip Second Semester
Tags: University, Pandemic, Schools, Covid 19, Mental Health

In the unprecedented plot-twist that is COVID-19, American university students find themselves restricted from the normal college experience: lectures, library flirtations, football games and the eponymous red-cup, while footing the full-priced bill.

Distance learning has become the new norm — an exercise in caution in response to a surging second wave or continuation of the first dependent on your source. From the University of California system to Harvard, many reputable, and expensive institutions have migrated to a bulk e-learning model, where a majority of their class catalogue will be offered virtually for the rest of the school year. And yet, despite the modules of learning moving virtual, many institutions are still asking students to return to campus, pay housing costs and attend sporadic classes. Additionally, students are often contained within their dormitories for a majority of their free-time.

Despite the reduction of school gatherings, events, accommodations, sports and amenities, the only change missing from the 2020–2021 school year is a reduction in costs. Of the highest endowments per capita/student only Princeton University is offering a tuition discount at a whopping 10%. Other schools such as Harvard, Yale and Stanford maintained their exorbitant tuition costs while schools like Duke University offered a tuition freeze stabilizing tuition at the costs of the 2019–2020 school year — the epitome of good grace. All of these aforementioned schools currently maintain between $1.2M — $2.8M in endowment capital per student.

This begs the question: Is pursuing the 4-year college model, especially from institutions who are firm in maintaining tuition costs, worth it financially and psychologically within the limitations associated with COVID-19? According to a new Texas A&M Study of current matriculated students within COVID-19, 82% of surveyed students were concerned about their academic performance either due to decreased quality of courses, restricted research processes, general confusion regarding technical requirements and decreased motivation. Add that to the 89% of surveyed students who find themselves increasingly distracted by their work environments and the 70% of students whose sleep and diet patterns have taken critical hits. So why are students still going back?

If you have ever been a student within the United States, there is a general consensus that university is a four-year program in length, even going as far as stigmatizing the 5+ year undergraduate experience. This is outside of statistical normality. As a baseline, only 8.6% of public universities have a maximum of 50% of their students finishing school within 4 years. Of the flagship public universities, the main campuses within each state system, only 36% of students finish within 4 years. Non-flagship public universities? Only 19% of their students finish “on-time” — statistically debunking the myth that the 4-year model is even remotely normal.

The main reasons students don’t complete school within the four year model? Students under the age of 22 lack the psychosocial maturity to make long-term decisions and, according to the US Department of Education survey, find themselves either over-their-head at collegiate level courses they may have excelled at during high school or finding prerequisites or teaching personnel unlikeable. The end result? According to one National Center for Education Statistic study, 80% of students will inevitably change their major from their time of enrollment, which, given the scheduling of required courses for each major, extends the timeline of completion in alignment when courses are offered. As pointed out in the U.S. Department of Education’s 2017 Data Point newsletter, within the first three years of study:

52% of math majors switched to another major

40% of natural sciences majors switched

37% of education majors switched

36% of humanities majors switched

35% of all STEM majors switched

32% of general studies majors switched

Students who find themselves at the end of their sophomore year reassessing their current major can anticipate tacking on another semester or year of study unless they enroll in summer programs. So if a majority of students are already finding themselves questioning their end goal and anticipating extra time, how is COVID amplifying these feelings?

Online learning has enough of a history and foothold in the American education system to assess its side-effects. The high-level assessment is that online learning can be more efficient in home-studies only if the home itself is prepared for additive support supposing, as most education does, the more affluent the home the more effective the learning. What is more abundant is a loss of long-term motivation. Satisfaction rates for online learning are diminished across every generation leading to increased cheating or decreased learning in the long run. Couple these findings with the overwhelming psychological effects of confinement during quarantine and the kids may certainly not be alright. For many, the concept of skipping the second semester may not only be fiscally responsible (saving between $10k-$30k), but also psychological.

There are well documented benefits of adding gap semesters that may support pushing enrollment until schools reopen fully. For most students, a gap year or semester has had a significant impact on their major and career path– with one Haigler & Nelson study finding “ 60% [ of gap year students saying the] experience either set [them] on [their] current career path/academic major or confirmed [their] choice of career/academic major” If a student is currently undecided in their path of study or losing sight during these trying times it may behoove them to take the next semester off to further understand their goals and improve their motivation. Not only could clarity and cupidity increase, but a recent study conducted by Bob Clagett, former Dean of Admissions of Middlebury College, tracked the academic performance of gap-year students, compared to non-gap students, and found gap-year students over-performing during their college career to a “statistically significant degree.” More impressively, this over-performance was marked through the entirety of the college experience — through both undergraduate, and if sought, post-graduate studies.

So as second semester payments loom nearer, there is a case to forgo the spring 2021 semester and wait for the pandemic to fully pass. At the very least, you’d get a semester where you can actually attend a party.