The Psychosocial Impact of the Covid-19 Pandemic on First-Time in College Students and Strategies Implemented by Texas Tech University

Abstract

Texas Tech University is a comprehensive public research university enrolling over 40,000 students located in Lubbock, Texas. Texas Tech University faced significant challenges during the Covid-19 pandemic to develop and implement strategies to support their students through such a tumultuous period of time. This project examined the psychosocial impact experienced by first-time in college students during the Covid-19 pandemic and the strategies implemented by Texas Tech University to support those students as they transitioned from high school to the university. The project was guided by the following four questions: 1. What was the psychosocial impact of the COVID-19 pandemic on first-time in college (FTIC) students? 2. What was the psychosocial impact of online learning on first-time in college (FTIC) students? 3. How were the strategies implemented by Texas Tech University utilized by students? 4. How did university administrators interpret the success of the implemented strategies? The project utilized a mixed-method design. The project utilized multiple sources for quantitative data previously collected at Texas Tech University. Qualitative data utilized in the project included semi-structured interviews conducted with administrators, faculty and staff. The project found the following: 1. Students experienced heightened psychosocial impact and continue to experience financial and emotional stress. 2. The institution does not have a centralized means to store and disseminate data on students’ experiences. 3. A portion of students want online learning options. 4. Disparate technology systems contribute to challenges experienced by students, faculty and staff. 5. The Raider Ready Program’s rigid curricular approach of “one size fits all” for students transitioning from high school to university should be examined. The project also found deficiencies in the Raider Ready Program’s strategy to recruit and onboard instructors. Based on these findings and the research synthesis, it is recommended that Texas Tech University pursue the following: Collect comprehensive data on students’ experiences; Develop an institutional repository to store and disseminate data on students’ experiences; Expand online course offerings with effective online instructional practices; Examine disparate technology systems and develop strategies to streamline and improve end-user experiences; and conduct a comprehensive review of the Raider Ready program, including curriculum and institutional strategies relating to first-year transition courses.