COVID-19 International Student Experience Survey Undergraduates Results Summary

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1 COVID-19 International Student Experience Survey Undergraduates Results Summary Introduction: The International Undergraduates Working Group sent a survey to all returning international undergraduate students to understand their experiences during the COVID-19 Pandemic. The Office of International Student & Scholar Services ed the students on the group s behalf with information about the survey and an invitation to participate. For this survey, we defined international student as any student who is on an F-1 or J-1 visa. The survey was open from July 22, 2020-August 7, This document provides a summary of the results and highlights some notable information. For some additional recommendations based on these results and our experiences in the Working Group, please refer to the appendix at the end of this document, which includes a document titled Supporting International Students Fall 2020: information for advisors and faculty. Survey purpose: The International Undergraduates Working Group s members represent many different areas of the University: academic departments, the office of the provost, student affairs, admissions and financial aid. Through our collective experiences, we noticed some gaps in understanding of how the international student community was experiencing the Coronavirus pandemic. We noted specific impacts on international travel and the move to remote learning in March After the University changed to remote learning for spring quarter 2020 and encouraged students to leave the campus and the local community, we observed some particular challenges for international students. Some of these challenges included time zone constraints, lack of asynchronous course options, increased travel restrictions and decreased travel options. With this survey, we aimed to understand experiences of our international student community as related to the Coronavirus Pandemic. Results: We received 358 survey responses from international undergraduates. For continuing international undergraduate students (rising sophomores through rising seniors, excluding incoming freshman and graduating seniors), this accounts for a 57% response rate. We heard from students who were located in 55 different countries (including the U.S.) at the time they responded to this survey. Respondents represented 68 different nationalities. Respondents have majors in every school at Northwestern. There was an almost equal gender distribution, with 50% females, 49.4% males, and.6% non-binary or transgender. Importantly, 67% of our respondents were outside of the United States at the time they took the survey. Of those students, 95% were in their own home country. For students who were in the U.S. at the time they took the survey, 76% were located in the Evanston or Chicago area with 60% living in an off campus apartment or shared house with roommates. For other students who were in the U.S., 22% were living in an off campus apartment or house alone and 11% were living with a local family or host family. The results below indicate which population responded to the question, those who stayed in the U.S. and those who left. Depending on students locations at the time they took the survey, they received a specific subset or questions so we could best understand their decision-making and plans for Fall. International Undergraduates Working Group 1

2 Question: What are your current reasons for staying in the U.S.? Respondents: Students in the U.S. The top two reasons students selected for staying in the U.S. were due to U.S. and international reactions to the Coronavirus Pandemic. Between February and May, the U.S. officially barred entry for non-immigrant visa holders traveling from China, Iran, the European Schengen Area, the United Kingdom, Ireland, and Brazil. Many of these restrictions are still in place and continue to impact a large number of our students, many of whom feel stuck either in the U.S. or in their home countries. The third most selected reason for staying is time zone concerns related to live class times. Question: What were your reasons for leaving the U.S.? Respondents: Students outside the U.S. International Undergraduates Working Group 2

3 A majority of respondents indicated that they were concerned about being disconnected to family and friends, which prompted their decision to leave the U.S. Additionally, top concerns included personal safety and access to health care. There were also several write-in answers for this question in which students cited COVID-19 more directly, spring break, and differences in how their home countries responded to the pandemic. Question: Where did you get your information about travel restrictions and international travel after the Coronavirus Pandemic was declared? Respondents: All students (both in and outside of the U.S.) For most sources of information, there is little change in students accessing those sources between spring quarter and the time of the survey. The one exception to this pattern is Northwestern s COVID-19 Website. There is a significant decrease in students reporting their use of that website between spring quarter and summer International Undergraduates Working Group 3

4 Question: How much do you agree or disagree with the following statements? Respondents: All students (both in and outside of the U.S.) Question: What immigration concerns do you currently have when thinking about Fall 2020? Respondents: Students outside the U.S. Students were highly concerned about the potential for problems at the Port of Entry upon their return. Many students were concerned about the impact of remote classes on their immigration status. At the time in which this survey was conducted, there was significant confusion about policy guidance issued by the U.S. Department of Homeland Security. Since that time, that guidance has been rescinded and it is clearer that continuing students will not have immigration implications for taking remote classes. In the other category, the most heavily cited concern includes concerns about practical training opportunities (Optional Practical Training and Curricular Practical Training) for internships and jobs. Students were concerned about how their time outside the country might impact their eligibility for practical training opportunities. International Undergraduates Working Group 4

5 Question: What international travel concerns do you currently have when thinking about Fall 2020? Respondents: Students outside the U.S. The top travel concerns for students outside the U.S. are both about health both in transit and due to the pandemic itself. Additionally, students cited concern about the 14-day self-isolation period upon their arrival. Question: Please describe how you are maintaining a connection with your friend group at Northwestern. Respondents: All students (both in and outside of the U.S.) This was an open-ended question in which students could write-in their answers. Most responses indicated that students were maintaining their friendships through social media, chatting, texting and phone/video calls. We also received responses indicating how difficult it has been for students to maintain their friends, such as: It has been very hard, we do talk online sometimes, but that doesn't happen often and I do feel like people are generally drifting apart. We try to text a lot and face-time, but it is very hard since they are all around the world. overall, it has been hard to maintain a connection with people outside my core group of friends. Sometimes we call but I'm not really maintaining a connection because the time zones are all wacky. Other than the ones that are living with me, I unfortunately don't. I would talk to a couple of my friends through imessage, Snapchat or Instagram but not as frequently as it normally would have been. I've felt that my primary friend group's connection has primarily faded as it has been difficult to hangout not in person. I have not maintained much of a connection with them beyond a few Snapchat/Instagram messages earlier during the pandemic. I have participated in a few Zoom calls from organizations that I am a part of but they are just vague acquaintances. International Undergraduates Working Group 5

6 Question: Please indicate your level of agreement with the following statements. Since the coronavirus pandemic, as an international student I have been concerned about... Respondents: All Students (both in and outside of the U.S.) Students outside the U.S. indicated a higher percentage of concern regarding time zone conflicts and obtaining textbooks or other class materials. Students outside the U.S. had less concern about accessing space to study and do their work. Overall, international students outside the U.S. indicated higher levels of concern communicating with faculty, advisors and peers. International Undergraduates Working Group 6

7 Question: Beyond classes, what other academic activities were you planning to participate in that were cancelled or impacted by remote learning? Respondents: All students (both in and outside of the U.S.) In the other category, students cited changes in athletics/sports, theater and practicum opportunities among others. Question: Have any of your post-graduate career plans changed because of the academic impacts from the Coronavirus? Respondents: All students (both in and outside of the U.S.) Here, students wrote that they were considering gap terms, graduate school, as well as citing overall concerns about remaining in the U.S. after graduation. Some of these responses include: I don t want to work and live in a country that is constantly seeking ways to get rid of me. I don t feel and have very rarely felt welcome in this country. I would rather build up a career in a place that I can stay forever. I m not sure I want to work and live in the U.S. post grad anymore I had wanted to apply to graduate school in the US and am now unsure about staying in the US further International Undergraduates Working Group 7

8 Question: Please rate the impact the following issues have had on you. Respondents: Students in the U.S. or in another country that is not their home country Students who received this question were in the U.S. or another country that is not their home country. An international student who remained in the U.S. might feel positively about not returning to their home country because they would experience time zone challenges, lack the infrastructure or support to take classes remotely. Living in self-isolation and online/remote classes had the most mixed responses. Some students had extremely negative as well as extremely positive views on these issues. Some students chose not applicable for four of the six options. Question: How are you maintaining your connection to family and friends in your home country? Respondents: Students in the U.S. or in another country that is not their home country This was an open-ended question and we grouped the results into overall categories. Some students expressed difficulties with communication or other issues such as: Getting pretty hard and missing home a lot It has been really hard as a Chinese international student. Not just the pandemic, but also the trade war and the continuous series of tension between the two countries. My family WeChat me every now and then and they are very worried, and I can t really comfort them. Not really to be honest. Sporadic messages and calls. International Undergraduates Working Group 8

9 Question: How concerned are you about the following issues in the U.S.? Respondents: All students (both in and outside of the U.S.) The top two concerns for international undergraduates include the U.S. political climate and presidential election of this year. International students outside the U.S. were more concerned about their physical health, but less concerned about every other issue listed in this question. We asked students to share anything else they would like to about their experiences with remote learning, international travel, the Coronavirus pandemic, or otherwise. This was in an open-ended format. We received 65 unique responses to this question. Some of the additional comments included: The whole purpose for me as an international student coming to the US to study was to get a full experience of being abroad and living in the US, as well as experiencing the US campus life. I could get the same academic quality of education in my country for a tenth of the price of what I am paying for a Northwestern education. So for me, this means studying online from my bedroom at home is completely incoherent with what I was looking for when I decided to come study at Northwestern. COVID has made for a very disappointing few months as an international student, as it is preventing me International Undergraduates Working Group 9

10 from getting a significant amount of the personal growth I was trying to get out of my college experience in the United States, while still paying a very high price for it. Some of our countries have very specific policies towards immigration due to COVID and I understand how difficult it must be to take into consideration all these specifics, but it really has been very challenging for international students, especially for the lower-income ones, to make fast decisions. Most times, we just did not have enough information to decide what to do and that time could cost a lot of money, which has been a quite exhausting situation to deal with. Just really missing home as I haven't been ever since fall 2019 I really appreciate classes with asynchronous options/recorded lectures as well as accommodations for exam schedules due to the time zone differences. Unfortunately, I've heard of friends who had to completely change their sleeping schedule (sleep during the day, awake at night (nocturnal schedule) because of the inflexibility of their classes, which impacted their physical health and wellbeing. This suggests that the university doesn't care or show support for all of its international students, which is extremely disappointing. Please recognize international students who are on heavy financial aid (like me) as a legitimate demographic of students. I don't feel seen by the university as I feel it caters mostly to affluent international students since a) We do not pay full or most of tuition and b) We are a small minority on campus. That being said, it's unfair to feel left out of the university's decision-making process. A lot of my friends (including myself) are reconsidering our career path regarding the location we would like to work in due to quite turbulent politics these days. I am increasingly worried about being a Chinese international student here and also the potential xenophobic sentiments I may receive in the future. Thank you for giving us this space! International Undergraduates Working Group 10

11 Appendix 1 Supporting International Undergraduates during the year Dear Northwestern Advising and Teaching Community, We are reaching out to you as members of the international undergraduates working group to share the experiences of continuing international undergrads who responded to our recent survey. Additional information based on our expertise in working with international undergraduates is also included. The survey revealed that international students worry that no one at Northwestern is paying attention to the particular circumstances or their experiences; this perception was further reinforced when most fall courses are solely synchronous in Central Standard Time zones. The majority of international students will not be in the U.S. in fall quarter. Additionally, as we know you are aware, the US federal government has exacerbated students feelings of exclusion, resulting in many of them expressing that they no longer see a future for themselves in the US. International students have had to pivot and adapt their plans multiple times since the Coronavirus Pandemic and subsequent travel restrictions, U.S. Embassy closures, federal policy changes, and Northwestern plan changes. International students have made these changes while bearing extra financial costs (last minute international flights, cancelling contracts, loss of on-campus employment), extra uncertainty about their ability to travel internationally, and while living in self-isolation due to the pandemic. Students may be participating in courses from home internationally, from apartments in Evanston off campus, from residence halls on campus, or from other states in the US. We encourage you to ask your international students about the specifics of their learning environment, including where are they located. It could help to acknowledge they may be feeling decision fatigue and that you know the changing decisions from NU and the US Government has had particular impact on the international community. The most important thing we have learned is to communicate that while there is still uncertainty about many aspects of the academic year, that you will be here when more decisions are made. First-year students would be particularly helped if you explicitly explain your role as an adviser and what students can expect from you ( My name is (fill in the blank) and I serve as your academic adviser, I primarily help you with class registration, major selection etc. It is common for me to meet quarterly with each student. You can always me ). International students do not often have an understanding of this type of relationship. Please share this document with faculty and others you think might find it useful. International Undergraduates Working Group 11

12 The tables below provide an at a glance outline of challenges for international students. Should you have questions or observations not covered in this document we would love to hear from you, please write Common Misunderstandings about the International Undergraduate Population Perception International students are highly resourced, wealthy International students have access to everything they need to complete remote classes (internet is better abroad, software is accessible everywhere) Delays in response, or nonresponse means a student is not engaged or interested in their academics Reality International students come from a variety of backgrounds: Between 20-25% of our total international undergraduate population receives Financial Aid from Northwestern o The majority are need index 4 or 5 o 24% of last year's incoming Freshman receive Financial Aid Some students are funded by their governments or other sponsoring organizations and have limited personal finances 28% of survey respondents remained in the U.S. since March 2020 due to internet accessibility concerns 27% of our incoming international undergrads on financial aid currently have no or little access to a computer (Financial Aid is not yet distributed abroad and is a work in progress) Non-responsive is often tied to technology issues o Internet accessibility and bandwidth can be a problem in many countries o Power outages can be common in some countries due to natural disasters (hurricane season for example) or availability of electricity o Some students can only communicate via WhatsApp or o Skype until they receive financial aid Software (e.g. Google, CANVAS, etc.) might need to be accessed through VPN in some places and VPN can be unreliable International Undergraduates Working Group 12

13 These students are particularly resilient Could be an expression of cultural difference in engaging authority, e.g. academic adviser, faculty International students have significant obstacles to attending Northwestern, and in this regard can demonstrate great resilience. They are also young adults navigating completely new educational system, often encountering an unfriendly, relatively complicated, and recently constant shifting international status International Undergraduates Working Group 13

14 Concern Details Possible Solution Time zone/ synchronous classes, group work, and office hours in Central Standard Time Significant time zone differences are obstacles for full participation in synchronous courses. They will have significantly altered sleep/wake cycle which will negatively impact their ability to participate at their best in classes. Students will not have the ability to arrange study partners or groups as they normally would. Be sure to consider time zones & method of communication when arranging office hours Advisers can serve to facilitate communication between students and instructors, and help verify a student s situation. Instructors can record class meetings or lectures, Instructors can help students take into account their time zone differences to facilitate setting up study groups. Instructors can be mindful of time differences when schedule a meeting with the student. Advisers should encourage students to ask instructors if can meet outside of 9-5 CDT. If the instructor is unable to be available at alternate times, suggest alternative communication mechanisms or a TA that is available at those times Taking midterms or finals outside their sleep/wake cycle Unreliable internet connection and/or reduced access to a computer due to multiple users a single computer in the home First year students might not be aware that exams can be outside of normal class times. Some countries have internet restrictions require students use VPN to access University systems, e.g. CAESAR, CANVAS, etc. VPN slows down processing time. Power outages, due to natural disasters or governments reacting to political turmoil Families may share a single computer Instructors should include exam times and dates explicitly in their course materials; and should exercise flexibility when possible. Advisors should encourage students to contact the instructor at the beginning of the quarter to discuss exam times and dates. Offer students additional strategies for exams, such as setting multiple alarms, getting extra rest or sleep that week, and doing specific self-care activities more regularly during weeks with many midterms. Advisers and faculty can have WhatsApp or Skype so students can message them about internet issues. International Undergraduates Working Group 14

15 Access to physical and digital course materials Shipping delays if ordered from Northwestern Bookstore, and difficulty purchasing/delivery through alternative sources International mail is often expensive and can be unreliable in certain countries. Identify alternative course materials (downloadable text books, articles rather than books) Place course materials on the NU Library Digital Reserves Encourage students to ask their instructor for alternatives The International Undergraduate Working Group consists of representatives from schools, administrative units, and student affairs. Our current group membership is as follows: Taya Carothers (group coordinator), Assistant Director, Office of International Student & Scholar Services Lee West, Director of Undergraduate Education Anthony Kirchmeier, Director of Off Campus Life Brian Drabik, Senior Associate Director of Financial Aid Christina Callahan, Associate Director of Undergraduate Admissions Emma DeCosta, Associate Professor of Instruction, McCormick School of Engineering Kenneth Powers, Senior Academic Advisor, School of Education & Social Policy Felicia Gowanlock, Director of Student Development, Athletics Sarah Syverson, Lecturer, School of Communication Shelby Hatch, Academic Adviser & Assistant Professor of Instruction, Weinberg College of Arts & Sciences Sharitza Rivera, Assistant Director, Student Enrichment Services Christine Munteanu, Assistant Director of Multicultural Student Affairs Ryan Radebaugh, Coordinator of International Student Experience, Office of International Student & Scholar Services International Undergraduates Working Group 15

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