Letter of Transmittal

November 21, 2021

Taylor Wey, M.S.
Scholarship and Stewardship Coordinator,
University Advancement Staff Advisory Council (SAC) Secretary
University of South Florida Sarasota-Manatee Campus
8350 North Tamiami Trail C325
Sarasota, FL 34243

Dear Taylor Wey,

We are submitting herewith our report on how COVID-19 affected students’ financial
needs and emotional health at USF as a required fulfillment on the subject of ENC Professional
Writing. This report aims to evaluate the financial and psychological impact that the COVID-19
pandemic has had on students at the University of South Florida and to recommend how we best
see the University can alleviate the students’ struggles.

The findings of this study show how the pandemic affected students and continues to
affect them. This research indicates that the University of South Florida should consider students'
struggles and work to mend this with our proposed solutions. This report examines the effects of
the COVID-19 pandemic on students' financial and mental well-being at the University of South
Florida campus. The results of this report will contribute to our comprehension of COVID-19's
effects and the suggested solutions presented.

Through our report, we aim to inform our audience of the hardships that came from
COVID-19 and give helpful ways we can all move forward in improving these hardships. If you
have any questions, please feel free to contact our group.

Sincerely,

Team 3 Students at USF

How Did COVID Affect Student Emotional Health and Finances At USF

Manal Nair

Leila Keradman

Kat Nouaneasa

Lucas Hill

University of South Florida

ENC 3250

Dr. Hema Ramachandran

April 16, 2023

 Contents

Letter of transmittal……………………………………..…………………………………………1

How Did COVID Affect Student Emotional Health and Finances At USF………………….2

Table of Contents………………………………………………………………………………….3

Informative Abstract………………………………………………………………………………4

Introduction………………………………………………………………………………………..4

Problem……………………………………………………………………………………………4

Causes of the Problem or Need…………………………………...……………………………….5

Solutions…………………………………………………………………………………………..7

Implementation……………………………………………………………………………………9

Call to Action…………………………………………………………………………………….10

Work Cited……………………………………………………………………………………….11
Informative Abstract

This study aims to analyze the financial and emotional toll the COVID-19 epidemic has had on
students attending a University of South Florida campus. This article intends to assess the
influence of the COVID-19 epidemic on the student's financial and emotional aspects at one of
the University of South Florida's higher learning institutions. Implications drawn from this
research are substantial. As a first point, the results of this research had significant effects on the
COVID-19 epidemic, particularly in terms of financial aid and the emotional toll it had. Second,
the findings suggested that the institution should look beyond the learning process to include
internal and external factors. Finally, the results of this research add to our understanding of
COVID-19's effects and the recommended solutions provided to USF faculty by our team to help
students in tough financial situations.

Introduction

The US Department of Education has taken note of the University of South Florida's diversified
approach to improving student results. I recall seeing stories about college students and how they
were affected at the epidemic's peak last year. However, nothing specifically concerns
international students, who often face more challenges than American college students.
According to this article, college academic achievement is predicted by one's capacity to meet
basic needs. Teachers and university administrators cannot assist pupils in overcoming situations
such as COVID-19. The results of this research had significant effects on the COVID-19
epidemic, particularly in terms of financial aid and the emotional toll it took. Therefore, the
primary foci of this research are the possible educational, mental health, monetary, and emotional
implications of COVID-19 transmission among university students.

Problem

In this section, financial aid is most probably a critical factor in the education industry,
particularly in higher education1. Sometimes financial difficulties may have a domino effect on a
student's academic performance, emotional stability, and motivation to find a job after graduation
if they are not adequately planned for. Even before the epidemic, students' access to financial aid
was a significant problem. Generally, this article insisted on showing how today's young are far
more dependent on their parents for financial support than the youth of the 1980s2. Thus, one of
the main factors that must be addressed concerning the present COVID-19 epidemic that is being
confronted is the constant financial support among students.

1
M. B. Russell et al., "The COVID-19 effect: How student financial well-being, needs satisfaction, and college
persistence has changed," Journal of College Student Retention: Research, Theory & Practice, 2022
2
C. Son et al., "Effects of COVID-19 on college students’ mental health in the United States: Interview survey
study," Journal of Medical Internet Research 22, no. 9 (2020)
Due to rising concerns about the COVID-19 pandemic, the University of South Florida has
decided to cancel or postpone all upcoming campus events, including but not limited to in-person
lectures, seminars, conventions, and intra and intercollegiate sports tournaments. The institution's
administration has moved fast to adapt its programs and services for online distribution3. The
following phases will center on learning how overseas students deal with COVID-19-related
stress and social support's impact on their mental health. Ideal research would follow these kids
over time, beyond the pandemic, to see how the focus of COVID-19 affected their mental health.
Thirty-five percent of those polled said they had more work to accomplish than before. As a first
point, the results of this research had significant effects on the COVID-19 epidemic, particularly
in terms of financial aid and the emotional toll it had. The findings suggested that the university
should not be restricted to enhancing the teaching and learning procedures. The prolonged
pandemic condition and restrictive measures, such as lockdowns and stay-at-home orders, have a
detrimental economic effect on higher education because of the COVID-19 pandemic. The visual
below shows the financial assistance Vs. Amount of students that need help.

Causes of the problem or need

3
Russell, " The COVID-19 effect: How student financial well-being, needs satisfaction, and college persistence has
changed
Most students' ability to pay for their education is critical in the education industry, particularly
in higher education. However, undergraduate and graduate education prices have risen over
time4. Thus, prior research has pointed out that, with good preparation, the student can handle
financial support, leading to many concerns, such as academic problems, emotional and mental
health, and the willingness to seek a career after graduation. It has been determined that lack of
financial help was already a significant issue for many students before the outbreak, which
showed how today's youth are far more dependent on their parents for financial support than the
youth of the 1980s. Thus, one of the main factors that must be addressed concerning the present
COVID-19 epidemic is being confronted with is constant financial support among students5.
Today's students face many financial challenges, including but not limited to debts, student loans,
application costs, rental housing expenses, textbooks, study materials, student job loss, anxiety
about their long-term economic security, and future academic and professional prospects.

The mental health of those in impacted communities is in the spotlight because of the COVID-19
epidemic. Fear and anxiety for oneself or one's loved ones, limitations on mobility and social
activities due to quarantine, and abrupt and extreme changes in one's way of life are only some of
the stresses amplified or created when epidemics occur. Recent research on pandemics and
epidemics has highlighted the psychological toll they take in infection worries, lost income, and
social isolation. The University of South Florida has acknowledged the difficulties overseas
students face in light of the COVID-19 pandemic. The USF World International Student Support
Fund was established to assist these students in achieving their goal of receiving a USF degree.
Many of these students elected to stay in the United States and go far from home, so they have
been separated from their loved ones for the previous few months. However, other people
decided to return to their home countries without knowing whether or when they would be
allowed to6. Many of these kids and their families are now dealing with the loss of stable jobs
and related finances.

The spread of COVID-19 has caused widespread disruptions in all parts of the planet. The public
is apprehensive about the future due to the enormous increase of infected patients. It is
well-known that the present health crisis will affect mental and emotional health. Tensions were
high between students and faculty and among other campus inhabitants7. Student’s academic
performance and emotional well-being may suffer due to this additional stress. As a result, this
harms kids' ability to study since worry makes concentrating harder. Since students are facing
unprecedented uncertainty as a result of the COVID-19 situation, their mental health must be a
key focus. Schools are vested in finding solutions to this problem and protecting their students
and employees. To that end, developing positive working relationships would benefit students,

4
C. Son et al., "Effects of COVID-19 on college students’ mental health in the United States: Interview survey study
5
Russell
6
Russell
7
Son
faculty, and university management. In contrast, learning processes cannot be described as "cold
cognition."

In research relevant to the teaching of biology, they are often ignored. However, it has been
shown that whereas negative emotions have the opposite effect, positive emotions directly
influence learning and achievement. This article makes the case—based on research—that the
presence of pleasant feelings is one of the essential elements in generating an atmosphere
conducive to learning. One of the study issues that sprang out of this was whether or if students
at public universities had any emotional repercussions after taking COVID-19. College students
are one demographic that is particularly vulnerable to mental health problems. This research shed
insight into how changes brought on by a pandemic affect a population's mental health and
well-being8. During the height of the epidemic, it conducted online surveys with participants and
found that most were feeling higher tension and anxiety because of COVID-19.

Solutions

There are three possible solutions when exploring financial issues caused by COVID: financial
workshops, increasing/investing in scholarships, and partnering with local businesses. The
criteria when exploring these solutions are financial well-being, student success, and needs
satisfaction. This criterion is crucial to decision-making regarding solutions as the focus of the
solutions needs to be student wellness-oriented and in the most effective way possible.
Furthermore, financial well-being involves students' financial health and wellness, which
includes ensuring they have enough money to succeed and focus on school. Student Success
focuses on providing students with positions in a way that they are set up for long-term success
and supported so that they can focus on their careers/be informed. Finally, needs satisfaction is
fulfilling a motivational desire to ensure that students are prioritized, and more than just basic
needs are being met.

Partnering with small businesses can provide students many opportunities to develop
professional skills, earn money, and gain experience. According to BizJournals, Over 75% of
Tampa businesses are small businesses. With such a large population of small businesses in the
area, the opportunity for USF to partner with these businesses benefits both the community and
the students. According to a study by the National Federation of Independent Business (NFIB),
over 55% of small businesses offer or allow internships or part-time work. Thus, it will enable
students to earn money while learning. Having USF vet these companies/corporations and doing
it through the school ensures that students are being set up for success and supported in the right
way. In terms of satisfying the selected decision criteria, partnering with small businesses allows
students to improve their financial well-being, leads them toward success, and allows them to
meet their needs. This solution can also help USF by building a more robust alumni network as
well as retaining students to work at the university.

8
Russell
USF can give students valuable materials and tools to put them up for financial success by
funding and managing financial workshops. These workshops can be provided by USF in person,
online, or one-on-one. Financial workshops can teach students money management techniques
and aid their financial education. According to a study called Financial Services Review from
2002, students who participate in financial workshops report having a greater awareness of
money matters and are more inclined to practice wise money management. Furthermore, by
providing financing for workshops, schools can guarantee that all students, regardless of their
financial condition, have access to these essential resources, which can be very helpful for
students from low-income homes who might not have access to such resources outside of school.
The availability of financial seminars and funding can assist students in developing crucial
lifelong financial skills and techniques, enhancing their financial stability, and lowering their
financial stress. USF-funded workshops focus on student success criteria; it enables students to
be prepared for the future and has their best interest in mind. The expense is negligible compared
to the benefits of teaching and preparing kids for success.

By raising funds and awareness, USF can significantly assist students experiencing financial
insecurity due to COVID. A student's academic performance, mental health, and general
well-being can all be impacted by financial insecurity. Schools can support students by boosting
financial aid, scholarships, and grants to assist with tuition, books, and living expenses.
According to a Stronger Nation report from 2021, financial aid can assist students in finishing
their degree programs and persevering through difficult times to achieve degrees, which
improves job prospects and increases potential incomes. Raising funds and providing students
with scholarships is another solution that fits all decision criteria. Providing students with
finances and resources allows them to explore opportunities and continue to grow. Schools can
improve awareness about the financial resources accessible to kids in addition to raising
financing.

In addition to promoting financial literacy tools like workshops and counseling services also
involves disseminating information on financial aid, scholarships, and work-study programs.
Additionally, by boosting money for initiatives and scholarships, USF might continue to focus on
lowering the stigma associated with financial insecurity and developing a welcoming campus
atmosphere. This may entail supporting student-run projects like food banks or savings accounts
for unexpected expenses. When students are encouraged by their friends and school, they feel
better about their financial circumstances.

In conclusion, a significant barrier to a student's ability to succeed academically is financial

insecurity. Schools can offer essential assistance to help students afford costs and access financial
resources by raising money and awareness. Schools can also support students by lowering stigma
and developing a welcoming campus culture, giving them the confidence to deal with financial
difficulties.
Implementation

Beginning in Summer 2023, our team will be taking action to initiate this recommendation. The
following implementations were determined by using our decision criteria. When selecting our
solutions, we considered students' criteria that represent the student's priorities, such as financial
well-being, student satisfaction, and emotional support.

First, we will gather our resources by creating surveys, questionnaires, and petitions for students
at the start of the summer term. The surveys conducted will provide us with feedback from
students on their overall financial knowledge and their mental health. While gathering the
feedback, we will begin working with USF to create workshops to be available by the start of the
fall term. Thus, this will include planning, budgeting, and finding a professor or mentor to host
our proposed workshops. By the beginning of the fall semester, our goal is to have financial
workshops available and increase scholarship funding. The visual below shows the scheduled
timeline of our goals and the steps needed to accomplish them.

To accomplish these goals, our team has determined the finances to create financial workshops
and increase scholarship funding. The University of South Florida’s annual budget is
approximately $2 billion9. That said, we propose that the USF financial assistance department
invests in increasing scholarship funds starting at $10,000. Increasing scholarship funding, this
will allow students to have more opportunities and financial support. As for workshop funding,
creating an online workshop can range anywhere between $5,850-$15,000. When doing an
in-person workshop, the cost is approximately $1,650.

Additionally, it is essential to consider the salary for mentors or professors who will also assist
with the workshops. Since workshops are primarily for Adjunct Professors, their yearly salary is
typically $18,020. These workshops will help USF students expand their knowledge of their

9
State University System of Florida
finances. The funding for both creating workshops and increasing scholarships is reasonable and
attainable. These recommendations will overall help the financial and mental health of USF
students.

Roles have been assigned to each team member to implement each task. Manal's role is the
leader of our group. Her role was determining the issue, suggesting recommendations, and
providing supporting information. Leila's role was to research and present the benefits of our
proposed recommendations. Lucas's role was to determine and offer our team's solutions. Thus,
this includes the details, benefits, and how it satisfies the decision criteria. Finally, Kat's role was
to present the implementation, including a task schedule, determine the budget, and create
visualizations. As a team, we work together to meet our common goal.

Call to Action

The students at USF and the financial aid office at USF can take action to better the financial
uncertainties and emotional harm caused during the pandemic. Our proposed solutions include
starting a workshop at USF for students struggling with their finances or looking for advice on
their finances and increasing scholarship funding and mental health awareness among students.
In addition, students at USF should take the initiative to organize financial workshops for other
USF students interested in participating and learning from these workshops. Students may also
encourage other students to seek help if they struggle emotionally. By participating in things like
surveys, petitions, and workshops for financial literacy, the students at USF can better work
towards expanding their understanding of their finances and mental health and gain valuable
information for their future finances and emotional well-being.

The ideal way for our proposed solution to begin is to produce a report outlining the student's
difficult financial and emotional position due to COVID-19 and how it will be handled. This
report can be distributed among students to learn why they may struggle financially after
COVID-19 and find out where to get some advice. Additionally, USF financial offices can assist
in addressing the students' issues, including financial struggles and student mental health. First,
we must conduct surveys to determine how many kids struggle financially and emotionally.
Second, we must choose the ideal time to set up the financial workshops for the students. Once
these steps are taken care of, the workshops can begin being crafted. To accomplish this, USF
needs the funds to host the workshops and professors or mentors to assist. There should also be
an outreach plan and a way to let students know when to look forward to the workshops.

The students at USF will benefit from our recommendation by improving not only their financial
health but their overall academic performance as well. In addition, our recommendations will
allow students to learn more about their financial situation and mental health journey, leading to
a happier and healthier community at USF.
 Works Cited

Playle, T. (2022, April 21). Planning A content workshop for your university, college or
school. Pickle Jar Communications. Retrieved 2023, from
https://www.picklejarcommunications.com/blog/planning-a-content-strategy-workshop-for-
your-university-college-or-school

Russell, M. B., et al. "The COVID-19 effect: How student financial well-being, needs
satisfaction, and college persistence has changed." Journal of College Student Retention:
Research, Theory & Practice, 2022, p. 152102512211337,
doi:10.1177/15210251221133767.

Son, C., et al. "Effects of COVID-19 on college students’ mental health in the United
States: Interview survey study." Journal of Medical Internet Research, vol. 22, no. 9, 2020,
p. e21279, doi:10.2196/21279.

Zeng, K. (2018, March 2). How to host successful workshops on college campuses.
Medium. Retrieved 2023, from
https://medium.com/@kairuizeng/how-to-host-successful-workshops-on-college-campuses
-1328cecd86d5

University of South Florida. State University System of Florida. (2023, January 14).
Retrieved April 2023, from
https://www.flbog.edu/university/university-of-south-florida/#:~:text=USF%20has%20an
%20annual%20budget,economic%20impact%20of%20%246.02%20billion.

Small business economic trends. NFIB. (2023, April 11). Retrieved April 19, 2023, from
https://www.nfib.com/surveys/small-business-economic-trends/

Department of the Treasury CFDA 21.019 coronavirus relief fund ... - AICPA. (n.d.).
Retrieved April 19, 2023, from
https://us.aicpa.org/content/dam/aicpa/interestareas/governmentalauditquality/resources/sin
gleaudit/uniformguidanceforfederalrewards/downloadabledocuments/2020-omb-comp-sup
p/treasury-2020-compliance-supplement-addendum-final.pdf

University of South Florida. College Confidential. (n.d.). Retrieved April 19, 2023, from
https://www.collegeconfidential.com/colleges/university-of-south-florida/#:~:text=Tuition
%20and%20Financial%20Aid%20at%20USF&text=The%20average%20financial%20aid
%20package,is%20around%20%2413%2C504%20a%20year.

Periscopic. (n.d.). A stronger nation. Lumina Foundation. Retrieved April 19, 2023, from
https://www.luminafoundation.org/stronger-nation/report/