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Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

The COVID-19 pandemic has impacted academic labour, with women being disproportionately negatively affected. This scoping review provides an exploratory snapshot into the corpus of literature investigating the impact of the pandemic on academic labour. We used a set of criteria to first identify the 86 titles from which we selected 45 as the data set. We analyzed the data on characteristics of location, investigative methods, publication information, and discipline. The findings showed that most of the data were global in context; used primarily qualitative methodologies; published in a wide variety of journals; and spanned diverse disciplines, including science and health, education, business, sociology, and political sciences. We then analyzed the data thematically. The themes we identified were gender inequity, identities and intersectionality, performing work-home binaries, and invisible labour. We added a fifth theme, lived experiences, consisting of women academics' firsthand accounts. We consider this theme unique, despite its overlap with the other themes, because it is evidence of women academics telling their personal stories. We discuss how our findings show that pandemic conditions worsened existing inequities. The solutions most often cited in the data place emphasis and responsibility on the individual, but we argue that institutions should instead be responsible to redress inequities through improving workplace labour processes. Our research can aid future research on how policy theory can inform socially just policies and practices in the post-pandemic university.

During the COVID-19 pandemic, two higher education teachers, located respectively in the United States and Aotearoa New Zealand, collaborated in the design of curricula on the relationship between identity and food for their students. Intended to help their students develop cross-cultural knowledge and relationships, they hoped that their collaboration would also benefit their professional relationship and learning at a time when these aspects of their teaching lives were negatively impacted by COVID-19. As a contribution to the scholarship of teaching and learning (SoTL), they undertook, with the help of a researcher colleague, an investigation of (a) factors that influenced their ability to start and sustain a successful international collaboration, and (b) its subsequent impact on their on-going relationship and learning. In this article, the rationale, purpose, and design of the study are outlined, and findings and associated theory presented and discussed. A key conclusion reflects the relationship between the hospitality 'mindset' of the teachers and their ability to conceptualize, enact and benefit from their collaboration in meaningful ways. Insights into the way SoTL can enhance teachers' ability to navigate such periods of deep uncertainty are also presented and discussed.

The global imaginary contributes to the perpetuation of neo-colonial and neoliberal mentalities, which reinforce the political, cultural, and social dominance over international students. Through an exploration guided by interrelated theories of agency and transnational social fields, this study employs a narrative inquiry methodology with a constructivist research approach to comprehend and investigate the agency of international graduate students of Color amidst transnational mobility during the COVID-19 pandemic within a four-year public research institution in the United States. The research findings demonstrate that specific contexts and spaces shape the agency of international graduate students and (trans)form their present and future. This article reveals four distinct forms of agency: agency as negotiation in uncertainties, agency as resistance to forms of (neo)racism, agency for personal growth and (trans)formation, and agency within transnational futures.

The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools.

Parents play a vital role in supporting children with learning disabilities, but little is known about their understanding of this diagnosis. The experiences of parents with the diagnostic process and the services their children receive post-diagnosis vary widely. Parents who participated in this study reported that they understand learning disabilities broadly but not their underlying neurobiology. Those who noted understanding the neurobiology indicated that it helped them better support their child, and those who did not understand it wanted to learn more. Parents generally noted that their children received less support during COVID-19 and that they had to seek more private services in order to support their child's academic progress, which caused additional strain on families. Finally, parents reported that having a child with a learning disability negatively affected their mental health, especially when parents feel like they have had to advocate strongly for their child to receive services.

The COVID-19 pandemic has led to challenges in high-impact extra-curricular educational practice. Using cross-national, large-scale survey data, this study discusses the current state of participation of high-impact educational practices (HIPs) among Chinese and American undergraduates, changes in this participation over time, and the differences between undergraduates in the two countries in this regard, from 2018 to 2021. We find that participation in social practices was significantly greater than research-related and extended learning activities in both China and the U.S. The involvement of first-year undergraduates in the three typical HIP activities was lower than that of seniors, especially in doing research with faculty. American seniors participated more in service learning and study abroad than Chinese seniors. The proportion of senior students who had studied abroad was lower than the proportion of first-year students who planned to study overseas, particularly in China. COVID-19 led to a significant drop in participation in service learning and study abroad in China, and it also amplified the impact of institutional support on the participation of undergraduates in HIPs.

BACKGROUND: The emergence of COVID-19 resulted in a substantial loss of education because of global school closures. Face masks are a potential measure to restrain the COVID-19 spread; therefore, this paper evaluated the effectiveness of face masks in reducing COVID-19 incidence in school settings. METHODS: A systematic review was conducted by searching the literature in the Cochrane COVID-19 Study Register and the World Health Organization COVID-19 global literature. Data were summarized in tabular forms, and the findings were presented as narrative synthesis. RESULTS: A total of 15,709 records were retrieved. The screening and selection led to the inclusion of 12 observational and 2 quasi-experimental studies. Nine studies were conducted in different states, counties, or districts of the United States, and the remaining 5 were reported from Germany, Finland, Spain, and the United Kingdom. The results of 10 out of 14 studies favored mask use in reducing school COVID-19 incidence. Three studies found no link between mask use and COVID-19 incidences, whereas 1 quasi-experimental study noted a higher COVID-19 incidence with mask use in students aged 6-11 years than no use of mask among preschool children aged 3-5 years. CONCLUSION: Mask mandates may lessen the incidence of respiratory infectious diseases in school settings during a pandemic; more well-designed studies are warranted to clarify further the evidence regarding mask use in school settings.

This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.

Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students' transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding "courses and instructors" became popular during the pandemic, whereas most online learning research has focused on "learners" pre-COVID-19. Notably, the research topics "course and instructors" and "course technology" received more attention than prior to COVID-19. We found that "engagement" remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners' and instructors' perceptions of online learning.

Background: Engineering culture research to date has described the culture as rigid, chilly, and posing many barriers to entry. However, the COVID-19 pandemic provided an important opportunity to explore how engineering culture responds to a major disruption. Purpose: The purposes of this study are to understand how elements of engineering culture emerged in mechanical engineering students' perceptions of their classroom experiences during the pandemic and how their experiences varied across two national contexts. Method: This qualitative comparative case study examines undergraduate mechanical engineering students' perceptions of their experiences taking courses during the pandemic at two universities--one in the United States and one in South Africa. Semistructured interviews were conducted across both sites with 21 students and contextualized with 3 faculty member interviews. Student interviews were analyzed using an iterative process of deductive coding, inductive coding, and pattern coding. Results: We identified two key themes that characterized participants' experiences during the pandemic: hardness and access to resources. We found that students at both sites experienced two types of hardness--intrinsic and constructed--and were more critical of constructed forms of hardness. We found that the South African university's response to facilitating student access to resources was viewed by students as more effective when compared with the US university. Conclusions: We found that hardness remained a central feature of engineering culture, based on student perceptions, and found that students expressed awareness of resource-related differences. A key distinction emerged between intrinsic and constructed hardness.

Based on Jef Verschueren's Adaptation Theory, Lakoff's definition and Prince et al.'s classification of hedges, this paper takes New York Times and China Daily from January 23rd to April 8th, 2020 as corpus sources, randomly selects 39 COVID-19 reports, and makes a contrastive study of hedges among them, aiming at exploring the similarities and differences in the use of hedges in COVID-19 reports selected from Chinese and American mainstream newspapers and further revealing their influencing factors.

Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords "project-based learning" and "teacher education" along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers' knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers' and students' knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators' motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.

Prior research has established the importance of the supervisor-doctoral candidate relationship and highlighted the importance of mentoring practices for the successful completion of doctoral theses/dissertations in the online environment. This article presents the findings of a survey with faculty members who work as supervisors in online and blended doctoral programs, and e-mentor students working on dissertations, or did so at a distance as a result of COVID-19. The survey was designed around the five sections of technology use in e-mentoring, strategies related to communications and expectations, strategies related to research processes, strategies related to emotional and social support for students, and institutional support, with a focus on which technologies and strategies faculty found most helpful. The results of the e-mentoring survey are presented and discussed in the context of prior literature and future research.

The research on mentorship in the professoriate is extensive and substantial. New faculty benefit from having sustained and focused interactions with a more knowledgeable other who is able to shepherd them through the induction phase of their academic career. Professional support, collaboration, and sponsorship have always been critical, but this need is even more pronounced in the isolating times of the pandemic. During the 2020-2022 academic years, junior faculty were asked to navigate new spaces which would be exceedingly trying under normal circumstances, but even more so while under severe restrictions. This paper will examine the usefulness of alternative ways of mentoring that can assist incoming faculty. Strategies for administrators and senior faculty responsible for facilitating these connections will be explored.

Engaging in sexual relationships is part of adulthood, but doing so in a foreign country can be risky because unsafe sexual experiences can have severe consequences for international students. This review explored sexual and reproductive health (SRH) experiences and needs of international university students in Western countries to identify challenges and gaps and to discuss critical SRH interventions. Four databases (Scopus, Embase, Web of Science, and PubMed) were searched for peer-reviewed journal articles published between 2000 and 2023. After screening 1607 articles, 10 met the inclusion criteria. Results of the review showed that many international students lack comprehensive knowledge about sexual health and sexually transmitted infections. They often obtain SRH information from informal sources, face language barriers, and experience difficulties navigating the healthcare systems of their host countries. University sexual wellness programs should examine how cultural orientations impact the sexual health of international students and provide culturally appropriate SRH interventions. [Note: The publication year for v14 n1 (2024) may be incorrect. The correct publication year for this article is 2023.]

This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networked learning and connectivism and uses a case study approach to deeply consider the experiences of five university educators from different disciplines across the globe. They share their understanding of the concept of the PLN, the influence of the COVID-19 pandemic, and how their PLN affects their digital pedagogies. The findings reveal nuanced insights of university educators' real-life experience, shedding light on how the use of social media and other digital tools for professional learning is changing and the implications this has for the development of university educators' understandings of digital pedagogies.

Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other negative health benefits from excess use of screens and devices. The study has implications for librarians, learning developers and for academic staff assigning course readings to students. Ongoing research in this area is recommended.

Due to the COVID-19 pandemic, many United States brick-and-mortar schools in Spring 2020 rapidly transitioned to emergency remote learning. School leaders grappled with how grades ought to fit within the many unknowns of K-12 remote education. In some cases, schools modified their grading scales to give students greater flexibility to pass courses, and in other situations, schools offered "incomplete" grades in lieu of failures. During this time, state departments of education (DOEs) provided a variety of guidance documents to their school districts. The purpose of this study was to explore the components of state DOE grading guidance during the Spring 2020 school shutdown, along with the patterns of guidance across states. The researchers applied a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines. The document analysis resulted in three primary categories that influenced state DOE grading guidance: "guiding principles," "student advancement," and "determining grades." The researchers conclude by presenting and discussing a three-category model for emergency remote learning grading guidelines for K-12 schools. In the event of another pandemic temporarily affecting the delivery of education to students, policymakers may use this model as a starting point for future recommendations.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researchers located in Australia, New Zealand, Singapore and U.S.A. to create a survey platform for teachers' lived experiences of the impact of COVID-19. Our survey asked 22 questions and attracted 624 responses. This article focuses on question 12: What are the issues you are struggling with and need support with? Drawing from Latour's provocation we distil key 'matters of concern' from the data, illustrated by excerpts from teacher responses and echoed by the authors' COVID lived experiences as interwoven blackout poetry. Our collated experiences highlight struggles with online learning, connectivity/communication with students and families, quality of teaching, and workload, and the need to value and invest in education and the professionalism of teachers to address these struggles.

This article is concerned with the discourses of teachers and teaching work that have circulated in UK and US education policy circles during the COVID-19 pandemic. Drawing on UK and US policy texts published in Spring and Summer 2020, we discuss how the policy discourses underpinning these texts re/define and mis/recognise teaching work. On a theoretical level, the article bears on a poststructuralist tradition calling, "inter alia," for a critical deconstruction of discourses and the relationships of power they sustain, while also borrowing from critical theorists' understandings of social justice. We argue that while some aspects of teachers' work have attracted more visibility and recognition, these processes have been partial and coexist with the strengthening of some of the hierarchies of teaching work in place prior to the pandemic.

A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K-12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the COVID-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed.

This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger's Diffusion of Innovation Theory are used as lenses to understand how academics' epistemic positioning impacts the implementation of educational innovations, and how such innovations fundamentally change practice. We use COVID-19 restrictions as an illustrative example to deconstruct the catalysts for academics' experimentation with new digital tools, new ways to connect with their students, and novel means of facilitating collaborative learning strategies in the online space. This study makes a distinctive and original contribution by revealing three characteristics of disruptive tools, practices, and mindsets in Initial Teacher Education that differ from the typical efficiencies in other markets.

Purpose: This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence). Design/methodology/approach: The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview. Findings: Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students. Originality/value: The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.

Purpose: In the wake of interlocking pandemics, educational systems are resetting in important ways, pursuing aims that are not exclusively instructional (e.g., social justice, well-being). As systems (re)build, they may vary in how they manage their institutional and policy environments, which may or may not be reorienting toward these same expanded aims and at a similar pace. Drawing on theoretical lenses related to coupling and the embedded agency of leaders, this article compares the work of system and school leaders as they reconcile system-level policies with their environments, and with teaching and learning in classrooms. Research Methods/Approach: Drawing on data from four elementary schools, situated across two educational systems (i.e., Montessori and International Baccalaureate) and two national contexts (i.e., United States and Canada), I highlight differences--between and within systems--in implementation of system-level policies. Findings: I find an educational system's "coupling orientation" provides context for the embedded agency of leaders and for the nature of their work as implementation agents. By orienting its leaders toward a certain coupling arrangement between macro (i.e., environment), meso (i.e., system), and micro (i.e., classroom) levels, a system can shape the type of work leaders do, and the degree of structure and agency they experience. Implications: In detailing differences in implementation between and within systems, this research helps scholars frame loose and tight coupling, structure and agency, along a continuum. For educational leaders, this article highlights necessary system knowledge for managing interactions between the environment, their system, and teaching and learning in classrooms.

The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented an opportunity to rethink inclusive education. This paper presents findings from a one-year project "DIGITAL in a time of Coronavirus" and draws upon policy analysis and interviews with teachers, principals, and community leaders from six countries in the Global North and South (Italy, England, Malaysia, Australia, United States and Chile). By mobilising education assemblage theory to challenge binary divisions (included/excluded, modern/colonial, local/global), it presents five concepts to rethink inclusion and its relationship with technologies. It illustrates how during the pandemic alternative entanglements of digital and non-digital technologies challenged narrow and Eurocentric constructions of the digital divide enabling inclusive subjective experiences. Drawing upon local possibilities and histories, re-habilitating non-scientific knowledges, especially in view of future experiences of blended education, the paper seeks to provide policy tools to rethink current understandings of inclusive education.

This article theorizes how crises and markets shape the responses of consumers and producer organizations. We advance four propositions: 1) if a crisis requires major revisions in operational rules, less-exit sensitive (i.e., monopoly-like) organizations shall revise to aggregate preferences of organized producers; and more-exit sensitive (market-oriented) organizations, to the preferences of individual consumers; 2) if a sustained crisis widens the gap between incumbent organizations and consumer preferences, more consumers shall exit to alternative organizations; 3) if the incumbent organization controls valued resources, consumers shall select more-bounded exit options, which retain formal-legal ties with the incumbent; and 4) compared to less-bounded exit, more-bounded exit options shall enhance consumers' collective voice about incumbent organizations. We inductively derive our theory from an exploratory analysis of educational organizations in US and South Korea during the COVID-19 pandemic in 2020. Many consumers were dissatisfied with regular-public schools and considered various exit alternatives, including non-regular schools (e.g., private, charter [US], homeschooling [US], special-purpose [Korea]) and private supplemental education. Compared to less-bounded exit (e.g., private schools), more-bounded exit options (e.g., charter, PSE) grew more, and contributed more to consumer voice about regular-public schools, during the pandemic.

Objective: This study examined the relationship between perceived discrimination and psychological distress among international students during the COVID-19 pandemic. Methods: A total of 188 international students from two large U.S. universities participated in the study. Perceived discrimination, psychological distress, and demographic information were assessed using self-reported questionnaires. Results: COVID-related variables and perceived discrimination were significantly associated with international students' psychological distress. Their COVID-related anxiety mediated the relationship between perceived discrimination and psychological distress. Conclusion: Initiatives to mitigate the perceived discrimination experienced by international students may improve their mental health.

Background: The purposes of this study were to (1) longitudinally examine US college and university COVID-19 dashboard content and (2) explore county-level population health and COVID-19 community indicators where colleges with large undergraduate enrollments were located. Methods: We identified 10 colleges with the largest undergraduate enrollments. Next, we located all public and private two- and four-year nonprofit colleges (n = 58) in each respective county. We assessed active COVID-19 dashboards using established criteria from "We Rate COVID Dashboards" in March 2021 and February 2022. Results: In 2021 and 2022, two-thirds (n = 38/58) of colleges had an active COVID-19 dashboard. While most COVID-19 dashboards were easy to read, they were less likely to include updated daily infection rates and testing frequency details. Conclusion: Overall quality, content, and features of COVID-19 dashboards varied greatly across colleges. Future COVID-19 dashboard designs should focus on providing evidence-based information with the goal of promoting and supporting informed decision making.