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In spring 2020, many U.S. colleges and universities rapidly shifted to online instruction and implemented social distancing policies to respond to the COVID-19 pandemic. Students experienced unprecedented disruption of their interpersonal academic and social networks due to the loss of physical proximity. We used egocentric network analysis and latent profile analysis with survey data from April 2020 and conducted follow-up interviews in September 2020 to examine some of the pandemic's immediate effects on student interpersonal network change. We found the disappearance of interpersonal network patterns featuring coworkers and academic ties, as well as reductions in students' overall number of connections and the role diversity of their networks. Results suggest potential ongoing reduction of peer academic relationships, implying that institutional personnel may need to pay particular attention to academic connections in online spaces and to regenerating students' academic networks when on-campus physical spaces may again be used to support learning.

The COVID-19 pandemic-related social distancing practices that colleges implemented in Spring 2020 disrupted the typical mechanisms of propinquity (physical proximity) and homophily (shared characteristics) that physical institutions rely on to help students build and maintain relationships critical to learning and wellbeing. To explore how social distancing shaped students' academic and social networks and associated educational outcomes, we conceptualized it as a "network shock" and collected unique ego network data in April 2020. For participating students, maintaining interactions with the same set of individuals before and after social distancing was related to more positive outcomes across a range of self-reported wellbeing and learning indicators. On average, students experienced a loss of frequent academic contacts, while they maintained or replaced social interactions in their interpersonal networks after social distancing. Our investigation of the ways students experienced changes in their social and academic networks after a loss of physical proximity points to the role of interpersonal interaction network continuity for fostering wellbeing and learning in times of disruption, as well as the potential need for support in maintaining or rebuilding academic networks.

Aligning with the NREA's "college and career readiness" research priority, this article presents a systematic literature review of 134 publications regarding the state of rural college access and choice research between the years 2000 and 2020. We use Perna's (2006) college choice model to guide our comprehensive summary of current themes as well as remaining challenges and opportunities. We find that studies in the Appalachian region were overrepresented and that a majority of publications focused on the roles of rural habitus or K-12 and community context in shaping college aspirations and enrollment for rural students. Future research should prioritize rural regions outside of Appalachia, rural youth of Color, rural forms of capital, and how higher education and social, economic, and political contexts impact rural college access and choice.

We present a historical case study of "data-driven" general education policy reform at the City University of New York, where within-system transfer issues prompted the need for curricular reform that was debated and eventually implemented from 2011 to 2017. Through an empirical examination of artifacts such as meeting minutes, internal memoranda, institutional reports, speeches, testimonies and position statements, and recordings of public meetings, we trace the emergence of a policy problem, contests over its framing, and the development of a policy solution for a curricular crisis across competing strands of collaborative governance and conflict over curriculum-making. We illustrate how administrators and their allies engage informatic power to unify the means and ends of curriculum reform--producing curricular policy and new language practices for discussing curriculum that facilitate increased managerialism and the rise of audit culture. When curricular conversation primarily focuses on the use of data, normative questions about the purpose and organization of undergraduate curricula are elided. In this case, policy proponents and opponents focused on a narrow definition of what kind of data "counts" for policy making. We argue that governance actors need to allow for and incorporate an array of data resources into their curricular conversation.

It is estimated that over a third of college students switch majors at least once (Astorne-Figari & Speer, Economics of Education Review 70:75-93, 2019), but the impact of this switching behavior on students' pathways towards a science, technology, engineering, or math (STEM) degree are not well understood. In this study, using panel data from the Pathways through College Research Network, we explore how initial science identity-related beliefs about math and science recognition relate to students' STEM major plans over time- that is are students more likely to maintain their plan, switch among STEM majors, or leave STEM fields altogether? We account for students' motivational beliefs in pursuing STEM, their experiences of high-impact practices on campus, and the "additive effect" of credit accrual on persistence and maintaining aspirations. Using competing risk event history analysis, we test influential factors in the decision to leave a STEM major or switch among STEM majors in the first three years of undergraduate education at three institutions (n = 518). We observe that credit accrual was significantly related to lower odds of students either leaving or switching, and that different forms of science and math recognition predict significant differences in odds of switching among and leaving STEM majors. We observe significantly different sets of influences on switching and leaving behaviors which suggests that students who depart STEM might be fundamentally different from students who switch among fields, but who do not stay in their original field of interest.

This article presents an instrumental case study of how community college faculty engages in academic planning in the wake of curricular policy reform, and tensions between the perspectives of faculty from 2- and 4-year institutions. Implications of these dynamics are discussed with a focus on advice for those leading curricular change projects in community colleges.

Since Spring 2020, college students have experienced rapid and unpredictable shifts in their social and academic worlds. As institutions implemented social distancing policies, students had to navigate unstable norms related to peer interaction while negotiating what it meant to act responsibly to ensure their own safety and help their communities. Drawing on a network-based approach to pro-social behavior, we conducted a study of undergraduate students' frequent interaction networks at one research university during Fall 2020 to better understand how students constructed and were influenced by their peer relationship patterns. We observed a typology of student relationship patterns based on the structure and physical location of relationships. This typology had important implications for how students assessed risk and expressed care. While students engaged in different behaviors related to social distancing, they all believed they were making a concerted effort to keep their frequent contacts safe. [ABSTRACT FROM AUTHOR]

Many rural communities throughout the United States have experienced brain drain or the out‐migration of educated young people. Explanations for why college‐educated adults leave rural communities have relied on economic rationales; however, the effects of social identities, community context, and place attachment have also been shown to influence migration decisions. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), this study examines factors experienced during adolescence as well as postsecondary characteristics that promote college graduates' return to their rural communities when they are between the ages of 34 and 43. We find that among college graduates who had attended a rural public K‐12 school, those who had higher levels of school attachment were significantly more likely to return home compared with graduates who had lower levels of school attachment. The findings also suggest that graduates who came from a lower college‐educated community were more likely to return home than those from average or highly college‐educated communities. By analyzing long‐term outcomes, this study extends our understanding of the strengths of adolescent experiences and neighborhood context influencing the pull to return home and the support for policies strengthening rural communities as there may be long‐term effects to returning home, even if youth leave for college. [ABSTRACT FROM AUTHOR]

Aligning with the NREA's "college and career readiness" research priority, this article presents a systematic literature review of 134 publications regarding the state of rural college access and choice research between the years 2000 and 2020. We use Perna's (2006) college choice model to guide our comprehensive summary of current themes as well as remaining challenges and opportunities. We find that studies in the Appalachian region were overrepresented and that a majority of publications focused on the roles of rural habitus or K-12 and community context in shaping college aspirations and enrollment for rural students. Future research should prioritize rural regions outside of Appalachia, rural youth of Color, rural forms of capital, and how higher education and social, economic, and political contexts impact rural college access and choice. [ABSTRACT FROM AUTHOR]