We Want You Back: Uncovering the Influences on In-Person Instructional Operations in Fall 2020

Collier, Daniel; Fitzpatrick, Dan; Dell, Madison; Snideman, Sam; Marsicano, Christopher R.; Kelchen, Robert

doi:10.2139/ssrn.3778772

Cited by 9 publications

(8 citation statements)

References 41 publications

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“…This result may also be related to our finding that, among public institutions, location in a state with a GOP governor significantly and positively predicted the likelihood that it would shift to offering additional in-person instruction. This result confirms the findings of other recent work that explores institutional reopening plans (Andersen et al, 2020;Collier et al, 2020Collier et al, , 2021Felson & Adamczyk, 2021) and suggests that institutional leaders in some states were under considerable political pressure to reopen for in-person instruction, despite the health risks involved (Collier et al, 2020(Collier et al, , 2021Felson & Adamczyk, 2021). Indeed, our models indicate that political factors weighed more heavily than public health itself at the average public 4-year institution.…”

Section: Discussionsupporting

confidence: 90%

“…Subsequent research has confirmed that politics, especially party affiliation, played an important role in institutional decision-making. Studies from Collier et al, (2020Collier et al, ( , 2021 and Felson and Adamczyk (2021) indicate that states with either a Republican governor or a Republican-controlled legislature were more prone to reopen for in-person instruction.…”

mentioning

confidence: 99%

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Balancing finances, politics, and public health: international student enrollment and reopening plans at US higher education institutions amid the COVID-19 pandemic

Whatley

Castiello-Gutiérrez

2021

High Educ

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Drawing from resource dependence theory, this study explores the extent to which international student enrollment related to institutional decisions to shift to in-person instructional strategies during the COVID-19 pandemic. We focus our study particularly on July 2020, a time during which tensions around international students’ legal status in the US were especially high. Our results suggest that leaders at private not-for-profit institutions were significantly more likely to shift instructional strategies to include more in-person instruction, thus allowing more international students to enroll but also placing at risk the health of individuals on their campuses and in their local communities. A similar result was not found for public institutions. These results speak to the extent to which private institutions in the US have become financially dependent on international students’ tuition and have clear implications for the financial futures of US higher education institutions. Supplementary Information The online version contains supplementary material available at 10.1007/s10734-021-00768-7.

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

Balancing finances, politics, and public health: international student enrollment and reopening plans at US higher education institutions amid the COVID-19 pandemic

Whatley

Castiello-Gutiérrez

2021

High Educ

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“…Journalists, academics, policymakers, and the broader public are in widescale agreement that no industry has been left undisturbed by the COVID-19 pandemic (Kushner Gadarian et al, 2020). Yet, many argue that the education sector has been hit particularly hard because of the shift to wide-scale remote learning (Collier et al, 2021). In addition, at the postsecondary education level, the disparate ways institutions have chosen to respond to the pandemic has led to an array of approaches that all have nuanced impacts on students that we are only beginning to understand (e.g., Collier et al, 2020;Marsicano et al, 2020;Whatley and Castiello-Gutiérrez, 2021); further, higher education budgets are often the first victims of tightening state budgets.…”

Section: Imbalance In the Ecosystem: Disrupting Progress In Stem Educationmentioning

confidence: 99%

A Potential Canary in the Coal Mine: A Critical Policy Analysis of the Illinois LSAMP During the COVID-19 Pandemic

et al. 2021

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The COVID-19 pandemic has continued to impact every industry and test problem-solving capabilities and innovation across the board; education is no exception. As institutions continue to adapt to the impacts of the current public health crisis, colleges and universities are also navigating federal policy prompted by the pandemic. Literature has shown the positive influence of organizations, such as the Louis Stokes Alliances for Minority Participation (LSAMP), and, we argue that they can take a more active intermediary approach, that of an Organizational Buffer, to best support their students during times of uncertainty. Current research highlights the disconnect between STEM education and policy, as well as how the pandemic is disproportionately impacting communities of color. The pervasiveness of whiteness within educational policy and the negative impacts of unequal distribution of resources on students of color in STEM highlight the need to center race in a theoretical framework and policy. The purpose of this study was to understand the policy and communication responses to the pandemic as they pertained to supporting student success in STEM. Using the Theory of Racialized Organizations, which is a qualitative case study approach that leverages diffractive readings, was implemented to understand whether educational policy and communication responses during this time have or perpetuated inequitable systems. Guided by the research question, in what ways do pandemic policies and communications bolster the success of underrepresented minoritized students (URM) majoring in STEM, our study found four versions of policymaking (i.e., Performative, Picking Winners and Losers, Stay in your Lane, and Time Burden) that emerged and did not support URM STEM students equitably and consistently. Based on these findings, we present implications for institutional responses, LSAMP-alliance support, and future research.

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“…Additionally, organizational decision making is conditioned by the feedback received from stakeholders, as well as the resources/knowledge available to seek solutions to problems (Greve, 2003). Previous explorations of fall reopening plans have concluded that colleges and universities were influenced by state and local politics as much, if not more than, institutional characteristics (Collier et al, 2021;Felson & Adamczyk, 2021). This offers insight into decision-making processes of institutions, given their collective limitations of time to design a reopening plan and knowledge about how to operate under a pandemic.…”

Section: Introductionmentioning

confidence: 96%

The Influence of Public Health Faculty on College and University Plans during the COVID-19 Pandemic

Cahill

Choate

et al. 2021

Preprint

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The purpose of this study was to determine whether the institutional presence of public health faculty within colleges and universities influenced operational plans for the fall semester of 2020. Using cross-sectional data collected by the College Crisis Initiative of Davidson College, six levels of instructional modalities (ranked from least to most restrictive) were compared between Council on Education of Public Health (CEPH)-accredited and non-CEPH-accredited 4-year institutions. Institutions with CEPH-accredited schools and programs were more likely to select some restrictive teaching modalities: 63.8% more likely to use hybrid/hyflex or more restrictive and 66.9% more likely to be primarily online (with some in person) or more restrictive. However, having CEPH-accredited programs did not push institutions to the most restrictive modalities. COVID-19 cases in county, enrollment, and political affiliation of the state governor were also found to influence instructional modality selection. While any ecological study has certain limitations, this study demonstrates that college and university fall plans appear to have been influenced by the presence of CEPH-accredited schools and programs of public health, and/or the input of their faculty. The influence of relevant faculty expertise on institutional decision-making can help inform college and university responses to future crises.

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We Want You Back: Uncovering the Influences on In-Person Instructional Operations in Fall 2020

Cited by 9 publications

References 41 publications

Balancing finances, politics, and public health: international student enrollment and reopening plans at US higher education institutions amid the COVID-19 pandemic

Balancing finances, politics, and public health: international student enrollment and reopening plans at US higher education institutions amid the COVID-19 pandemic

A Potential Canary in the Coal Mine: A Critical Policy Analysis of the Illinois LSAMP During the COVID-19 Pandemic

The Influence of Public Health Faculty on College and University Plans during the COVID-19 Pandemic

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