Democratizing social scientists' impact on federal policy: Using the evidence act to help government and ourselves.

It is common for social scientists to discuss the implications of our research for policy. However, what actions can we take to inform policy in more immediate and impactful ways, regardless of our existing institutional affiliations or personal connections? Focusing on federal policy, I suggest that the answer requires understanding a basic coordination problem. On the government side, the Foundations of Evidence-based Policymaking Act (2018) requires that large federal agencies pose, communicate, and answer research questions related to their effects on people and communities. This advancement has opened the black box of federal agency policy priorities, but it has not addressed capacity challenges: These agencies often do not have the financial resources or staff to answer the research questions they pose. On the higher education side, we have more than 150,000 academic social scientists who are knowledge producers and educators by training and vocation. However, especially among those in disciplinary departments, or those without existing institutional or personal connections to federal agencies, we often feel locked out of federal policymaking processes. In this article, I define the coordination problem and offer concrete actions that the academic and federal government communities can take to address it. I also offer leading examples of how academics and universities are making public policy impact possible in multiple governmental spheres. I conclude by arguing that both higher education institutions and all levels of government can do more to help academic social scientists put our knowledge to work in service of the public good.

Showing high-achieving college applicants past admissions outcomes increases undermatching.

More than 40% of US high school students have access to Naviance, a proprietary tool designed to guide college search and application decisions. The tool displays, for individual colleges, the standardized test scores, grade-point averages, and admissions outcomes of past applicants from a student's high school, so long as a sufficient number of students from previous cohorts applied to a given college. This information is intended to help students focus their efforts on applying to the most suitable colleges, but it may also influence application decisions in undesirable ways. Using data on 70,000 college applicants across 220 public high schools, we assess the effects of access to Naviance on application undermatch, or applying only to schools for which a candidate is academically overqualified. By leveraging variation in the year that high schools adopted the tool, we estimate that Naviance increased application undermatching by more than 50% among 17,000 high-achieving students in our dataset. This phenomenon may be due to increased conservatism: Students may be less likely to apply to colleges when they know their academic qualifications fall below the average of admitted students from their high school. These results illustrate how information on college competitiveness, when not appropriately presented and contextualized, can lead to unintended consequences.

Interdisciplinary college curriculum and its labor market implications.

This article sheds light on how to capture knowledge integration dynamics in college course content, improves and enriches the definition and measurement of interdisciplinarity, and expands the scope of research on the benefits of interdisciplinarity to postcollege outcomes. We distinguish between what higher education institutions claim regarding interdisciplinarity and what they appear to actually do. We focus on the core academic element of student experience-the courses they take, develop a text-based semantic measure of interdisciplinarity in college curriculum, and test its relationship to average earnings of graduates from different types of schools of higher education. We observe that greater exposure to interdisciplinarity-especially for science majors-is associated with increased earnings after college graduation.

Unlocking the Benefits of Gender Diversity: How an Ecological-Belonging Intervention Enhances Performance in Science Classrooms.

Gender diversity signals inclusivity, but meta-analyses suggest that it does not boost individual or group performance. This research examined whether a social-psychological intervention can unlock the benefits of gender diversity on college physics students' social and academic outcomes. Analyses of 124 introductory physics classrooms at a large research institution in the eastern United States (N = 3,605) indicated that in classrooms doing "business as usual," cross-gender collaboration was infrequent, there was a substantial gender gap in physics classroom belonging, and classroom gender diversity had no effect on performance. The ecological-belonging intervention aimed to establish classroom norms that adversity in the course is normal and surmountable. In classrooms receiving the intervention, cross-gender interaction increased 51%, the gender gap in belonging was reduced by 47%, and higher classroom diversity was associated with higher course grades and 1-year grade point average for both men and women. Addressing contextual belongingness norms may help to unlock the benefits of diversity.

Improving student diet and food security in higher education using participatory and co-creation approaches: a systematic review.

BACKGROUND: Higher education students are an important target group for public health nutrition interventions. When designing tailored and contextually relevant interventions, participatory and co-creation approaches are increasingly recognized as promising but their use and effectiveness has not been assessed in this type of population. We systematically reviewed interventions aiming to improve dietary quality and/or food security in higher education settings with the aims 1) to identify and describe their participatory and co-creation approaches and 2) to compare the effectiveness of interventions using or not using participatory and co-creation approaches. METHODS: Our search in PubMed, Google Scholar, Web of Science, EMBASE was performed in January 2023 and yielded 3658 unique records, out of which 42 articles (66 interventions) were included. Effectiveness of interventions was assessed at the individual level (longitudinal evaluations) or at the group level (repeated cross-sectional evaluations). A five-level classification was used to describe a continuum of engagement from students and other partners in the intervention design and implementation: no participation (level one), consultation, co-production, co-design and co-creation (levels two to five). To synthetize effectiveness, comparisons were made between studies without participation (level one) or with participation (levels two-five). RESULTS: Ten (24%) out of 42 studies used a participatory and co-creation approach (levels two-five). Studies using a participatory and co-creation approach reported a positive finding on individual-level outcome (i.e. overall diet quality or food group intake or food security) in 5/13 (38%) intervention arms (vs 13/31 or 42% for those without participation). Studies using a participatory and co-creation approach reported a positive finding on group-level outcomes (i.e. food choices in campus food outlets) in 4/7 (57%) (vs 8/23 or 35% in those without participation). CONCLUSIONS: Participatory and co-creation approaches may improve the effectiveness of nutrition interventions in higher education settings but the level of evidence remains very limited. More research is warranted to identify best co-creation practices when designing, implementing and evaluating nutritional interventions in the higher education setting. TRIAL REGISTRATION: PROSPERO registration number CRD42023393004.

Power imbalances and equity in the day-to-day functioning of a north plus multi-south higher education institutions partnership: a case study.

BACKGROUND: Partnerships between Higher Education Institutions (HEIs) in the global north and south have commonly been used as a vehicle to drive global health research and initiatives. Among these initiatives, include health system strengthening, research capacity building, and human resource training in developing countries. However, the partnership functioning of many global north-south partnerships still carry legacies of colonialism through unrecognized behavior patterns, attitudes, and belief systems in how they function. Even with research literature calling for a shift from equality to equity in the functioning of these partnerships, many still struggle with issues of complex and unspoken power dynamics. To understand the successes and challenges of north-south partnerships, this paper explored partnership development and functioning of a northern and multi-southern HEIs partnership focused on nutrition education and research. METHODS: A qualitative research approach was used; data were collected through in-depth interviews (IDIs) with questions developed from the Bergen Model of Collective Functioning (BMCF). Thirteen IDIs were conducted with partners from all institutions including stakeholders. FINDINGS: The partnership was built on the foundation of experiences and lessons of a previous partnership. Partners used these experiences and lessons to devise strategies to improve partnership inputs, communication, leadership, roles and structures, and maintenance and communication tasks. However, these strategies had an impact on partnership functioning giving rise to issues of inequitable power dynamics. The northern partner had two roles: one as an equal partner and another as distributor of project funds; this caused a conflict in roles for this partner. The partners distinguished themselves according to partner resources - two partners were named implementing partners and two named supportive partners. Roles and partner resources were the greatest contributors to power imbalances and caused delays in project activities. CONCLUSION: Using the BMCF to examine partnership dynamics illuminated that power imbalances caused a hierarchical stance in the partnership with northern partners having overall control and power of decision-making in the partnership. This could impact the effectiveness and sustainability of project in the southern institutions going forward.

Ongoing impacts of childhood-onset glomerular diseases during young adulthood.

BACKGROUND: Childhood-onset glomerular disease often requires ongoing treatment and follow-up into adulthood. However, few studies have analyzed the associated impact and distress experienced by patients with this condition during the transition from childhood to adolescence and adulthood. METHODS: At three facilities, we recruited patients who developed idiopathic nephrotic syndrome or IgA nephropathy during childhood and were at least 18 years old at the time of study entry. Among them, a questionnaire-based survey was administered to patients who consented to participate, and the results were analyzed in conjunction with clinical information. RESULTS: Data from a total of 38 patients were analyzed. Of these patients, 15 had idiopathic nephrotic syndrome and 23 had IgA nephropathy. The age of transition from pediatrics to the adult medicine department was correlated with the number of recurrences. Many patients also reported being significantly affected by exercise restrictions and physical decline associated with their diseases and medications. Various impacts, including distress, affected decision-making regarding higher education, with patients engaging in higher education at a significantly higher rate compared with the regional average (66.7% vs. 46.9%, p = 0.028). CONCLUSION: We analyzed the impact of childhood-onset glomerular disease and distress during the transition period from pediatric to adult care. This study highlighted the significant impact of medications and exercise restrictions on patients' decisions regarding higher education. Future prospective studies will be needed to examine patients' distress in more detail and establish management approaches to enhance patient quality of life.

Empirically Assessing the Effectiveness of the Pathways Programme: An Online Self-Help Intervention for Male Sexual Aggression at UK Universities.

Though contemporary evidence suggests that upwards of one-in-nine UK male university students engage in sexually violent behaviors (Hales and Gannon in Sexual Abuse 34:744-770, 2022), few evidence-based primary prevention strategies have been developed to prevent their perpetration. To help contribute to this evidence gap, this study evaluated the short and longer-term effectiveness of a novel psychoeducation-based online self-help intervention for university male sexual aggression called The Pathways Programme. Designed around current empirical understanding of university-based sexual harm in the UK, the program contains six modules that correspond with known risk factors for perpetration. Data were collected as part of a randomized control trial from 254 self-identified heterosexual male students enrolled at a UK university who reported a proclivity towards sexual aggression. Results showed that participants who took part in the program displayed moderate reductions in their self-perceived likelihood of sexual aggression (our primary treatment target) across testing points, as well as reductions in their self-reported levels of hostility towards women, rape myth acceptance, and problematic sexual fantasies (our secondary treatment targets). Control participants also displayed reductions in some domains over time, albeit to a lesser degree. Additional analyses probed the factors associated with participant drop-out, clinical and reliable change, and user feedback. Overall, our study provides preliminary evidence for the efficacy of The Pathways Programme at reducing UK university males' risk of sexual aggression; however, we caution readers that more robust evaluation is necessary to support intervention rollout. We discuss our findings alongside the limitations of our study and provide suggestions for future research.

Predicting food insecurity among UK university students during the COVID-19 pandemic.

OBJECTIVE: The present study investigated potential predictors of food insecurity among UK university students during the COVID-19 pandemic. DESIGN: Close-ended questionnaire administered to a cross-sectional sample of UK university students. SETTING: Data were collected using an online survey platform in October 2020, during the COVID-19 pandemic. PARTICIPANTS: A nationally representative sample of UK university students (n 640). RESULTS: Odds ratios (OR) obtained from logistic regression were statistically significant for three measures of economic hardship. First, students who relied on financial aid from student loans were 1·9 times more likely to report being food insecure than students who did not rely on financial aid from student loans. Second, students who could not pay their utility bill (v. those that could pay) were 3·1 times the odds of being food insecure. Finally, as perceived difficulty in paying for accommodation increased across the sample, the odds of being food insecure also increased (OR = 1·9). We also found that students who were recently ill were 2·2 times more likely to be food insecure compared with students who were not recently ill. We did not find any evidence that testing positive for COVID-19 predicted food insecurity, and university supplied food parcels/boxes did not reduce student food insecurity. CONCLUSIONS: Both economic factors and illness play a significant role in self-reported food insecurity in higher education students during pandemic lockdown. Further research is needed to explore food insecurity, economic factors and illness outside of a pandemic context.

Writing administrative staff back in: a Foucauldian-inspired discourse analysis of power relations in a faculty of medicine.

Administrative staff in higher and health professions education have been described as invisible and been characterized by what they are not: non-academics, non-teachers, non-faculty and non-professionals. Staff appear as passive objects in literature and minimized in institutional reports. These characterizations contribute to the undervaluing of staff and can lead to inefficiencies or tensions in the working environment within health professions education. This study sought to identify discourses connected to the undervaluing of staff work.This study used a Foucauldian-inspired critical discourse analysis approach within the context of a single Canadian Faculty of Medicine. Data collection involved compiling an archive of published literature and institutional archival documents extending approximately 150 years, interviews with twelve staff members and nine faculty members, and the author's lived experience as staff.Three primary discourses of staff were identified: staff as caregiver, matriarch, and professional. These discourses regulate staff (and their relations with faculty) differently, creating differences in what staff and faculty can do, be, or say (or not do, be, or say). While in the first two discourses of caregiver and matriarch, staff power is largely absent or obscured, in the third discourse, differing constructs of the concept of "professional" used by faculty and staff demonstrate a rise in power of staff and the declining authority of faculty.Writing administrative staff back in and centring staff voices can help provide agency to staff and reduce or help navigate possible tensions in the workplace.

"Teaching capital"- a sociological analysis of medical educator portfolios for promotion.

Medical educator portfolios (MEP) are increasingly recognized as a tool for developing and documenting teaching performance in Health Professions Education. However, there is a need to better understand the complex interplay between institutional guidelines and how teachers decode those guidelines and assign value to teaching merits. To gain a deeper understanding of this dynamic, this study employed a sociological analysis to understand how medical educators aspiring to professorships use MEPs to display their teaching merits and how cultural capital is reflected in these artefacts. We collected 36 medical educator portfolios for promotion from a large research-intensive university and conducted a deductive content analysis using institutional guidelines that distinguished between mandatory (accounting for the total body of teaching conducted) and optional content (arguing for pedagogical choices and evidencing the quality, respectively). Our analysis showed that the portfolios primarily included quantifiable data about teaching activities, e.g., numbers of students, topics and classes taught. Notably, they often lacked evidence of quality and scholarship of teaching. Looking at these findings through a Bourdieusian lens revealed that teachers in this social field exchange objectified evidence of hours spent on teaching into teaching capital recognized by their institution. Our findings highlight how institutional guidelines for MEPs construct a pedagogical battlefield, where educators try to decode and exchange the "right" and recognized teaching capital. This indicates that MEPs reflect the norms and practices of the academic field more than individual teaching quality.

The relation between economic stressors and higher education students' mental health during the initial outbreak of the COVID-19 pandemic.

AIMS: The COVID-19 pandemic has had a large impact on the financial situation of higher education students, disproportionately affecting students with a low socioeconomic status (SES). This raises the question of whether economic stressors related to COVID-19 have aggravated existing socioeconomic inequalities in mental health. This study examined the relationship between economic stressors and students' depressive symptoms, and the role of students' SES and countries' socioeconomic conditions. METHODS: Data from the COVID-19 International Student Well-being Study was used for multilevel analyses, with depressive symptoms as dependent variable. Three indicators measured SES: educational level of the parents, ability to borrow money from their social network, and struggling with financial resources prior to COVID-19. RESULTS: Students with a low SES had more depressive symptoms, and those not able to borrow money and with parents without higher education were more exposed to a deterioration in their financial situation. Both economic stressors (reduction in working hours and a deterioration of their financial situation) were positively related to depressive symptoms. In addition, the positive relationship between a decrease in working hours and depressive symptoms was stronger in countries with a higher unemployment rate. CONCLUSIONS: We observed socioeconomic inequalities in students' mental health, which, in part, can be ascribed to a larger exposure to the economic stressors related to COVID-19 among students' with a low SES. The macroeconomic context also played a role, as the impact of a reduction in working hours on depressive symptoms was stronger in countries with poor economic conditions.

Characteristics of higher education students who reported sexual violence: a Nigerian national study.

BACKGROUND: Sexual violence among higher education students is a global public health problem. Identifying the characteristics of students who report victimization can serve as basis for programmes that target vulnerable students. METHODS: The study was conducted among 30,114 Nigerian higher education students. They were selected from 18 institutions comprising universities, polytechnics, and colleges of education. The purpose of the study was to assess the characteristics of students who reported sexual violence (rape, attempted rape and sexual harassment) and to determine the association between reporting and their characteristics. RESULTS: Our findings showed that 37% of the students reported experiencing sexual violence. Regression analysis showed that the odds of reporting among female students were two times greater than that of the male students (CI = 1.58-1.78; P < 0.001). The students who were traditionalists (aOR = 2.65, p < 0.001) or from other religious groups (aOR = 3.28, p < 0.001) had higher odds of reporting than those who were Christians. All the age groups represented in the study had significantly higher odds of reporting except those between 25 and 29 years (aOR = 1.03; p = 0.616). Non-final year students had significantly 7% lower odds of reporting (p = 0.037) than the first-year students. The students in the arts and humanities-related programmes significantly had higher odds of reporting than those in the science-related programs (aOR = 1.08; p = 0043). In addition, polytechnic and colleges of education students were two times more likely to report sexual violence than university students (p < 0.001). Also, the students from other regions were two times more likely to report sexual violence than those from Southwest region. CONCLUSION: The study concluded that sexual violence reporting by higher education students differ by their types of schools, sex, religion, level of education and geographical location.

Efficacy of health literacy interventions aimed to improve health gains of higher education students-a systematic review.

BACKGROUND: Health literacy (HL) among higher education students is low, making them vulnerable about their health. To reverse this trend, higher education institutions promote HL interventions with various topics and methods. A comprehensive understanding of HL interventions is essential to determine whether these interventions meet the health information needs to improve health outcomes (health gains). The aim of this review was to identify and synthesise evidence on the efficacy of HL interventions implemented in academic settings to improve health outcomes. METHODS: A systematic review was performed followed the PRISMA guidelines, protocol was registered in PROSPERO (CRD42022369869). A search strategy was performed in the EBSCO Host Web platform, the time limit placed was: 01/01/2017 to 30/09/2022. Eligible studies were those published in peer-reviewed journals and involved higher education students over the age of 18 as the subject of the intervention. Eligible interventions included any interventions evaluated in a study with comparison group that included a pre-post measure of health outcomes, were conducted in an academic setting. To methodology quality of included studies, it was used the Joanna Briggs Institute critical appraisal tool. To synthesise results narrative and thematic synthesis was conducted. RESULTS: A total of 9 articles were included in this review, identified health literacy interventions with an impact on health outcomes. The total studies involved 2902 higher education students. All 9 studies were randomised controlled trials. The synthesised evidence supports the efficacy of interventions that contributed to positive changes in mental health, attitudes, norms, and self-efficacy of condom use, emotional, social, and psychological well being, subjective sleep quality, sleep latency, and habitual sleep efficiency, physical activity, and self-reported servings fried foods. HL interventions were educational or motivational and related to health promotion, disease prevention or healthcare. CONCLUSIONS: HL interventions in higher education students can significantly improve health outcomes protecting them from the negative effects of threats for their health. The interventions designed with different strategies are more effective. HL interventions are associated with health benefits on health promotion, disease prevention and healthcare. For the attendance of higher education to be a successful experience, continuity of HL interventions developed in academic settings is necessary.

A participatory research to assess how a student citizens' assembly can facilitate the co-creation of nutrition interventions in higher education settings.

BACKGROUND: The transition period from adolescence to early adulthood is critical for developing new nutritional behaviors, making higher education students an important target group for public health nutrition interventions. Given the complexity of nutrition-related behaviors and their various determinants, involving the student population (the future beneficiaries of interventions) and the partners engaged in their implementation when designing campus nutrition interventions is essential. Citizens' assemblies are deliberative processes which are more and more frequently organized to co-create solutions to complex problems. This study aims 1) to design and implement a student citizens' assembly using participatory research methods, 2) to describe its process and evaluate its transferability, 3) to evaluate changes in dietary habits, knowledge and citizen practices among students participating in this assembly. METHODS: This study will take place at a French university (University Sorbonne Paris Nord, USPN) located in socio-economically disadvantaged suburbs of Paris. The student citizens' assembly will gather a mini-public of 30 students enrolled at the time of the study and a co-creation team of academic and non-academic partners involved in student life, nutrition, physical activity, or public policies. The aim of the assembly is to co-create a set of concrete proposals that would enhance USPN students' access to sustainable diets and physical activity. The protocol is based on a continuous process evaluation and a pre-post design among the mini-public. A mixed-method framework combining quantitative and qualitative approaches will be developed. This study will make use of (i) field observations of the intervention process and transferability, (ii) data collected by questionnaires on pre- and post- dietary habits, knowledge and citizen practices of the mini-public, and (iii) pre-post interviews with a subsample of the same mini-public. DISCUSSION: Relying on participatory research methods, this study will provide new insights into involving higher education students and diverse partners in co-creating campus nutrition interventions. Through the collaborative work of researchers, higher education students, university representatives, public institutions, and local and community actors, this study will provide evidence-based guidance for designing innovative and contextually-relevant nutrition interventions in the higher education setting. TRIAL REGISTRATION: This research was registered at the ClinicalTrial.gov (NCT06580795; registration date: 2024-08-30; https://www. CLINICALTRIALS: gov/study/NCT06580795 ).

Discrepancies in prevalence estimates of suicidal ideation and attempts in 18- to 22-year-old US college students: a comparison of three surveys.

PURPOSE: Suicidal thoughts and behaviors (STB) have been increasing among US college students. Accurate measurement of STB is key to understanding trends and guiding suicide prevention efforts. We aimed to compare the prevalence estimates of STB among college students from two campus-based surveys (the National College Health Assessment [NCHA] and the Healthy Minds Study [HMS]) and one general population study (the National Survey on Drug Use and Health [NSDUH]). METHODS: Estimates were generated from the three surveys for past year suicidal ideation (PYSI) and past year suicide attempts (PYSA) among 18- to 22-year-old full-time college students. Data were combined from each survey to develop bivariate and multivariate regression models for odds of PYSI and PYSA. RESULTS: Estimates for PYSI varied between the three surveys: 34.3% for NCHA, 15.0% for HMS, and 10.7% for NSDUH. Estimates for PYSA were 2.6% for NCHA, 1.6% for HMS, and 1.7% for NSDUH. After adjusting for demographic and educational characteristics, odds of PYSI remained significantly lower for HMS participants (aOR 0.31, 95% CI 0.29-0.33) and NSDUH participants (aOR 0.19, 95% CI 0.19-0.30) compared to NCHA participants. The odds of PYSA for HMS participants were lower than those for NCHA participants (aOR 0.63, 95% CI 0.54-0.73). CONCLUSION: Estimates of PYSI and PYSA vary between leading sources of data on college student mental health. The differences are likely related to question wording, survey implementation, as well as institutional and individual representation. Accounting for these differences when interpreting estimates of STB can help guide suicide prevention efforts.

How Has High School Learned from the Global Pandemic?

The study focuses on the consequences of the pandemic for the further development of higher education. The purpose of the article is to summarize the main consequences of the pandemic, which have become the result of scientific analysis and the object of many scientific studies. These are the degree of students' satisfaction with online learning, technological readiness of universities, the impact of new learning conditions on the psychological and emotional sphere, the problem of cheating at examinations, the problem of quality of education. Analysis of studies shows that in the academic environment there are different estimates of the pandemic period, sometimes they are of opposite nature. In spite of possibilities of online education universities tend to return to the full-time form of education. The study emphasizes that there are long-term consequences of the pandemic that are on the periphery of researchers' attention. These are the legal and economic consequences for universities, as the online form of learning has acquired a different legal status. In addition, the introduction of online learning is inevitably associated with additional hardware and software costs. Another important consequence is the impact of the pandemic on academic culture. Under the pandemic, students were isolated from the traditional academic environment, which affected the transformation of social rituals and academic ethics. Academic Values. Since there has been no complete return to previous conditions and the threat of a global pandemic exists, the new experience is integrated into the existing system of academic values and serves as a trigger for change in the long term.

Impact of the COVID-19 Pandemic on Teaching, Learning, Assessment, and Wellbeing in Higher Education.

Lockdown restrictions and social distancing regulations enforced by governments worldwide to prevent COVID-19 transmission have caused momentous disruption to the global education sector. Educators and students across all institutions and levels had to suddenly adapt to a new reality where in-person teaching was replaced by hybrid or remote learning activities. This chapter aims to evaluate the impact of the pandemic on teaching, learning and assessment in higher education. It discusses the challenges presented by the shift to online teaching and the pedagogical strategies developed to foster student engagement and assess their progress in a remote learning setting. Moreover, this chapter explores the impact of the pandemic on wellbeing and mental health of students and academic staff. The last section draws on the lessons learned from the pandemic to identify areas of good practice that are likely to positively shape the post-pandemic higher education panorama.

The Evolution of Active Learning in Response to the Pandemic: The Role of Technology.

Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

College roommates have a modest but significant influence on each other's political ideology.

Does college change students' political preferences? While existing research has documented associations between college education and political views, it remains unclear whether these associations reflect a causal relationship. We address this gap in previous research by analyzing a quasi-experiment in which university students are assigned to live together as roommates. While we find little evidence that college students as a whole become more liberal over time, we do find strong evidence of peer effects, in which students' political views become more in line with the views of their roommates over time. This effect is strongest for conservative students. These findings shed light on the role of higher education in an era of political polarization.