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To limit the spread of the novel coronavirus on college campuses, a commonstrategy for the Fall 2020 and Spring 2021 terms has been to offer instructionweighted toward hybrid or fully online modalities. Colleges are now consideringwhether and how to expand hybrid or fully in-person instruction for futureterms, and learn lessons from this experience for future use. Our paper usesFall 2019 enrollment data for a medium-sized public American university toanalyze whether some student groupings by class standing or course level aremore susceptible to the spread of infectious disease through academicenrollment networks. Replicating Weeden and Cornwell [8], we find thatenrollment networks at the institution are "small worlds" characterized by highclustering, short average path lengths, and multiple independent connections.Connectivity decreases as class standing (graduate vs. undergraduate; seniorvs. freshman) and course level increase; as students move from generalized tospecialized course loads, networks cluster by major. Holding other factorsconstant, policies focusing on in-person instruction for lower divisionstudents conflict with the greater risk of infectious spread through a lowerdivision network in the absence of additional steps to minimize academicconnectivity. There are academic and financial incentives for emphasizing thefreshman experience, including concerns about student attrition from the firstto second academic year and recouping costs of infrastructure investments indormitories. Possible solutions could include (i) restricting face-to-face orhybrid instruction to courses in students' academic majors, which would disruptlarger networks into smaller ones and thus restrict the spread of infectionacross majors, and (ii) take a "scalpel" approach to instruction modes bymoving online courses most likely to facilitate epidemic spread.

Small World Student Network at the University of Texas at Dallas in Times of Social Distancing