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Impact/Impasse argues for the value of everyday life in college classrooms. Quantifiable categories such as high-impact practice, student engagement, and integrative learning have captured the imagination of a generation of higher education researchers, practitioners, administrators, and policymakers. But they miss those mundane moments, or \"impasses,\" that resist capture by metrics while nevertheless shaping student outcomes. Impact/Impasse blends critical theories and ethnographic research-conducted before and during the COVID-19 pandemic-to argue that learning happens in ordinary moments. Indeed, in sharing anecdotes from both in-person and virtual classrooms, the coauthors show how the so-called new normal is little different from the old in its neoliberal attachment to data. Impact/Impasse provides a conceptual and practical foundation for an alternative approach to valuing impacts on their own terms, in excess of quantification.

Nontraditional college students face unique challenges as they pursue an undergraduate degree. Previous research has shown that nontraditional students withdraw from their undergraduate programs at rates significantly higher than that of traditional college students. This research has suggested that the numerous roles and responsibilities they manage make it difficult to persist in completing an undergraduate degree. Using situated expectancy value theory (SEVT), this phenomenology explored the perceptions of the lived experiences of motivation for pursuing and persisting in completing an undergraduate degree among seven nontraditional college students at a public university in the eastern central region of the United States. Participants discussed past and current lived experiences that reflected the connections between their identities and their expectancies and values for the degree, specifically focusing on the utility value. Participants also described the importance of timing and circumstances, the importance of supportive connections, and their experiences with generativity. Findings suggest that given the right situations and the proper support, nontraditional students can persist in completing an undergraduate degree.

What has become of buzz in pandemic life? Certainly, there continue to be matters to attend to in our lives that do not quite rise to the level of clear words and phrases or discernible discourse. The sociotechnical apparatus of Zoom, with these particular students and instructors, in these particular pandemic times, and at this particular university, mediates buzz in particular ways. Buzz, as it lived before, has died. Long live buzz. To say that buzz, this nascent structuring device of our own, has died is laden with irony. Can we think through a judgment day of buzz? A day

This book celebrates hunches and stubborn beliefs about student engagement and integrative learning in higher education and ultimately, but not centrally, the impact of college on students. Throughout this book, readers will encounter student engagement and integrative learning as hyperlocal ways of being, actions resistant to scale, and practices that elude the capture of surveys—in short, engagement and integrative learning as anecdote. In our data-driven times, anecdote is something to be remedied with the truth of metrics. In cultures of data, it is not that anecdotes are untrue per se but that only data captures truth that can be

A revaluing of higher education broadly—and campus classroom life specifically—is a move to radically resist the abstraction of practice. Structuring devices like high-impact practices (even data itself) are the making-perceptible of progress. Just as impact happens, perceptibility happens. Of course this is exactly what we did here to some degree. As much as we resisted using structuring devices to do so, still we made the progress of learning communities at State U. perceptible. We made these ordinary moments perceptible through anecdote and then moved on to the next. We sought that what next of progress. Where a structuring