Background: The purposes of this study were to (1) longitudinally examine US college and university COVID-19 dashboard content and (2) explore county-level population health and COVID-19 community indicators where colleges with large undergraduate enrollments were located. Methods: We identified 10 colleges with the largest undergraduate…

This article reports on collaborative research that assessed the impact of a joint library and writing center initiative: the Writing and Research Tutor program. This program provided an integrated model of academic support to underrepresented first-year students who were paired with a tutor trained in both writing and research support. The St.…

Earlier research on Post-Secondary Enrollment Options (PSEO) has produced insights on policies, with emphasis on legislating the enrollment of high-school students who are taking college credits through the program. Previous studies have focused on what are considered impediments to the program, improving governance, and assessment, with a view on…

Wisconsin's stagnating state higher-education budget has forced the university to keep faculty salaries far below average. When professors get feelers from elsewhere, they learn that a move can easily mean a 100-percent salary increase--sometimes more. Budget problems have also depleted money for perks that keep faculty members on board--funds for…

During 1985-86, 3,523 students took advantage of Minnesota's Post-Secondary Enrollment Options Act (PSEOA); 6.52 percent attended private colleges. In 1987, suit was brought challenging the constitutionality of PSEOA, alleging it violated the First Amendment establishment clause and the Minnesota State Constitution. This article examines this case…

States are taking a closer look at public policy toward private higher education. The Education Commission of the States plans to appoint a special committee to study such issues. Charges of "empire building," automatic student subsidies, and philosophical objections to aid are discussed. (MLW)

Explores the teaching of the social foundations of education at Minnesota's private four-year colleges. Reports that, according to a faculty survey, most of the schools teach social foundations in an introductory, sophomore year course. Concludes that most of the courses focus on current educational issues and downplay educational history,…