American higher education institutions rapidly responded to the COVID-19 global pandemic. Between March 1st and April 4th, over 1,400 colleges and universities closed their doors and transitioned to online instruction. This paper uses a novel dataset and draws upon theories of institutional isomorphism to descriptively examine the trends in how higher education institutions responded to the Coronavirus pandemic. It finds little difference in institutional response based on campus infrastructure including, residence hall capacity, hospital affiliation, and medical degree offerings. There is some suggestive evidence, however, that institutions may have responded to external coercive isomorphic pressures from state governments and may have relied on a heuristic of peer institution closures to inform their decisions.

Most U.S. colleges have reopened campuses for in-person teaching this Fall, following rapid closures at the onset of the COVID-19 pandemic this Spring. Despite administrative efforts at mitigation and preventive measures, the large congregation of students within close quarters has caused public health concerns. In this paper, we examine college reopenings' association with changes in human mobility within campuses and in COVID-19 incidence in the counties of the campuses, over a two-week period before and after college reopenings. To estimate the daily reproduction number (Rt), we used a Bayesian framework. Using a difference-in-differences design comparing areas with a college campus, before and after reopening, to areas without a campus, we find that after college reopenings for face-to-face instruction, COVID-19 incidence in the county increased on average by a statistically significant 0.024 per thousand residents, following increases in mobility on campus. Similarly, we estimated increased transmission locally after reopening, with a rising trend in Rt. The increase in cases was larger in counties with colleges that drew students from areas with increasing incidence rates.

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Preparing educated and active citizens is one of the primary goals of higher education, yet colleges and universities may neglect civic engagement due to the prioritization of labor market preparation. Drawing on neoinstitutional theory, this paper examines the missions, infrastructure, activities, and outcomes related to civic engagement across postsecondary institutional characteristics. By combining several data sources on a diverse set of institutions, we empirically demonstrate institutional isomorphism with respect to civic engagement mission and decoupling of mission from infrastructure and activities. Our most striking finding is that a residential student population is strongly associated with an increased emphasis on civic engagement even after controlling for institutional control, selectivity, research funding, and student services spending. Given the growing number of students attending nonresidential institutions, this finding has important implications for whether higher education is an effective instrument for preparing civically engaged citizens in our society.

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