This research examines how the connection between the Danish philosopher Soren Kierkegaard and the Norwegian playwright Henrik Ibsen spurred the establishment of the Hong Kierkegaard Library at St. Olaf College. The examination was conducted through the lens of founders Howard and Edna Hong and included interviews of the Hong family and colleagues, an investigation into the establishment of the library, and an analysis of the Kierkegaard and Ibsen texts crucial to the Hongs. Findings indicated that after encountering Ibsen’s puzzle of redemption (as dramatized in Peer Gynt and Brand), the Hongs turned to Kierkegaard’s philosophy for answers, eventually finding them in Works of Love. Works of Love, in turn, motivated them to establish the world-renowned library and thus “love forth love”.

More than a building, the National Library of El Salvador—la Biblioteca Nacional de El Salvador (BINAES)—serves as a space where national identity, international partnership, and public memory converge. As Norman Cousins once noted, “A library is the delivery room for the birth of ideas.” In the case of BINAES, it is also a site where narratives are shaped—about who a nation is, what it values, and how it sees its future. This study draws on historian Pierre Nora’s concept of lieux de memoire—sites where memory is no longer transmitted organically, but instead constructed and curated through space, symbolism, and design. BINAES was built with $54 million in funding from the People’s Republic of China and designed in the shape of an open book. To examine the narratives surrounding BINAES, this research applies discursive analysis to 30 national and international headlines published between 2021 and 2025. These were coded across eight dimensions: donor visibility, state authorship, spectacle, knowledge access, public voice, historical framing, and critical perspective. Preliminary findings indicate a dominant focus on architectural innovation, digital promise, and international goodwill—particularly emphasizing China’s role as benefactor. While official narratives are prominently featured, there remains space for more inclusive coverage that reflects diverse community voices.

In July 2024, the Utah government bill titled HB 261 took effect. The bill makes it illegal for public institutions to provide programs and initiatives that create differential treatment based on a person’s identity traits. Many people have described the bill as inherently anti-DEI (Diversity, Equity, and Inclusion) and as heavily impacting public universities and colleges in Utah. Previous research has noted that tensions have arisen in the DEI space, as the two political parties hold opposing views on whether DEI’s impact is beneficial or discriminatory. However, as most research regarding this topic has focused on the impact of employees and college faculty, it is essential to reconsider the conversation around how these laws impact students as well. With anti-DEI attitudes becoming more common, it is important to see how students are processing these shifts and how it influences their identity and communities in college. Qualitative interviews will be conducted with university students in Utah to gain deeper insights into how HB 261 and the overall political climate regarding DEI have impacted their lives and experiences in higher education. Common themes will be pulled from the data that is based on their transcripts. The results of this study can provide insight into how HB 261, a year after its initiation, has changed the landscape of public higher education in Utah. The study may also reveal any gaps in addressing accessibility and discrimination that current legislation has and help future legislation better meet the needs of students in higher education.

According to data published by the California Community Colleges Chancellor's Office (2025), 1-year completion rates in college-level English courses for Black and Latine students at Los Angeles City College have declined since the passage of AB 705/1705 in 2017. The bill dismantled placement testing and remedial courses throughout California community colleges, forcing unprepared students into college-level courses, accelerating their learning experience. Although data shows that the Los Angeles area community colleges report the largest ethnic gap in college-level completion rates throughout California, linked to the acceleration mandate, focused attention is lacking in the region. For this reason, my research examines the influence of AB 705/1705 on the educational experiences of Black and Latine students attending LACC. In addition, through this study, I seek to understand how LACC professors make meaning of the bill as they work with Black and Latine students.