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The PACE Climate Survey for Community Colleges, managed by the Belk Center for Community College Leadership and Research at North Carolina State University, was designed to provide community college leaders with insight into their institution's culture and capacity to promote student success by surveying employees about how they perceive and experience their work. This data collection is a nationally representative sample of community college employees pooled from individual PACE Climate Surveys administered for community colleges across the United States. For additional information on the PACE Climate Survey, please visit the project website.

The objectives of this study were to ascertain the knowledge and attitudes of university faculty in the United States concerning journal publication, and specifically, the phenomenon known as "predatory publishing." The research questions that guided the development of the survey were:

1. How do university faculty determine where to submit journal article manuscripts for publication?
2. Are university faculty aware of the terminology, tools, and strategies related to predatory publishing and assessing the quality of journals?
3. How is a faculty member's awareness or attitudes related to their prior experience in academia?
4. Does a faculty member's knowledge of predatory journals affect which publishers they publish with and how they view the work of other scholars?

This study was exploratory in nature, and the survey instrument developed for this purpose was not formally validated. The investigators designed the survey through a pilot study and consequently refined and expanded it to investigate a broader population. The resulting survey consists of 47 closed- and open-ended items with 136 total variables. The questions are organized into five sections: demographics, environment/department culture, history/experience, journal criteria, and predatory publishing.

The dataset resulting from this study consists of 1167 cases and 152 variables. The target population was faculty of any discipline who worked at a university in the United States and who were required to conduct and publish research as part of their position. The survey was sent to approximately 19,400 faculty at 17 doctoral-granting universities between September 2021 and May 2022.

The Enhance Diversity Study (EDS) was part of the longitudinal evaluation of the training and mentoring interventions implemented by institutions receiving grants through the National Institutes of Health (NIH) initiative, BUilding Infrastructure Leading to Diversity (BUILD). Interventions, launched in 2015, were designed to understand effective approaches to mentoring, faculty development, student engagement, research capacity building, and infrastructure development at undergraduate institutions.

Study participants were faculty at one of the institutions with a BUILD program, with focus on those in departments broadly related to biomedical research. The cohort was initially created from those who completed the survey in academic year 2016-2017. As faculty participated in BUILD programs, they were added to the study if they had not been in the initial cohort. The sample was refreshed in 2020-2021 to include recently hired faculty. Once participants were enrolled in the study, they were surveyed annually each Spring through 2022.

Surveys focused on elements of academic career trajectories that are relevant to the BUILD interventions. Related to Hallmarks of Success, these reflected psychosocial predictors such as mentor competency and science identity; short and medium-term outcomes included mentoring, research engagement, publications, and pedagogy presentations; and longer-term outcomes such as participation in professional organizations and grant submissions/awards. In 2017 and 2020, EDS used the Faculty Survey administered by the Higher Education Research Institute at the University of California, Los Angeles (UCLA). For other time points, surveys were developed specifically for the study to include measures important for the evaluation.

In addition to surveys, the data available in this study include information about BUILD program participation by academic term. The BUILD programs were wide-reaching, including professional skill development (mentoring, pedagogy, and research), mentoring opportunities, and pilot and lab grant funding. These data can be used to determine whether survey respondents participated in any BUILD programs and the type and date of such participation.

Finally, summary demographics are provided. Using demographic information across surveys and from institution records, researchers created standardized indicators based on NIH classification of under-represented groups for faculty racial and ethnic, gender, and sexual minority identities.

The Ithaka S+R Library Survey 2022 examines strategy and leadership issues from the perspective of library deans and directors at not-for-profit four-year academic institutions across the United States. Respondents were asked about their strategies related to services, collections, diversity, equity, inclusion, and accessibility (DEIA), budget, and personnel, their leadership roles within and outside of the library, and their vision for the role of the library. Demographic variables include respondents' number of years in their position, respondents' age, race/ethnicity, and Carnegie Classification.

With support from the Andrew W. Mellon Foundation, the goal of the Supporting Practice in the Arts, Research, and Curricula (SPARC) research project is to highlight the role of the arts in research universities and to support new modes of practice across the arts, research, curricula.

Using open-ended interviewee responses as the primary data source, combined with other sources of evidence and secondary research, the project explores the models, obstacles, implementation strategies, costs, and impact of arts-integrative practices on research, teaching, and promotion.

From 2012-2015, the Alliance for the Arts in Research Universities (a2ru) conducted a baseline data collection effort and study of 46 universities and including over 900 interviews. The goal was to discover the models, obstacles, implementation strategies, costs, and impact of arts integrative practices on research, teaching, and learning in higher education.

Following from the Phase I data collection, Phase II of SPARC Project (2015-2018) seeks to synthesize and disseminate the research findings.