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This study provides data about the experiences of students at community colleges that participated in the Cooperative Institutional Research Program (CIRP) Freshman Survey between 1995 and 2007. Since 1966, the CIRP Freshman Survey has provided data on incoming college students' background characteristics, high school experiences, attitudes, behaviors, and expectations for college. The survey resides at the Higher Education Research Institute (HERI) at the University of California-Los Angeles. Information about the history and administration of the Freshman Survey can be found on the HERI website.

Community colleges in this study were identified using Carnegie Classifications. The data include responses from 95,646 students at 106 institutions. Additional Freshman Survey data are available as studies in the Cooperative Institutional Research Program (CIRP) Series.

1. Baseline: Baseline student demographic data (e.g., gender, race/ethnicity, age, etc.) were gathered, either via a survey administered to students upon joining the study (but prior to random assignment) or from study colleges' administrative records;
2. College Transcript: Student transcript data (e.g., enrollment, credits attempted, credits earned, GPA) were provided by the study colleges or state higher education agencies;
3. College Credential Attainment: Student credential attainment data were provided by the study colleges or state higher education agencies;
4. National Student Clearinghouse: Student enrollment and credential attainment data were provided by the National Student Clearinghouse via their StudentTracker database. This includes enrollment and credential attainment data at colleges beyond the colleges where the study took place.

This secondary data analysis included analyzing pre and post-test intervention data from the Sexual Assault Prevention for Undergraduates (SAPU) online sexual assault prevention education program.

The SAPU data included a large, demographically diverse national sample of college students, allowing for a more in-depth investigation of the prevalence and predictors of sexual assault victimization and perpetration across different types of college campuses. Furthermore, the dataset included contemporaneous measures of unwanted sexual contact victimization and perpetration, dating abuse victimization, and harassment victimization.

The aims for the study included the following:

• Aim 1: Examine variation in school-level prevalence of sexual assault victimization and perpetration by school type, size, and region from academic years (AY) 2016-2017 to 2019-2020.
• Aim 2: Assess subgroup differences (by gender identity, sexual orientation, race) in school-level prevalence of sexual assault victimization and perpetration, accounting for school type, size, region.
• Aim 3: Investigate the relationship between attitudes and perceptions of campus norms and self-reports of sexual assault victimization and perpetration, accounting for precampus sexual assault and individual demographics and school characteristics (type, size, region).
• Aim 4: Examine variation in the relationship between attitudes and perceptions of campus norms and self-reports of sexual assault victimization and perpetration by subgroups (gender identity, sexual orientation, race), accounting for precampus sexual assault and individual and school characteristics (type, size, region).
• Aim 5: Examine variation in bystander intentions, efficacy, and behaviors and self-reports of sexual assault victimization and perpetration by subgroups (gender identity, sexual orientation, race), accounting for attitudes, perceptions of campus norms, and precampus sexual assault, as well as individual and school characteristics (type, size, region).

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 Challenges of Safety and Transitions Study (COSTs) was funded by the National Institutes of Justice (NIJ) to study the costs of victimization amongst a cohort of first-semester college students at minority-serving institutions (MSIs). COSTs consisted of three methodological components: 1) a three-wave prospective, longitudinal survey; 2) official campus enrollment and graduation data; and 3) focus group interviews. Advancing topical knowledge regarding the consequences and costs of victimization was achieved by querying participants about 12 unique types of victimization and a variety of tangible and intangible consequences and costs associated with specific victimization incidents up to one year after victimization.

COSTs participants completed three semi-annual online surveys from the Fall 2021 semester through Fall 2022 (approximately three academic semesters). Incident-based victimization data were collected, and participants were queried about ongoing behavioral, emotional, and financial costs associated with reported victimization incidents for the duration of data collection. Survey data were supplemented in each academic semester by official enrollment and graduation data from the university in which the participant was enrolled at the start of COSTs in order to further assess academic outcomes.

Sexual assault is the most common violent crime committed on college campuses today. One in five women have experienced a completed or attempted sexual assault as an undergraduate. In one study, 28% of first-year college women experienced unwanted sexual contact and 7% experienced sexual assault or attempted sexual assault in the first semester of their first year of college, while 7% of college men reported an attempted or completed assault during their college experience. Growing evidence suggests the effectiveness of using online tools and video games for public health intervention and education.

Because of the positive impact of these digital strategies, researchers saw a need to bring this research to sexual violence prevention, where there has been limited use of digital applications. The goal of this project was to design and evaluate the pedagogical effectiveness and cost effectiveness of a video game to reduce sexual and relationship violence. It was hypothesized that the video game could enhance the self-confidence of male and female late adolescents (ages 18-24) to practice safe, appropriate, and effective approaches for intervening in situations where sexual and/or relationship violence (including stalking) is occurring, has the potential to occur, or recently occurred.

The Utility Value Intervention (UVI) Study in Postsecondary Gateway Science Courses, funded by Institute of Education Sciences (IES) as a large-scale intervention study, aimed to assess the effectiveness of the utility value intervention in enhancing students' academic progress (reflected in course grades) and persistence (continued enrollment in science courses and sustained interest). Specifically, the study sought to determine whether the intervention had the greatest positive impact on first-generation college students (FG), underrepresented minority students (URM), first-generation underrepresented minority students (FG-URM), and students with multiple high-risk identities.

This research was conducted within physics and chemistry courses and implemented as a multi-cohort double-blind randomized controlled trial, involving a total of 7,863 undergraduate participants across six different student cohorts and two science departments. Upon entry into the study, all students were randomly assigned to either the UVI treatment group or a control group. Randomization was stratified based on underrepresented ethnic minority status, first-generation college status, and gender to ensure balanced representation of these subgroups in both treatment and control conditions.

Students remained in their assigned condition throughout the study, even if they enrolled in both physics and chemistry courses. The number of cohorts was determined to ensure an adequate sample size for assessing the intervention's effectiveness across various student subgroups with diverse socio-demographic characteristics. Given the study's implementation within the quarter system, Cohorts 1, 3, and 5 commenced in the fall quarter, while Cohorts 0, 2, and 4 began in the winter quarter.

The Baccalaureate and Beyond Longitudinal Study captures information on the transition of bachelor's degree recipients into the labor force, with a focus on recent graduates, particularly young adults under age 25 and those aged 25-29. The study provides insights into various aspects of graduates' experiences, including their employment, education, and certification status. While the sample size for arts graduates is relatively small, the study offers valuable data for understanding educational and employment experiences, and career trajectories of individuals in arts-related fields.

Access to the available public-use data is provided through DataLab. Restricted-use data are also available under restricted-use license.

Key Variables Related to Arts Education and Employment:

1. B1ARTRCNT: Indicates whether the respondent taught arts or music at the most recent teaching job held within 12 months after completing their bachelor's degree.

2. B1CERTART: Indicates whether the respondent was certified to teach arts or music as of the Baccalaureate and Beyond interview.

3. B1EPRMSBRCNT: Indicates the primary subject taught at the most recent teaching job held within 12 months after completing the bachelor's degree, with a value indicating arts or music.

4. B1HIDGMAJ: Indicates the major or field of study within 12 months after completing the bachelor's degree, with specific categories related to arts, such as design and applied arts.

5. B1OCC231ST: Indicates the respondent's occupation for the first job within 12 months after completing the bachelor's degree, with categories including arts, design, entertainment, sports, and media.

6. B1OCC23RCNT: Indicates the respondent's occupation for the most recent job within 12 months after completing the bachelor's degree, with categories related to arts, design, entertainment, sports, and media occupations.

7. B2ARTTCHCRT: Indicates whether the respondent was certified to teach arts or music and whether they taught arts or music at their most recent teaching job within 4 years after completing the bachelor's degree.

8. B2HICMAJ: Indicates the major or field of study within 4 years after completing the bachelor's degree, with categories including visual and performing arts.

9. B2OCC23RCNT: Indicates the respondent's occupation at their most recent employer within 4 years after completing the bachelor's degree, with categories related to arts, design, entertainment, sports, and media occupations.

Additionally, the study includes variables related to the Carnegie Classification of institutions attended by the graduates, as well as detailed information on their field of study or major, particularly in visual and performing arts.

In this study, the research team conducted a randomized controlled trial (RCT) comparing sexual assault perpetration and related outcomes (i.e., bystander behavior, rape myth acceptance) for men who received a alcohol-only group intervention to men who received an integrated alcohol and sexual assault group intervention. Specifically, the alcohol-only intervention consisted of the Brief Alcohol Screening and Intervention for College Students (BASICS), an empirically-supported intervention for college student drinking. The integrated alcohol and sexual assault intervention, termed the Alcohol and Relationships Group, was modeled after BASICS and empirically-supported Bystander and Social Norms interventions for sexual assault. The research aims for this study were:

1. To examine whether reductions in alcohol use predict reductions in sexual assault perpetration over the course of a 6-month follow-up period
2. To examine whether men randomized to the integrated intervention have superior sexual assault outcomes (reduced sexual assault perpetration, increased active bystander behaviors, reduced endorsement of unhealthy sexual social norms, and reduced rape myth acceptance) relative to men randomized to BASICS only

The current study recruited 93 college men who were sanctioned by their university to receive an alcohol intervention for violating a campus alcohol policy: by definition, an indicated and at-risk population for sexual assault perpetration. Men were followed for 6 months to determine the effects of the intervention on sexual assault perpetration and other primary outcomes (e.g., bystander behavior). Measures were taken at baseline, at 3 months, and at 6 months.

The purpose of College and Beyond II (CBII) is to better understand how students' undergraduate experiences in and out of the classroom relate to their long-run development. The CBII Alumni Survey provides data collected from graduates ten years after earning their bachelor's degrees. It serves as the main source of information on students' long-run development for the study series. Domains covered by the CBII Alumni Survey include arts appreciation and engagement; health and well-being; labor market participation and wealth; civic engagement; beliefs about diversity and pluralism; and democratic participation. The survey also asks about respondents' recollections of their college experiences, as well as their current family structure, social identities, educational attainment, experiences with discrimination, and political and religious identification. The survey contains scales that are widely used in various disciplines such as education, economics, political science, and psychology.

The CBII Alumni Survey data can be linked to other studies in the CBII series using the ID_PERSON anonymized student identifier. These CBII studies provide information about respondents' academic backgrounds, undergraduate course transcripts, descriptions of courses taken, and postsecondary enrollment and degree attainment. Contextual data about respondents' neighborhoods can be linked to the National Neighborhood Data Archive using current zip codes, and contextual data about the colleges respondents applied to can be linked to the Integrated Postsecondary Education Data System using U.S. Department of Education UNITID identifiers.

The purpose of College and Beyond II (CBII) is to better understand how students' undergraduate experiences in and out of the classroom relate to their long-run development. The College and Beyond II Administrative Data contains administrative student records obtained for nearly all bachelors-seeking undergraduate students at 19 postsecondary institutions representing 7 postsecondary system in the United States from approximately 2000 to 2021. Partner colleges provided information on demographics (race, gender), family background, entry term, degree term, college major, admissions test scores, term-by-term information on majors, credits, and grades, and information on all courses taken.

Students' administrative data can be linked to other data in the CBII series. Students are linked across studies in the series by a unique anonymized person identifier. Colleges are linked across studies in the series by a unique anonymized college identifier. Files are organized by the postsecondary system they are a part of and can be linked by a unique anonymized system identifier.

The College and Beyond II (CBII) Alumni Survey Open Response Study contains two open-response variables extracted from the CBII Alumni Survey. The 'essay' variable details an important undergraduate experience described by the respondent and ways it has contributed to the respondent's life today. The 'final' variable contains any other information the respondent wanted to write about. The Open Response Study data can be linked with other CBII student-level data using the id_person variable.

Content warning: Users should be aware that some responses cover sensitive topics such as experiences of discrimination, sexual assault, suicidal ideation, and substance misuse. Respondents' experiences of discrimination include incidents of hate speech and the use of racial slurs. ICPSR has chosen to preserve the data as it was collected, without masking these words, and is not condoning their use.

The College and Beyond II (CBII) Student Experience Analytics Study contains contextual analytics of students' undergraduate experience based solely on information extracted from the Administrative Data. The study consists of two sets of derived measures, the Transcript of the Future measures and the Course Diversity measures. They are provided as examples of the types of aggregate measures that can be distilled from transcript data. Users are encouraged to explore their potential for measuring the student experience. Code similar to that used to generate the Transcript of the Future measures can be found here on Github.

The following Student Experience Analytics variables were developed by Koester et al. (2017): transcript_student_effect, transcript_course_effect, transcript_breadth, and transcript_div_major. If you use them in your work, please cite the following:

Koester, B.P., Fogel, J., Murdock III, W., Grom, G., & McKay, T.A. (2017). Building a transcript of the future. In Proceedings of the Seventh International Analytics & Knowledge Conference (pp. 209-308).

The extent and consequences of various forms of interpersonal violence (IV) among college-aged persons has been well-documented. This study sought to examine how IV might differ between young adults who go to college compared to those that do not go to college.

To better understand the risks for, experiences with, and consequences of IV among young adults, in fiscal year 2016, the National Institute for Justice (NIJ) made an award to Westat to fund the planning phase of a longitudinal study to research the victimization and violence experienced by college-aged individuals. The planning phase was designed to produce a comprehensive plan to conduct a generalizable, longitudinal study examining long-term trajectories of risk for, experiences with, and recovery after experiencing violence and victimization among college-aged individuals. This pilot study was the result of this planning phase.

The major variables in this study contained information regarding sexual assault and rape, dating violence, stalking, violence committed by peers, and violence committed by strangers, as well as demographic variables such as participant age, gender, and race.

In 2018, the Association of American Universities (AAU) assembled 33 schools to participate in the spring of 2019 as a follow-up to the 2015 survey. For those who participated in the 2015 AAU survey and others who had implemented the AAU survey on their own, the 2019 survey provided a means to track trends for key types of victimization and climate outcomes.

The AAU sought to examine the prevalence of and assess the campus climate regarding sexual assault and misconduct at colleges and universities. The goal of these surveys was to gather as much information about the issue as possible to help inform member schools as they create policies and strategies to combat sexual assault and misconduct on their campuses.

The study reported on the following research questions:

• How extensive is nonconsensual sexual contact?
• How extensive are sexual harassment, stalking, and intimate partner violence (IPV)?
• What are students' experiences with campus programs and resources?
• What are students' perceptions and experiences related to sexual assault and other sexual misconduct?
• Have the prevalence, knowledge, and perceptions of risk for sexual assault or misconduct changed since 2015?

A total of 181,752 students out of a total student sample size of 830,936 completed the survey. Within this sample, there were 108,221 undergraduate respondents and 73,531 graduate and professional respondents; 95,975 respondents from private institutions and 85,777 respondents from public institutions. Demographic variables include age, year in school/program, year enrolled, race, citizenship, gender, sexual orientation, marital status, and disability status.

This study includes 3 data files. The first two files are respondent-level and incident-level data, respectively. The respondent-level file (DS1) contains all the survey data; this includes the survey items, derived variables, weight variables, and ID variables. The incident-level file (DS2) contains only a subset of the survey items; these include the Detail Incident Form (DIF) items (variables that start with 'GA'), the COMPLETE indicator, derived variables related to the DIF, ID, and weight variables. A third SAS data file (DS3) is provided that has the replicate weight factors for use with survey procedures that utilize replicate weights for variance estimation.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

For the first year of the program, GMS awarded 4,053 scholarships to freshman, continuing undergraduate students, and graduate students. Baseline, first follow-up, second follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Freshmen constitute one respondent type and continuing undergraduate and graduate students comprise a second respondent type.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts were composed of both recipients and non-recipients. Non-recipients were defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline survey data has been collected from both recipients and non-recipients of Cohort 9.

These data are publicly available as part of Michigan's Open Data Portal and are updated regularly by the state.

This dataset contains information about place-based scholarships available across the state of Michigan.

The Community College Civic Outcomes Survey, Spring 2016 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2016, two surveys were digitally administered at 13 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,693 surveys from those collected.

The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Community College Civic Outcomes Survey, Spring 2017 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2017, two surveys were digitally administered at 8 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,168 surveys from those collected.

The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Community College Civic Outcomes Survey, Spring 2015 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2015, two surveys were digitally administered at nine community colleges. These nine colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. From a total of 98,838 recipients, 4,788 usable surveys were returned, for an aggregate five percent response rate (response rates varied from two to 13% among the nine colleges). This data includes a sample of 3,897 from those surveys collected.

The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

For over a decade, the Strategic National Arts Alumni Project (SNAAP) has gathered, analyzed, and reported on survey data from arts and design graduates of degree-granting, postsecondary institutions to understand the professional experiences, educational satisfaction, and personal fulfillment of these alumni.

These data have informed scholarly insights about many topics including needs for expanded curricula; the value of paid internships and other co-curricular pursuits; inequalities in arts training and careers; and entrepreneurial traits of artists. In addition, data gathered through SNAAP assists government entities, funding organizations, and arts leaders in making investment decisions in education, training, and resource allocation.

The SNAAP website offers publicly available reports and presentations on the SNAAP survey and insights its data offer. The first national SNAAP survey administration occurred in fall 2011 and was repeated in 2012 and 2013, creating a database of nearly 100,000 respondents. SNAAP's second three-year cycle took place in 2015, 2016, and 2017. The latest SNAAP survey was administered in 2022 and incorporated notable updates to its sampling and questionnaire. Over 61,000 alumni responded to SNAAP's 2022 survey administration, resulting in nearly 300,000 alumni responding since SNAAP's inception. Technical documentation for the 2022 survey administration is slated for public release in late 2023.

Citations for data from earlier survey administrations:

Strategic National Arts Alumni Project (2017). SNAAP 2015, 2016, and 2017 Combined Data. Bloomington, IN: Indiana University Center for Postsecondary Research.

Strategic National Arts Alumni Project (2013). SNAAP 2011, 2012, and 2013 Combined Data. Bloomington, IN: Indiana University Center for Postsecondary Research.