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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 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.

Psychology is one of the most popular undergraduate majors in American universities, despite the fact that the discipline still has many unsettled questions regarding fundamental philosophical and methodological issues. These issues may be associated with a lack of clarity regarding an accurate conception of science and the nature of the relationship between psychology and science with respect to these controversies. Kuhn (1967) has suggested that scientific paradigms are transmitted in textbooks.

To understand how the scientific status of psychology is depicted, 30 undergraduate textbooks were examined. Textbooks were examined on the following categories:

1. What constitutes science is controversial
2. Bad (Pseudo) science
3. Second demarcation problem
4. Deductive stance
5. Inductive stance
6. Verisimilitude/tentativeness of science
7. Theory ladenness of facts
8. The role of theory in hypothesis formation
9. The role of competing theories (i.e. Laudan)
10. Social constructionism (vs. natural kinds)
11. Rhetorical views of science
12. Science and biases (e.g., political influences)
13. The role of ad hoc hypotheses
14. Evolutionary epistemology
15. Recognition of conceptual problems (i.e. is it important for science to address conceptual problems or only empirical ones?)
16. Kuhnian paradigms
17. Mature vs pre-paradigm sciences
18. Strict method vs "anything goes" (i.e. Feyerabend).

Introductory, cognitive, social, and abnormal textbooks were examined.

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.