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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.

Financial aid plays an essential role not only in allowing many students to enroll in college but also in supporting them in attaining completion and success. Often, however, the total amount of aid does not come close to covering the cost of attendance for full-time students. As a result, the majority of students enrolled at two-year public institutions report feeling financial stress related to paying for school. Students often work while attending college to cover the full cost of attendance, but time spent work-ing can have a negative impact on their academic success.

MDRC launched Aid Like A Paycheck to test whether changes to the timing of student aid disbursement could help students stretch their financial aid to cover their expenses throughout the term, and whether such a policy could improve students' academic and financial outcomes. Most colleges distribute financial aid refunds to students in one or two lump sums during the term. Aid Like A Paycheck tested an alternate approach, in which financial aid refunds were disbursed biweekly, with the goal of helping students better budget their existing financial aid.

MDRC conducted a mixed-methods evaluation of incremental financial aid disbursements at two community college systems in and around Houston, Texas, and at a third system in California's rural Central Valley. At the two institutions in Texas, the study included a randomized controlled trial that gathered data from nearly 9,000 students and tracked them for up to two years.

The American College Catalog Study Database (CCS) contains academic data on 286 four-year colleges and universities in the United States. CCS is one of two databases produced by the Colleges and Universities 2000 project based at the University of California-Riverside. The CCS database comprises a sampled subset of institutions from the related Institutional Data Archive (IDA) on American Higher Education (ICPSR 34874). Coding for CCS was based on college catalogs obtained from College Source, Inc. The data are organized in a panel design, with measurements taken at five-year intervals: academic years 1975-76, 1980-81, 1985-86, 1990-91, 1995-96, 2000-01, 2005-06, and 2010-11. The database is based on information reported in each institution's college catalog, and includes data regarding changes in major academic units (schools and colleges), departments, interdisciplinary programs, and general education requirements. For schools and departments, changes in structure were coded, including new units, name changes, splits in units, units moved to new schools, reconstituted units, consolidated units, departments reduced to program status, and eliminated units.

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.

The College and Beyond II (CBII) Contextual Data Study contains publicly available data on colleges and universities from the Integrated Postsecondary Education Data System (IPEDS) and publicly available data on the socioeconomic characteristics of neighborhoods from the National Neighborhood Data Archive (NaNDA). CBII did not collect this data; rather, this data is made available in the ICPSR Virtual Data Enclave for the convenience of restricted data users who may want to link this contextual data to other studies in the CBII study series.

IPEDS can be merged with any CBII file that contains a variable whose values are UnitIDs.

NaNDA can be merged with any CBII file that contains a variable whose values are Zip Codes.

If you use the NaNDA data in your work, please cite the data using the following:

Melendez, Robert, Clarke, Philippa, Khan, Anam, Gomez-Lopez, Iris, Li, Mao, and Chenoweth, Megan. National Neighborhood Data Archive (NaNDA): Socioeconomic Status and Demographic Characteristics of ZIP Code Tabulation Areas, United States, 2008-2017. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2020-07-30. https://doi.org/10.3886/E120462V1.

This data release is based on a survey of Ph.D. and non-Ph.D. granting U.S. economics departments for the years 1994-2020 and 2006-2020, respectively. The primary source of data is the annual Committee on the Status of Women in the Economics Profession (CSWEP) surveys. CSWEP is a committee of the American Economic Association (AEA). These data are supplemented with data from the AEA's Universal Academic Questionnaire (UAQ) information when CSWEP data observations are missing for a given institution and year. Observations that are missing in both CSWEP and UAQ surveys are imputed using linear interpolation.

This study includes variables on the number and composition of faculty, the number of undergraduate, graduate, and Ph.D. students, and job placement status for Ph.D. graduates. Many of these variables are reported by gender.

CSWEP has undertaken the collection of data on gender composition of faculty and students in both Ph.D. granting and non-Ph.D. granting U.S. economics departments since 1972.

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 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.

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.