Purpose and Process
In Spring 2022, a Landscape Analysis working group within the REAC’s Climate and Assessment Subcommittee conducted a landscape analysis of DEI-relevant and adjacent data to inform improvements in diversity, equity, and inclusion at Duke. This effort was intended to provide an understanding of the data resources that currently exist at Duke that could serve DEI-associated aims at Duke. The information comprising the landscape analysis was collected based on the institutional knowledge of Climate and Assessment Subcommittee members, particularly those serving in the Landscape Analysis working group, and additional incorporation of selected key informants as identified by Landscape Analysis working group members.
Clarification on Data Use
As we consider how to use these data to inform improvements in diversity, equity, and inclusion at Duke, we must consider realities – and, in some cases – limitations in use. As many of these sources are secondary data and were not developed specifically for DEI and REAC efforts, a few considerations should be noted about their use:
- Many of these data sources are, by design, only accessible to selected individuals and their use may be subject to policies laid out in Duke’s Data Classification Standard
- It is not necessarily possible to link/match data across datasets referenced in this document.
- Definitions for data entities cannot be assumed to be the same across data sources, even where data labels are identical.
- Data may be collected on only certain types/categories of individuals (e.g., undergraduate students, graduate students, faculty, staff, etc.)
- Data included below are not collected in aligned time-frames; the timing of data collection varies between sources.
- Data are managed, analyzed, and reported by a range of offices using varying processes, including some public-facing dashboards, restricted-access dashboards, static reports, and ad-hoc studies.
Based on this landscape analysis, as well as considerations on data use, select recommendations are as follows. These prioritize utilization and accessibility of DEI-associated data. The eco-system of DEI-relevant and adjacent data is complex; collaboration with Duke’s DEI leaders and partners will help in determining areas for focus, use, and synthesis to inform DEI goals and strategies.
- Identify priority questions the REAC wants to address with these data. With this, consider how data included here may be utilized to address these questions, and identify cases where data included here cannot currently address these questions.
- Identify intended users of these resources besides REAC (e.g., DEI or departmental personnel); identify if/how can we guide users to the resources that are most relevant for their context and efforts.
- Identify, where possible, representatives of constituencies affected by the use of these data, and engage them for advice and insight on language, use of data, and interpretation of findings.
- Identify core metrics and propose plans for DEI dashboards, analyses, and reports to enhance data accessibility and inform strategies and accountability across the organization.
- Ensure clear communication of any major proposed or in-development DEI data efforts, particularly those that are developed centrally for use across organizational levels.
- Enhance data access for users at multiple levels of the organization by creating an accessible webpage with links to and descriptions of key dashboards and reports. (As an example, UCLA has an Equity Data Hub that helps to collate dashboards and resources from across the organization. If we developed something similar, perhaps it could include a search filter that helps users identify data resources most relevant to their work.
- Consider collecting added data on selected gaps, such as specific datapoints (e.g., sexual orientation), and/or via added methodologies (e.g., qualitative data) as our understanding of issues and the data needs that have to be met to support these issues’ meaningful examination evolves.
Duke Diversity/Equity/Inclusion-Related Data Landscape Analysis:
Summary of Data Sources/Processes
DEI-related data include data matched to demographic factors such as race, ethnicity, gender, and citizenship, as well as resource data whose equitable distribution is of interest in this context, such as funding and space. They may also include any data that speak to DEI themes, such as equitable access to/allocation of resources and perspectives on community climate.
This analysis will need to be revisited and extended in an ongoing basis. The list of data resources and attributes will grow as new data resources are identified as needed and become available, and old ones are updated.
I. Institutional Data Sources (Overview Only)
Currently, Duke diversity-related data are stored in several enterprise relational database systems. The two largest, SAP (finance/sponsored projects and HR) and PeopleSoft (students and instruction), each consist of thousands of tables and tens of thousands of fields. For personal confidentiality protection, direct reporting access to these systems is restricted. Because of the complexity of the relational database systems, development of data extracts and aggregated reports is also limited to data stewards with expertise in the systems’ various modules.
In addition to these two enterprise systems, subsystems or supporting systems include Identity Management (IDMS); WebCentral/Archibus space/facilities management; room scheduling; application management; position management; alumni/development; Student Affairs systems such as housing, dining, and career services; program-specific systems whose functionality overlaps with enterprise systems, e.g. AMCAS admissions for the Medical School; and many others. Collectively these systems are the source, “production” data for institutional reporting and interinstitutional data exchanges described in subsequent sections.
|Data source||Data managers|
|SAP||Administrative Systems Management|
|PeopleSoft||Student Information Services and Systems|
|Identity management||Identity management and authentication|
|dFac (faculty appointment data not included in SAP HR)||Faculty Data Systems and Analysis|
|SPS||OASIS/SOM Finance Sponsored Projects System|
|REx||OASIS/SOM Finance Research Explorer|
II. Federal/External Agency Reporting
All reports listed here represent annual data aggregations based on interinstitutionally standardized data definitions for external agencies. Data for Duke are generally available through the previous year. Interinstitutional comparative data, usually lagged a year behind Duke data availability, are available either through the National Center for Education Statistics website or the AAU Data Exchange (contact Kendrick.email@example.com). NCES’ core data collection program is the Integrated Postsecondary Education Data System (IPEDS). Where IPEDS reports are disaggregated by program, the standard Classification of Instructional Programs (CIP) codes are used for interinstitutional comparative validity. Several of the most-used IPEDS reports are consolidated in the “Common Data Set” (CDS).
|IPEDS Finance||Revenues by source (e.g., tuition and fees, government grants and contracts, private gifts); expenses by function (e.g., instruction, research, academic support, institutional support); assets and liabilities; and scholarships and fellowships|
|IPEDS Financial Aid||Counts of undergraduate students awarded aid and amounts of aid; of full-time, first-time undergraduate students awarded aid and amounts of aid; and of undergraduate and graduate students receiving military education benefits|
|IPEDS Fall Enrollment||Counts of students by citizenship status, gender, ethnicity, race, full time or part time, degree or nondegree, and level (undergraduate, graduate, professional)|
|Enrollment by CIP||IPEDS fall enrollment for selected (mostly STEM) programs|
|IPEDS Completions||Counts of degree recipients by citizenship status, gender, ethnicity, race, program, and level (undergraduate, graduate, professional)|
|IPEDS Graduation Rates||Undergraduate graduation rates by citizenship status, gender, ethnicity, and race|
|IPEDS Admissions||Applicants, admitted, matriculating by undergraduate/graduate/professional|
|IPEDS HR Fall Staff||Institutional staff by occupational activity, full-and part-time status, gender, and race/ethnicity|
|IPEDS Institutional Characteristics||Levels of degrees and awards offered, types of programs, admissions criteria, selected student services, calendar system, tuition, required fees, and room and board charges|
|NSF Facilities||Amount, construction, repair, renovation, and funding of research facilities|
|NSF Higher Education Research and Development (HERD)||Research expenditures by source of funds and field/program|
|NSF Graduate Student Support||Number and characteristics of graduate science and engineering (S&E) students|
|American Association of University Professors (AAUP) Faculty Salaries||Full-time instructional faculty data by rank, gender, tenure status, and length of contract; with total salary outlay, headcounts, and fringe benefits|
|College Scorecard||Debt, federal loan repayment, completion rates, and post-college earnings of alumni|
|Job openings and turnover (JOLTS)||Counts of employees, job openings, hires, quits, layoffs, and other separations|
|Vets-4212||The number of veterans within different job classifications at each Duke entity|
|EEO-1 reports (Health System only)||Equal Employment Opportunity Commission report of demographic workforce data, including data by race/ethnicity, sex and job categories|
|AAMC AFQ||Financial, sponsored funding, space and other benchmark reports|
|AAMC Faculty Salary Survey||Faculty salary statistics by degree type, rank, department/specialty|
|AAMC Faculty Roster data/FAMOUS||Aggregated SOMs faculty counts and descriptives (gender, race/ethnicity, etc.)|
III. Institutional Reporting
Timing of institutional reports varies by topic, office, and business cycle of “closing” (calendar, fiscal, or academic year). Many reports, such as Duke Facts and the Common Data Set, are compendia of subreports each with its own timing release, so effectively are updated throughout the year.
|Data source||Data elements||Data steward/public reports|
|Affirmative Action Plan||Representation and availability by program||Office for Institutional Equity|
|Inter-Office/Aggregated by Duke News Service||Staff, faculty, students, degrees, programs, alumni, etc.||Duke Facts|
|PS Student Records||Demographics (gender, race/ ethnicity, citizenship, “first gen”) ; enrollment trends; courses; time to graduation; retention; major/ minor/certificates||Registrar|
SOM Health Professions Programs Registrar
|PS Admissions||Applicants, admitted, matriculation, geographical distribution, by program||Undergraduate|
SOM Health Professions Programs Registrar – Lori Crooks
Also by individual school
|SAP HR||All employee data||Contact: Bill Marchese|
|SAP Research Funding||Grant awards and expenditures, by PI||Contact: Ken MacDonald|
|Space/facilities||Square footage, usage type||Contact: Pat Hull|
|IPEDS consolidated reports: Common Data Set||IPEDS admissions, finance, financial aid, enrollment, completions||Common Data Set|
|Trinity College Office of Assessment||Student learning outcomes; program assessment; program and student academic data; high impact programs; course evaluations||Contact: Jennifer Hill|
|Office of Undergraduate Education Research and Assessment||Student engagement and resilience (focus on social relationships, academic engagement, and emotional well-being and mental health)||Contact: Molly Weeks|
|Student Affairs Office of Assessment||Assessment of programs and practices in the Division of Student Affairs||Contact: Matt Starcke|
|Duke Libraries Assessment and User Experience (AUX)||Qualitative and quantitative assessments, usability studies, observational studies, discussion groups, and interviews focused on user experience with libraries, often with a focus on equity||Contact: Angela Zoss, Joyce Chapman|
|Duke Learning Innovation, Research, Evaluation, and Development||Experimental and translational learning research focused on teaching and learning at Duke||Contact: Kim Manturuk|
|School of Medicine Assessment and Evaluation||Student learning outcomes; program assessment; program and student academic data; course evaluations||Contacts: |
MD Program: Deborah Engle
Doctor of Physical Therapy Program Kyle Covington
Physician’s Assistant Program Melinda Blazer
|Duke Global||Duke engagements around the world||Duke Global Activity Map|
|Postdoctoral Services||Duke postdoc statistics||Postdoctoral Services Statistics|
|ART queries||Various SOM data derived from dFac, SPS and REx||Restricted access Contact: SOM Finance Office – Rossi Evans|
|SOM Research Activity Reports||Sponsored Research activity and trends in SOM departments||Restricted access Contact: SOM Finance Office – Rossi Evans|
|SOM HR Staff counts||Staff counts by personnel area and other reports||SOM HR – Betsy Hames|
|SOM Faculty counts and statistics||SOM’s Official faculty counts, descriptives and other reports||Contact: SOM Finance Office – Rossi Evans|
|SOM Faculty Diversity dashboard||Faculty diversity statistics||Central View (All Departments) and Departmental View |
Contact: SOM EDI Office – Rebecca Redmond
IV. Consortial Data Exchange Items
Duke is a member of two very valuable data exchange consortia.
American Association of Universities Data Exchange (AAUDE)
The American Association of Universities Data Exchange consists of the top 65 research universities in the US. The data focus is on faculty and research.
Duke representative: Kendrick Tatum
- All items listed in section II above
- Faculty profile by CIP
- Faculty salaries by CIP
- Tuition and required fees
- Doctoral exit survey: satisfaction with academic and co-curricular program and facilities/resources; future plans
- Faculty survey: professional/personal life balance, access to resources, workload, perceptions of departmental climate
Consortium on Financing Higher Education (COFHE)
The Consortium on Financing Higher Education includes 40 highly selective colleges and universities. The focus is on the undergraduate program.
Duke representative: Gary Bennett
- Admissions: applications, admits, matriculations, test scores
- Financial aid: tuition, fees, self-help, grant aid, net price
- Faculty Demographics
- Faculty Salary
- Fall Enrollment
- Surveys of New Students (HERI CIRP survey and COFHE survey of new students in alternating years; both have sections about behavior/participation in last year of high school, and plans/expectations for college
- Enrolled Student Survey: how students spend time/extent of engagement in curricular and co-curricular programs
- Senior Survey: satisfaction with academic and co-curricular program and facilities/resources; future plans
- Alumni Survey: long term educational/life outcomes
- Parent Survey: financing college
Exchange items are updated annually unless otherwise noted. Both consortia restrict access to their data. In many cases the Institutional Research Office routinely loads reports to Tableau. Contact firstname.lastname@example.org or email@example.com for access where available.
American Association of Medical Colleges (AAMC)
The American Association of Medical Colleges (AAMC) leads and serves the full spectrum of medical education, with member institutions including 171 accredited U.S. and Canadian medical schools, 400+ teaching hospitals and medical systems and 70+ faculty and academic societies. The data focus is on MD and MD-PhD pathways and careers as well as organizational assessment in academic medicine.
- AAMC Data
- MD Program: Matriculating Student Questionnaire, Year-Two Questionnaire, Graduation Questionnaire
- AAMC Diversity Engagement Survey
V. Other Campus Surveys
|Survey/Research Project||Campus Contact|
|2021 Climate Survey||Institutional Equity; Faculty Advancement; Institutional Research|
|AAMC Diversity Engagement Survey||SOM Office for Equity, Diversity and Inclusion; firstname.lastname@example.org|
|Duke Health Culture Pulse||DUHS Performance Services email@example.com; firstname.lastname@example.org; email@example.com|
|2018 Sexual Harassment/Misconduct Survey||Survey Report|
|Graduate/Professional Student Exit Surveys (run by IR every other year, also by individual programs and schools)||firstname.lastname@example.org for IR results; contact individual schools for each schools’ exit survey results|
|Survey at major declaration||Trinity College Academic Advising Center; email@example.com|
|Duke Social Relationships Project (2007–2010)||firstname.lastname@example.org|
|You@Duke (Student Resilience and Well-Being Project; 2014–2018)||email@example.com|
|In-depth User Studies and Satisfaction Surveys||Duke University Libraries Assessment and User Experience group|
|Duke Undergraduate Check-In Study (DUCkI)||Office of Undergraduate Education; firstname.lastname@example.org|
|Resident Feedback Survey||Housing and Residence Life, Student Affairs; email@example.com|
|Wake Forest Wellbeing Assessment||Assessment ; Student Affairs, firstname.lastname@example.org|
|Survey of Academic Engagementemail@example.com, firstname.lastname@example.org|
|University Course Evaluations||Trinity College Office of Assessment; email@example.com|
|National Collegiate Health Assessment||Duke Student Health; firstname.lastname@example.org|
|AAMC Matriculation, Year-Two, and Graduation Questionnaires||MD program students only; SOM Assessment and Evaluation, email@example.com|