Become an ​IPEDS Educator

2024–25 Call for IPEDS Educators is Closed

The application process for 2025–26 IPEDS Educators will open on March 3, 2025.

Program Overview

The Association for Institutional Research (AIR) supports institutional researchers and the larger higher education community in the use of data for informed decision making. Through a contract with RTI, funded by the National Center for Education Statistics (NCES), AIR produces Integrated Postsecondary Education Data System (IPEDS) training opportunities, including video tutorials, in-person and virtual national workshops, and online Keyholder courses.

To accomplish these tasks, AIR recruits experienced IPEDS users to develop and deliver a curriculum that takes a broad view of IPEDS data to assure the quality of the submission of these data and improve the skills of those using these data. The curriculum takes a holistic view of IPEDS tasks, including understanding the collection process, involving other stakeholders, assuring that data requirements and definitions are understood, creating various data reports, recognizing the varied needs of data consumers for institutional improvement, and online training on IPEDS data tools and survey component concepts.

The IPEDS Educator cohort includes up to 30 trainers serving on two-year appointments.

Ideal Applicants

The most competitive applicants are current or former IPEDS Keyholders and/or Coordinators who have years of experience submitting and using IPEDS data. When applying, check out these expert tips (PDF) on how to position yourself for success as a potential IPEDS Educator.

AIR looks for Educators who:

  • Are experienced in providing and/or using IPEDS data;
  • Can travel with an overnight stay one or two times a year; and
  • Agree to participate for two years.

In addition, AIR has a specific interest in IPEDS professionals who:

  • Have expertise in specific survey component areas, such as Finance, Student Financial Aid, Human Resources, and Outcome Measures; and
  • Have expertise in specific IPEDS tools, such as Data Explorer, Data Trends/Trend Generator, Look Up an Institution, Statistical Tables, Summary Tables, Compare Institutions, and IPEDS DataLab Tables Library; and
  • Have experience working with IPEDS at for-profit, community college, and state systems.

What IPEDS Educators Do

All IPEDS Educators must attend a training session held annually during the summer in Washington, D.C. (all travel costs, lodging, and meals are covered and Educators receive an honorarium for their participation). The 2024 meeting will be held July 16 and 17. IPEDS Educators will travel to Washington, D.C. on July 15 and travel home on July 17 after the meeting. During the meeting, IPEDS Educators will learn from NCES staff about the latest changes to IPEDS and develop their skills with the various IPEDS data tools. IPEDS Educators will also hear from AIR staff and Lead IPEDS Instructors about AIR's training activities and resources.

IPEDS Educator Roles

  • Tutorial Reviewers
    Provide feedback on AIR online tutorials for the IPEDS survey components, tools, and resources.
  • Online Keyholder Course Mentors
    Provide support for keyholders enrolled in one of two online courses. Courses are taken from the comfort of home or office and take approximately 10-12 hours to complete within a one-month period.
  • Assistant Instructors*
    All IPEDS Educators will have the opportunity to attend an in-person or virtual workshop. Serving as an Assistant Instructor includes helping with on-site logistics (for example, signing in participants), helping Lead Instructors assist participants during hands-on exercises, and may include presenting a small section of the workshop.
  • Lead Instructors*
    Experienced IPEDS Educators with strong presentation skills and a broad IPEDS knowledge base may be selected to be Lead Instructors for in-person or virtual national workshops. Two Lead Instructors are assigned to each full-day workshop, with each having  responsibility to present half of the day and to assist the other Lead Instructor for the other half of the day. Lead Instructors are selected for each workshop based on their familiarity with the group receiving the training and the topic of the workshop.
  • Curriculum Designers*
    Experienced IPEDS Educators or those with particular expertise may be asked to serve as Curriculum Designers for  workshop or online content.

*Honorarium provided to participating IPEDS Educators, as well as travel costs, lodging, and meals when applicable.



My years as an IPEDS Educator have been one of the best professional development opportunities of my career. I am able to help people understand how to use IPEDS data for benchmarking, assessment, strategic planning and more. It is very rewarding to see how excited people are when they discover the ways in which they can use the data.”
—Jennifer Dunseath, Roger Williams University


I am grateful to serve as an IPEDS Educator in support of data informed decision-making, which is essential in building a culture of continuous improvement. As a former keyholder, the opportunity to continue working with keyholders (and data providers) has kept me current in the world of IPEDS data and continues to sharpen my skills in the use of data for assessment, research and planning. IPEDS is a primary source for educational data, and I encourage all data providers and users to sign up for a course, explore the data tools, attend a workshop, join the IPEDS Knowledge Exchange or simply watch the video tutorials. I think that you will be glad you did!
—Sharon Watts-Conville, Kean University


As an IPEDS Educator, I have had the privilege of guiding a diverse range of participants through the complexities of IPEDS data, both in-person and online. This role has not only deepened my understanding and skills in data management but has also allowed me to witness the transformative impact of education on individuals across the education sector. The greatest reward comes from seeing participants apply what they have learned, fostering a community of knowledge and practice that extends far beyond the workshop.
—John Ingram, La Roche University

LaJanis Allen

Being an IPEDS Educator has increased my knowledge of the “education” world! My knowledge was limited to the for-profit sector for career and vocational schools. Now I am familiar with the surveys and data needs for not-for-profit, two-year, and four-year schools, as well as the state and system Coordinator roles. IPEDS Educators have many different roles in education, including institutional research, compliance, financial aid, and school ownership, and each one has given me further insight into analyzing and using IPEDS data.
—LaJanis Allen, Douglas J Aveda Institute

Eric Atchison

Being an IPEDS Educator has provided me with the opportunity to learn from a very diverse array of institution types which has helped me provide examples and ideas when interacting with workshop and online course participants. These experiences have enhanced my work as an IPEDS System Coordinator with institutions within the Arkansas State University System and as an IPEDS data user.
—Eric Atchison, Arkansas State University System