Indiana University-Purdue University Indianapolis (IUPUI) / Indiana University School of Medicine (IUSM) teaches approximately 350 medical students each year. These students come from varied backgrounds and eventually end up practicing in a vast array of clinical specialties and settings. It is extremely important to monitor specialties and practice locations to understand exactly how IUSM is fulfilling physician workforce needs. This knowledge can help policymakers and school administrators shape programs and policies to better fulfill physician workforce needs. Geographic information technologies provide a framework to organize, analyze and visualize medical student data. Maps are a convenient and easily understandable method of conveying information with a location-based component. This project represents a step towards creating a coherent student database visualized with maps. Using data about the graduating classes from 2011-2018, a database was created that linked together geographic information of students from the various segments of their medical education such as residency, fellowship, and practice location. ArcGIS 10.5 was used to produce maps visualizing segments of this database. These maps also served to answer questions about the medical student graduates at IUSM, such as how many came from an in-state location and how many practice in-state. SPSS 25 was also used to compare results of various segments of the medical education pipeline. The database proves to be an incredibly necessary tool for keeping track of all IUSM graduates. Coherent, clean, and complete data is necessary for researchers at all levels as well as administrators. Keeping data up to date and centralized is essential and this project provides an easily updateable and useable format. The maps created from this database are also useful in showing trends across the graduates of IUSM, such as the Indiana counties that the graduates are most likely to practice in or the likelihood of practicing in specific shortage areas.

English learners (ELs) across the United States have aspirations to continue their education and pursue careers in the English language. Because community colleges are educational institutions that not only generally provide open enrollment but are also more accessible and affordable than universities, they are a feasible option for many ELs. Community colleges often have an English as a Second Language (ESL) program available to ELs to help them reach the proficiency needed to study in the English language. This study explores how these programs are structured, who is administering and teaching in these programs, and if these programs track their students' academic success. Thirty- five different community colleges from 8 states in the U.S. participated in this study by answering 10 survey questions. The present study reports on the descriptive data gathered from these questions and then compares the results to observations from the previous literature on community college ESL programs. This study reports on data pertaining to topics of program type, funding, credit vs. non-credit bearing programs, teacher and administrator credentials, part-time vs. full-time positions, difficulty of hiring qualified employees, student enrollment, and tracking student academic success. This data contributes and inspires further conversations about community college ESL programs and areas of improvement.