Promoting sustainable research practices through effective data management curricula Heather Coates | IUPUI Amanda Whitmire | Oregon State University Jenny.

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Presentation transcript:

Promoting sustainable research practices through effective data management curricula Heather Coates | IUPUI Amanda Whitmire | Oregon State University Jenny Muilenburg | University of Washington ACRL – 28 March 2015 Portland, OR USA #teachDIL

Hello! Digital Scholarship & Data Management Librarian Data Services Curriculum & Communications Librarian Assistant Professor & Data Management Specialist

Hello! Digital Scholarship & Data Management Librarian Data Services Curriculum & Communications Librarian Assistant Professor & Data Management Specialist DIL

Hello! Digital Scholarship & Data Management Librarian Data Services Curriculum & Communications Librarian Assistant Professor & Data Management Specialist “The ability to collect, process, manage, evaluate, use & share data.” DIL

Poll anywhere. Poll here…

What’s our story? Each of us will share: Instructional design big picture / content learning outcomes audience Activities that worked well Assessment Challenges Our common theme

6

GRAD521 basics credits Met twice per week for 10 weeks Offered annually Open to all graduate students

DIL Pedagogy

Forestry 1: Tenets of DIL are discipline-agnostic Agricultural Sciences Engineering Business Public Health & Human Sciences Science Earth, Ocean & Atmospheric Sci. DMPs/Planning Storage & backup File organization & naming Documentation & metadata Legal/ethical considerations Sharing & reuse Preservation & a rchiving Veterinary Medicine Liberal Arts

2: Application of best practices is discipline-specific ACRL 2015: March 25, 2015 Social Sci. Discipline Metadata Standard Creation Tool EcologyForestry EML

3: If you want students to absorb info & use it, they need to self-reflect ACRL 2015: March 25, 2015 EMLMetadata Data Sharing Knowledge Network for Biocomplexity Ecology Student

4: Our approach: outcomes-centered + active learning ACRL 2015: March 25, What do I want them to learn? 2. How do I get them to practice?

Learning outcomes bit.ly/GRAD521http://library.umassmed.edu/necdmc/lesson_plans

Use existing resources

Lectures, handouts, hands-on exercises & datasets

The New England Collaborative Data Management Curriculum (NECDMC) Lectures, activities, research cases, guidance & assessment

GRAD 521 Content Topic, Resource 1Intro to RDM, DataONE2 DMPs & RDM Planning, DataONE 3 Types, formats & stages of data, NECDMC 4 Data organization & documentation, Purrington 5 Data Curation Profiles: an introduction to the midterm assignment, Carlson et. al. 6OPEN LAB 7 Data storage, backup & security, MANTRA, NECDMC 8Metadata, DataONE 9Metadata Laboratory10Data entry & manipulation, DataONE 11 Intellectual Property, Copyright & Data Licensing, 12 Legal & Ethical Considerations for Research Data, guest lecture 13Data Sharing, guest lecture14Data Sharing & Reuse, 15 Plan for Archiving & Preservation of Data, DataONE, UKDA 16Data repository Laboratory, ICPSR 17OPEN LAB18Data visualization, YouTube 19DMP open lab20DMP peer reviews

Activities that worked

Computer labs Metadata x 2 Data repositories

In-class activities

Data sharing

Assessment Two anonymous surveys 1. mid-way 2. end of course Student performance on DMP assignment

Challenges Discipline- agnostic Discipline- specific Customizing materialsStudent perspective

Common theme: Instructional design Outcomes-centered course designCustomizing existing resourcesActive learning