promoting sustainable research practices through effective data management curricula heather coates...

Promoting sustainable research practices through effectivedata management curricula

Heather Coates | IUPUIAmanda Whitmire | Oregon State UniversityJenny Muilenburg | University of Washington

ACRL 201525 – 28 March 2015

Portland, OR USA

#teachDIL

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Hello!

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Digital Scholarship & Data Management LibrarianData Services Curriculum & Communications LibrarianAssistant Professor & Data Management Specialist

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Hello!

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Digital Scholarship & Data Management LibrarianData Services Curriculum & Communications LibrarianAssistant Professor & Data Management Specialist

DIL

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Hello!

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Digital Scholarship & Data Management LibrarianData Services Curriculum & Communications LibrarianAssistant Professor & Data Management Specialist

“The ability to collect, process, manage, evaluate, use & share data.”

DIL

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Poll anywhere. Poll here…

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https://www.polleverywhere.com/survey/P4g4PHzcx/intro

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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

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GRAD521 basics

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2 credits

Met twice per week for10 weeks

Offered annually

Open to all graduate students

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DIL Pedagogy

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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 &archiving

Veterinary Medicine

Liberal Arts

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2: Application of best practices is discipline-specific

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Social Sci.Discipline

Metadata Standard

Creation Tool

Ecology Forestry

EML 19115

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3: If you want students to absorb info & use it,

they need to self-reflect

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EMLMetadata

Data Sharing

Knowledge Network for

Biocomplexity

EcologyStudent

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4: Our approach: outcomes-centered + active learning

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1. What do I want them to learn?

2. How do I get them to practice?

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Learning outcomes

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

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Use existing resources

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Lectures, handouts, hands-on exercises& datasets

http://www.dataone.org/education-modules

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The New England Collaborative Data Management Curriculum

(NECDMC)

Lectures, activities, research cases,guidance & assessment

http://library.umassmed.edu/necdmc

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GRAD 521 Content

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Topic, Resource

1 Intro to RDM, DataONE 2 DMPs & RDM Planning,DataONE

3 Types, formats & stages of data, NECDMC 4 Data organization &

documentation, Purrington

5Data Curation Profiles: an introduction to the midterm assignment, Carlson et. al.

6 OPEN LAB

7 Data storage, backup & security, MANTRA, NECDMC 8 Metadata, DataONE

9 Metadata Laboratory 10 Data entry & manipulation, DataONE

11 Intellectual Property, Copyright & Data Licensing, 12

Legal & Ethical Considerations for Research Data, guest lecture

13 Data Sharing, guest lecture 14 Data Sharing & Reuse,

15Plan for Archiving & Preservation of Data, DataONE, UKDA

16 Data repository Laboratory, ICPSR

17 OPEN LAB 18 Data visualization, YouTube

19 DMP open lab 20 DMP peer reviews

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Activities that worked

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Computer labs

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Metadata x 2

Data repositories

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In-class activities

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Data sharing

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Assessment

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Two anonymous surveys1. mid-way2. end of course

Student performance on DMP assignment

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Challenges

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Discipline-agnostic

Discipline-specific

Customizing materials

Student perspective

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Common theme: Instructional design

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Outcomes-centered course design

Customizing existing resources

Active learning