bringing data to undergraduate classrooms
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Bringing Data to Undergraduate Classrooms. The Social Science Data Analysis Network (SSDAN) and ICPSR's Online Learning Center (OLC). IASSIST May 26-29, 2009 Tampere, Finland John Paul DeWitt (SSDAN) and Lynette Hoelter (ICPSR) The University of Michigan. Outline. Quantitative Literacy - PowerPoint PPT PresentationTRANSCRIPT
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IASSISTMay 26-29, 2009Tampere, Finland
John Paul DeWitt (SSDAN) and Lynette Hoelter (ICPSR)
The University of Michigan
Bringing Data to Undergraduate Classrooms
The Social Science Data Analysis Network (SSDAN) and ICPSR's Online Learning Center (OLC)
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Outline• Quantitative Literacy
– Why is it important?
• Resources from the Social Science Data Analysis Network (SSDAN)– DataCounts!– CensusScope
• Resources from ICPSR’s Online Learning Center (OLC)– Learning Modules and Data
• Coming soon! (ICPSR and SSDAN Partnerships)– Assessment Materials– Digital Library (TeachingWithData.org)
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Quantitative Literacy• Importance
– Students are participants in a democratic society– Skills include:
• Questioning the source of evidence in a stated point• Identifying gaps in information• Evaluating whether an argument is based on data or
opinion/inference/pure speculation• Using data to draw logical conclusions
• Student Comfort and Aptitude– Over 50% of early undergraduate students report
substantial “statistics anxiety” (DeCesare, 2008)– Using only one or two learning modules has
yielded significant increases in students’ comfort• Solution: Introduce students to “real world”
data early and often
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Quantitative Literacy
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SSDAN: Background
• Started in 1995• University-based organization that creates
demographic media and makes U.S. census data accessible to policymakers, educators, the media, and informed citizens. – web sites– user guides – hands-on classroom
computer materials
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SSDAN• DataCounts!
(www.ssdan.net/datacounts)– Collection of approximately 85 Data Driven
Learning Modules (DDLMs)– WebCHIP (simple contingency table software)– Datasets (repackaged decennial census and
American Community Survey)– Target is lower undergraduate courses
• CensusScope (www.censusscope.org)– Maps, charts, and tables – Demographic data at local, region, and national
levels– Key indicators and trends back to 1960 for some
variables
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SSDAN: DataCounts!
Quickly connects users to datasets…
..or Data Driven Learning Modules
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SSDAN: DataCounts!
Menu for choosing a dataset for analysis
Brief List of available dataset collections
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SSDAN: DataCounts!Submitting a module:•Sections are clearly laid out•Forces faculty to create modules with specific learning goals in mind.•Makes re-use of module much easier
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SSDAN: DataCounts!
TitleAuthor and Institution
Brief Description
Faceted browsing to refine the search
•Appropriate Grade Levels•Subjects (e.g. Family, Sexuality and Gender)•Learning Time
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SSDAN: DataCounts!
Data Driven Learning Modules are clearly laid out•Easy to read•Instructors can quickly identify whether a module would be relevant to a specific course
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SSDAN: DataCounts!• WebCHIP
Commands for selecting variables, creating tables, graphing, and recoding
Basic information about the dataset
Running the “marginals” command shows the categories for each variable and frequencies
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SSDAN: DataCounts!
Students can quickly run simple cross tabulations to see distributions and test hypotheses
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SSDAN: DataCounts!
Controlling for an additional variable allows for deeper analysis
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SSDAN• DataCounts!
– Collection of approximately 85 Data Driven Learning Modules (DDLMs)
– WebCHIP (simple contingency table software)– Datasets (repackaged decennial census and
American Community Survey)– Target is lower undergraduate courses
• CensusScope– Maps, charts, and tables – Demographic data at local, region, and national
levels– Key indicators and trends back to 1960 for some
variables
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SSDAN: CensusScope
New ACS data with improved look & feel coming Fall 2009
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SSDAN: CensusScope• Charts, Trends,
and Tables• All available for
states, counties, and metropolitan areas
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SSDAN-OLC• SSDAN’s primary focus is to assist in
the dissemination of social data into the classroom with sites like DataCounts! and CensusScope
• Until recently, ICPSR primarily targeted researchers, the OLC now provides a welcomed Instructors’ portal to ICPSR resources and is continuing its outreach to educators
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• Founded in 1962 at the University of Michigan, is the largest non-governmental social science data archive in the world.
• ICPSR has special expertise in on-line dissemination of data, the development of metadata standards, and training in quantitative methods to facilitate effective data use.
• ICPSR now has nearly 650 diverse members around the world
• The ICPSR archive currently holds– 7,121 studies consisting of– 60,979 datasets with– 519,934 files
• The collection grows by 1200-1400 files per year
• Data are available instantaneously
ICPSR: Background
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ICPSR: OLC• OLC: www.icpsr.umich.edu/OLC• Over 40 DDLMs (also called DDLGs or Data
Driven Learning Guides)• Format of DDLGs allows instructors to make
decisions on how to incorporate into class– Based on lesson plan format
• A tool to help develop classroom lectures and exercises that integrate data early into the learning process.
• Intended for use in introductory-level substantive classes.
• Requires no additional software.
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How to Use the OLC
• Faculty use of charts in class to introduce topic
• Sending students to the website to work through a DDLG in class or as homework
• Using DDLG as part of larger project
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•Links go directly to the processed SDA functions so there is nothing to break (no additional manipulation needed—no functions to run)
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Sample SDA Output
Frequency Distribution
Cells contain:-Column percent-Weighted N
V150
1MALE:
(1)
2FEMALE:(2)
ROWTOTAL
RELIMPORT
1: not important
21.11,086
14.3820
17.51,906
2: little important
25.71,320
24.21,386
24.92,707
3: pretty important
27.21,401
28.41,628
27.93,029
4: very important
26.01,336
33.01,891
29.73,227
COL TOTAL100.05,143
100.05,725
100.010,868
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•Important pitfalls and limitations that the instructor should address with students
•Summary of results
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•Includes not only bibliography, but access to related electronic articles via the local institutions library
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Student Benefits:• Critical thinking skills• Increases students’ comfort with quantitative
reasoning• Many schools have focus on quantitative
literacy and related skills – ASA charge for exposure “early and often”
• Engages students with the discipline more fully – Better picture of how social scientists work– Prevents some of the feelings of “disconnect” between
substantive and technical courses
• Piques student interest• Opens the door to the world of data
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Looking Ahead (ICPSR-SSDAN Partnerships)
• Assessment Tools and Results
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Looking Ahead• TeachingWithData.org (October 2009)
– Social Science Pathway to the National Science Digital Library
– Virtual repository of resources to support the teaching of quantitative social sciences
• Data-Driven Learning Modules • Data Sources • Pedagogical Resources• Analysis and Visualization Tools• Other Resources useful to instructors
– Collaboration tools– Web 2.0 technologies
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Acknowledgements
• National Science Foundation• Inter-university Consortium for
Political and Social Research• Population Studies Center• Institute for Social Research• University of Michigan