Promoting sustainable research
practices through effective
data management curricula
#teachDIL
Heather Coates | IUPUI
Amanda Whitmire | Oregon State University
Jenny Muilenburg | University of Washington
ACRL 2015
25 – 28 March 2015
Portland, OR USA
Hello!
Digital Scholarship &
Data Management Librarian
Data Services Curriculum &
Communications Librarian
Assistant Professor &
Data Management Specialist
2015-03-26
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Hello!
Digital Scholarship &
Data Management Librarian
Data Services Curriculum &
Communications Librarian
Assistant Professor &
Data Management Specialist
2015-03-26
DIL
2
Hello!
Digital Scholarship &
Data Management Librarian
Data Services Curriculum &
Communications Librarian
Assistant Professor &
Data Management Specialist
DIL
“The ability to collect, process, manage,
evaluate, use & share data.”
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Poll anywhere. Poll here…
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
2 credits
Met twice per week for
10 weeks
Offered annually
Open to all graduate
students
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DIL Pedagogy
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1: Tenets of DIL are
discipline-agnostic
Science
Business
Forestry
Agricultural
Sciences
DMPs/Planning
Storage & backup
File organization & naming
Engineering
Documentation & metadata
Legal/ethical considerations
Earth, Ocean &
Atmospheric Sci.
Veterinary
Medicine
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Sharing & reuse
Preservation &
archiving
Public Health &
Human Sciences
Liberal Arts
2: Application of best practices is
discipline-specific
Discipline
Metadata
Standard
Social Sci.
Ecology
EML
Creation
Tool
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ACRL 2015: March 25, 2015
Forestry
19115
3: If you want students to
absorb info & use it,
they need to self-reflect
Metadata
EML
Data
Sharing
Knowledge
Network for
Biocomplexity
Ecology
Student
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ACRL 2015: March 25, 2015
4: Our approach:
outcomes-centered + active learning
1. What do I want
them to learn?
2. How do I get them
to practice?
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ACRL 2015: March 25, 2015
Learning outcomes
http://library.umassmed.edu/necdmc/lesson_plans
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bit.ly/GRAD521
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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
Topic, Resource
1
Intro to RDM, DataONE
2
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.
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OPEN LAB
7
Data storage, backup & security,
MANTRA, NECDMC
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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,
15
Plan for Archiving & Preservation of
Data, DataONE, UKDA
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Data repository Laboratory, ICPSR
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OPEN LAB
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Data visualization, YouTube
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DMP open lab
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DMP peer reviews
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Activities that worked
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Computer labs
Metadata x 2
Data repositories
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In-class activities
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Data sharing
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Assessment
Two anonymous surveys
1. mid-way
2. end of course
Student performance
on DMP assignment
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Challenges
Disciplineagnostic
Disciplinespecific
Customizing materials
Student perspective
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Common theme:
Instructional design
Outcomes-centered course design
Customizing existing resources
Active learning
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