Team-based data management instruction at small liberal arts colleges

Clement, Ryan; Blau, Amy; Abbaspour, Parvaneh; Gandour-Rood, Eli

doi:10.1177/0340035216678239

Cited by 20 publications

(16 citation statements)

References 34 publications

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“…Teaching research data management to graduate students is a trend within information literacy instruction (Carlson et al 2011;Qin and D'ignazio 2010;Whitmire 2015). A variety of pedagogies have been used, including one shot guest lectures (Westra and Walton 2015), online courses (Johnston and Jeffryes 2014b), traditional courses (Bracke and Fosmire 2015), workshops (Adamick, Reznik-Zellen, and Sheridan 2012), team-based active learning (Clement et al 2017), and blended learning (Zhang, Goodman, and Xie 2015).…”

Section: Introductionmentioning

confidence: 99%

Integrating Data Science Tools into a Graduate Level Data Management Course

Pascuzzi¹,

Nelson²

2018

JeSLIB

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Section: Introductionmentioning

confidence: 99%

Integrating Data Science Tools into a Graduate Level Data Management Course

Pascuzzi¹,

Nelson²

2018

JeSLIB

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“…16 Further, Clement et al note that liberal arts colleges may privilege funding toward curricular and teaching needs as opposed to research infrastructure, further limiting the resources available to the faculty. 17 One potential solution for the infrastructure disparity has been identified in a recent National Science Foundation report, which calls for dedicated funding to provide sustained midscale research infrastructure development and maintenance support. 18 Other possibilities may involve collaboration between institutions to pool resources as proposed by the Data Curation Network 19 or expanded support for disciplinary repositories and aggregators like DataONE.…”

Section: Figurementioning

confidence: 99%

In Aggregate: Trends, Needs, and Opportunities from Research Data Management Surveys

Goben

Griffin

2019

C&RL

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A popular starting point for libraries engaging in research data management (RDM) services is a needs assessment (NA); a preliminary count identified more than 50 published NA case studies. However, no overarching analysis has yet been conducted. The authors compared assessments to characterize the case study institution types; establish the target population assessed; discover cross-institutional trends both in the topics covered and the issues identified; and determine remaining gaps in the literature. Thirty-seven studies conducted in the United States were included. Twenty-five were at public, doctoral, highest-research institutions. The most frequently assessed respondents were faculty (n = 3,847). The most frequent topics involved storing, sharing, and maintaining long-term access to data. Gaps include assessing students, staff, and nonfaculty researcher needs; determining needs at various sized and degree-granting institutions; and investigating RDM needs for non-STEM disciplines.Academic librarians have developed research data management (RDM) services and research over the past decade as researcher demands have derived from the implementation of the National Science Foundation Data Management Plan requirement 1 and the Office of Science and Technology Policy memorandum for increased access to federally funded research. 2 Librarians have undertaken reskilling, 3 and there has been extensive research into the preparation and engagement of librarians with research data management. 4 This has led to several papers describing opportunities for librarians to engage with researchers to meet these emerging needs and requirements. 5 Simultaneously, as libraries have looked internally to determine capacity and skill sets, there has been a desire to identify current RDM practices, issues, and needs. This has resulted in general cross-institutional surveys, 6 discipline-focused bibliographic reviews, 7 and discipline-wide surveys. 8 By far, however, the most common evaluation of researcher needs has come in the form of case studies at individual institutions. These have proliferated over the past decade, with so many having been done that, in their recent article on starting an RDM program, Henderson and Knott explicitly argue that no further surveys are needed. 9 While the majority of these case studies have been performed at US institutions, several case studies are also available from the England, Canada, and Australia. 10 Yet no articles exist that comprehensively review the depth and breadth of what has been surveyed. As a result, needs and practices remain inconsistently identified across institutional type, researcher level, and other categories. MethodsLibrary literature indexes such as LISTA and general indexes such as Google Scholar were searched to populate an initial publication list. In addition, references and citations of initially identified articles were reviewed to discover more studies.Case studies were included if they focused specifically on the RDM needs and behaviors at a specific institution ...

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“…RDM courses cover a range of topics: definitions of data and RDM; funding agency requirements and mandates; sharing and archiving data; copyright and ownership; metadata; and the reuse of shared data (Clement, Blau, Abbaspour, & Gandour-Rood, 2017;Furukawa, Ojiro, & Yamaji, 2018;Rice, 2014;Southall & Scutt, 2017). Individual courses often only cover a subset of these broad categories.…”

Section: Rdm Teachingmentioning

confidence: 99%

“…PGR students form another significant cohort. A programme training teams of support staff, students and researchers found that teaching RDM to these groups together was particularly successful (Clement et al, 2017), as was the imbedding of librarians into research groups to identify specific needs and provide training in-situ (Lyon, 2016).…”

Section: Rdm Teachingmentioning

confidence: 99%

“…RDM courses primarily fall into two types of instruction format: workshops, either as a standalone course or as a series of sessions (Clement et al, 2017;Goben & Nelson, 2018;Helbig, 2016;Peters, 2017;Southall & Scutt, 2017); or online courses, allowing for learning to take place as it is convenient (Furukawa et al, 2018;Rice, 2014;Si, Xing, Zhuang, Hua & Zhou, 2015) and whenever it becomes directly relevant to research practice (Ward & Freiman, 2011, p. 269). Graduate RDM courses delivered as lecture series by librarians are rarer (Corrall, 2012;Whitmire, 2015), and this format is too resource-intensive for implementation in our institutional context.…”

Section: Rdm Teachingmentioning

confidence: 99%

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Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Montague-Hellen,

Ranger

2019

Preprint

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Introduction Research Data Management is growing in importance as a field as the amount of data which researchers must manage increases. It is important to ensure that postgraduate researchers are trained through engaging courses which practically prepare them to fulfil the data management requirements of funders and Universities, and to carry out their research in a transparent and effective manner. Description of program We present a case study of the development and delivery of a new Research Data Management (RDM) online course for postgraduates and early career researchers. The course implements pedagogical theory and a reverse design paradigm in the development of library training provision enabling the creation of a course vastly more relevant to academic research practice than our previous offering. The course uses a simplified Data Management Plan to introduce students toResearch Data Management Concepts, and by asking them to apply this knowledge, lifts the course from one which simply asks students to remember knowledge to one which shows them how to apply this knowledge in a way that is applicable to their own research. The course has been evaluated for effectiveness and student engagement at 3 months. Next steps Although some analysis of the effectiveness of the new course has been undertaken, the course will continue to be evaluated. Although the course was developed for PGRs it has been popular with ECRs and Professional support staff and we will investigate how we can further meet the needs of these groups. The platform used will allow for the topics most often accessed to be identified and the course, and the University's training provision will be adjusted based on this evidence. We hope that other institutions will be able to learn from our experience and implement similar courses.

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Team-based data management instruction at small liberal arts colleges

Cited by 20 publications

References 34 publications

Integrating Data Science Tools into a Graduate Level Data Management Course

Integrating Data Science Tools into a Graduate Level Data Management Course

In Aggregate: Trends, Needs, and Opportunities from Research Data Management Surveys

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

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