Initiating Data Management Instruction to Graduate Students at the University of Houston Using the New England Collaborative Data Management Curriculum

Peters, Christie L.; Vaughn, Porcia

doi:10.7191/jeslib.2014.1064

Cited by 10 publications

(13 citation statements)

References 6 publications

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“…At least some graduate students appear to recognize that they may benefit from additional training in RDM topics beyond what is needed to obtain a diploma. Similar to our results regarding interest in RDM topics, Peters and Vaughn (2014) found that students who had attended a basic RDM workshop were most interested in additional workshop topics relating to conduct of research, i.e., "data storage, backup and security," and "types, formats, and stages of data," as opposed to data sharing topics of "archiving & preservation," metadata, "data sharing and re-use policies," and "legal and ethical considerations. "…”

Section: Discussionsupporting

confidence: 90%

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Education Needs in Research Data Management for Science-Based Disciplines

Pasek¹,

Mayer²

2019

ISTL

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Research data management is a prominent and evolving consideration for the academic community, especially in scientific disciplines. This research study surveyed 131 graduate students and 79 faculty members in the sciences at two public doctoral universities to determine the importance, knowledge, and interest levels around research data management training and education. The authors adapted 12 competencies for measurement in the study. Graduate students and faculty ranked the following areas most important among the 12 competencies: ethics and attribution, data visualization, and quality assurance. Graduate students indicated they were least knowledgeable and skilled in data curation and re-use, metadata and data description, data conversion and interoperability, and data preservation. Their responses generally matched the perceptions of faculty. The study also examined how graduate students learn research data management, and how faculty perceive that their students learn research data management. Results showed that graduate students utilize self-learning most often and that faculty may be less influential in research data management education than they perceive. Responses for graduate students between the two institutions were not statistically different, except in the area of perceived deficiencies in data visualization competency.

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Section: Discussionsupporting

confidence: 90%

“…Questions about where students learn RDM skills were adapted from Pouchard and Bracke (2016). Questions about topics and programs of interest were derived from Peters and Vaughn (2014). A question in the graduate student survey about their role in RDM was based on data management life cycle steps as described by McLure et al (2014).…”

Section: Methodsmentioning

confidence: 99%

Education Needs in Research Data Management for Science-Based Disciplines

Pasek¹,

Mayer²

2019

ISTL

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“…However, many research fields lack established norms and practices in managing, sharing and preserving their data, making it difficult for researchers to respond to these pressures effectively. Recognizing a need, many librarians are developing "data information literacy" programs to raise awareness amongst researchers and help students improve their practices in working with research data (Carlson & Johnston, 2015;Peters & Vaughn, 2014). Data information literacy is distinguished from data literacy, which emphasizes interpreting, analyzing and other aspects of consuming data.…”

Section: Literature Reviewmentioning

confidence: 99%

“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach

Maybee

Carlson

Slebodnik

et al. 2015

The Journal of Academic Librarianship

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Developing innovative library services requires a real world understanding of faculty members' desired curricular goals. This study aimed to develop a comprehensive and deeper understanding of Purdue's nutrition science and political science faculties' expectations for student learning related to information and data information literacies. Course syllabi were examined using grounded theory techniques that allowed us to identify how faculty were addressing information and data information literacies in their courses, but it also enabled us to understand the interconnectedness of these literacies to other departmental intentions for student learning, such as developing a professional identity or learning to conduct original research. The holistic understanding developed through this research provides the necessary information for designing and suggesting information literacy and data information literacy services to departmental faculty in ways supportive of curricular learning outcomes.

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“…Designed as a "flexible tool that librarians can easily customize to meet the research data management learning needs of their particular audiences" (Kafel, Creamer, & Martin, 2014, p. 61), the NECDMC offers a series of modules that include targeted readings, lab notes, and review of data management plans. It has been offered in a variety of institutions (Ishida, 2014;Peters & Vaughn, 2014) across North America and to a variety of audiences. Although many participants have praised the flexible and thorough framework, they also note challenges, including the significant amount of time needed to create local content and sizeable investment of time required of all participants (Ishida, 2014, p. 84).…”

Section: Training For Research Data Managementmentioning

confidence: 99%

Using a Data Management Plan Review Service as a Training Ground for Librarians

Davis

Cross

2015

Journal of Librarianship and Scholarly Communication

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INTRODUCTION Research Data Management (RDM) offers opportunities and challenges at the interface of library support and researcher needs. Libraries are in a position of balancing the capacity to provide support at the point of need while also implementing training for subject liaison librarians grounded in the practical issues and realities facing researchers and their institutions. DESCRIPTION OF PROGRAM/SERVICE The North Carolina State University (NCSU) Libraries has deployed a Data Management Plan (DMP) Review service managed by a committee of librarians with diverse experience in data management and domain expertise. By rotating librarians through membership on the committee and by inviting subject liaisons librarians to participate in the DMP Review process, our training ground model aims to develop needed competencies and support researchers through relevant services and partnerships. AUDIT OF PROGRAM/ SERVICE This article presents an audit of the DMP Review service as a training ground to develop and enhance competencies as identified by the Joint Task Force on Librarians' Competencies in Support of E-Research and Scholarly Communication. NEXT STEPS AND CONCLUSIONS The DMP Review service creates opportunities for librarians to learn valuable skills while simultaneously providing a time-sensitive service to researchers. The process of auditing competencies developed by participating in the DMP Review service highlights gaps needed to more fully support RDM and reinforces the capacity of the DMP Review service as a training ground to sustain and iterate learning opportunities for librarians engaged in research support and partnerships.

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Initiating Data Management Instruction to Graduate Students at the University of Houston Using the New England Collaborative Data Management Curriculum

Cited by 10 publications

References 6 publications

Education Needs in Research Data Management for Science-Based Disciplines

Education Needs in Research Data Management for Science-Based Disciplines

“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach

Using a Data Management Plan Review Service as a Training Ground for Librarians

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