Poster Board Number: 74
Title: Teaching Research Data Management: An Undergraduate/Graduate Curriculum
Objective: This poster outlines curriculum frameworks and competencies for data management instruction that can be delivered through a variety of methods (video, online self-paced, one-on-one instruction); identifies user requirements and interface design elements for a system that can host student data; and presents a communication plan developed to inform those interested in data management about the curriculum planning process and results.
Methods: The University of Massachusetts Medical School Library and Worcester Polytechnic Institute Library collaborated, with funding from the Institute of Museum and Library Services, to expand the scope of science library practices and promote the preservation of scientific data archives among medical and graduate and undergraduate science students. A steering committee and education board with representatives (faculty, librarians, and students) from each campus provided input into the new curriculum. Outside consultants spearheaded the development of the curriculum, translated the curriculum into smaller web-based learning objects, and coordinated the program evaluation. Faculty with students doing research for capstone projects at both institutions will pilot the new curriculum in the spring of 2011. Student feedback will be recorded through pre- and posttesting and be used to revise the curriculum prior to full-scale implementation.
Results: The curriculum focuses in nine areas: the data life cycle, data sharing requirements, naming conventions, metadata, storage, data ownership, security, privacy, and long-term access. Learning objectives were identified for each focus area and modified for the appropriate audience (undergraduate, graduate). Course content has been revised to be delivered in person over fifteen weeks in a classroom setting and online in short self-paced modules.
Conclusions: The need for research data management curricula was confirmed by students, literature review, and external experts we spoke to. Collaboration pointed to a need for differing strategies as to how this curriculum and repository might be implemented successfully at the partner schools. Collaborative planning process can be strengthened via formative evaluation techniques.
Authors: Donna Kafel, Project Manager; Mary E. Piorun, AHIP, Associate Director, Lamar Soutter Library, Medical School, University of Massachusetts, Worcester, MA; Tracey Leger-Hornby, Dean, Library Services; Siamak Najafi, Director, Research Computing and Academic Support, Worcester Polytechnic Institute, Worcester, MA; Paul Colombo, Consultant, Medical School; Elaine Russo Martin, Director, Library Services, Medical School; University of Massachusetts, Worcester, MA
