Post on 17-Nov-2014
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Promoting ICPSR: Resources for Use in Undergraduate Instruction
Lunch & LearnFebruary 24, 2010
Lynette Hoelter
Overview of the Presentation
• Why should I care about this?• Why does ICPSR care about
undergraduate education?• Who else cares, and why? • So… get to the tools already!
– Specifically for the classroom– Adapting general ICPSR features for
teaching
• The reward: Student opportunities
I just came for the free lunch…
• Two purposes of this presentation– Sharing what is going on in Instructional
Resources & Development • Lynette Hoelter, Sue Hodge, Andrea Benjamin,
Frederique Laubepin, Christopher Ward
– Introducing tools that can be shared when doing booth exhibits, ICPSR presentations, and even writing proposals
Why Undergrad Education?
• More ICPSR usage by undergrads • Focus on quantitative literacy• Faculty familiar with ICPSR but unsure
how to introduce data to undergraduates
• Desire to be useful to a broader range of types of institutions (BA, community colleges)
Who Cares?
• Faculty– Desire to use data in instruction but many barriers
• Funders– Creates a larger potential audience for data
collection efforts
• (First-year) Students– Brings course content to life
Response at conferences/on campuses shows much interest
Why Bother with Data?
• Including research/data analysis– Piques student interest– Engages students with the discipline
more fully • prevents some of the feeling of
“disconnect” between substantive and technical courses
– Fosters quantitative literacy skills
Potential Obstacles
• Large classes• Finding appropriate data and
creating exercises• Examples that don’t “work” in class• Student access to/knowledge of
statistical software
ICPSR’s Response
• OR sabbatical projects– Exploring Data Through Research Literature– Investigating Community and Social Capital
• Supplementary Empirical Teaching Units in Political Science (SETUPS2008)
• Online Learning Center (OLC)• National Science Foundation Awards
– TeachingWithData.org (Alter, PI)– Infusing Quantitative Literacy (Assessment;
Alter, Co-PI)
Exploring Data Through Research Literature
Investigating Community and Social Capital
SETUPS 2008
Online Learning Center
Frequency Distribution
Cells contain:-Column percent-Weighted N
INCOME
1LESS THAN $24,000
2$24,000-$49,999
3$50,000-$99,999
4MORE THAN $100,000
ROWTOTAL
YEARGAMB
0: Didn't gamble in past year
32.415,759,745
25.113,001,616
19.68,868,472
24.54,030,466
25.741,660,300
1: Gambled in past year
67.632,885,485
74.938,713,040
80.436,491,643
75.512,402,378
74.3120,492,546
COL TOTAL100.0
48,645,230100.0
51,714,657100.0
45,360,115100.0
16,432,844100.0
162,152,846
TeachingWithData.org
Research and Teaching
• Bibliography of Related Literature• Topical archives• Social Science Variables Database• Online analysis package (SDA)• Other file formats (SPSS, SAS, Stata)• Finding and downloading data
Student Opportunities
•Summer internship program•Student paper competitions•Undergraduate•Master’s•RCMD
For More Information:
Lynette Hoelter Instructional Resources & Development
lhoelter@umich.edu