Abstract
Objective: This eScience in Action article describes the collaborative development process and outputs for a qualitative data curation curriculum initiative led by a library faculty (research data specialist) at an R1 research university. Methods: The collaborative curriculum development activities described in this article took place between 2015-2020 and included 1) a college-wide “call out” meeting with graduate methods instructors and additional one-on-one conversations, 2) a year-long training series for disciplinary faculty teaching graduate-level qualitative research methods courses, 3) guest lectures and co-curricular workshops, and 4) the development of a credit-bearing graduate-level course. Results: This practice-based article includes a reflection on the collaborative curriculum development process and impacts, including the development of networks between the Library and qualitative researchers across campus. The article provides a proof-of-concept example for developing relevant and trustworthy library data services for humanities and qualitative social-science researchers. Conclusions: Curriculum development activities focused predominately upon researcher-centered perspectives and identified needs. However, changes in institutional expectations for library faculty (i.e. requirement to teach credit-bearing courses) played a major role in how the curriculum was implemented, its impact and continued sustainability of outputs going forward.
Highlights
This practice-based article includes a reflection on the collaborative curriculum development process and impacts, including the development of networks between the Library and qualitative researchers across campus
This article describes the collaborative development process for a qualitative data curation curriculum initiative led by a library faculty research data specialist at an R1 research university
The goals of the initiative were to 1) build networks and collaboration opportunities between the Libraries and interdisciplinary humanities and social science researchers across campus, 2) provide professional development opportunities for disciplinary faculty engaged in qualitative research and graduate-level qualitative methods education, 3) collaboratively develop and implement data management and curation curriculum and opportunities on campus, and 4) develop a formal data management and curation curriculum within existing and/or new credit-bearing course options for graduate students
Summary
During the Spring of 2017 the author circulated a draft course proposal for the three-credit data management and curation course. CLA Graduate Directors and faculty involved in teaching graduate methods courses and graduate certificates (qualitative research, innovative methods and digital humanities) reviewed and offered feedback on the draft proposal and sample syllabus. During this time, the author learned that a newly hired CLA faculty member planned to develop a course in data management for quantitative and computational social science. Given the changing landscape and underrepresentation of qualitative research within planned course offerings, the author began to focus on data management and curation for interdisciplinary qualitative research. Final data curation projects ranged from preparing dissertation research materials for a data publication or deposit into data repository, creating archival and dissemination information packages, creating an Omeka digital archive and exhibit, and using the Scalar platform to create a research data portal
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