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1. Documenting the Supply Chain for Open Journals and Data

   Ricci, Laura; Clarke, Michael (August 2024, Zenodo)

   Drummond, Christina (Ed.)

   This PDF-A version represents a report also mirrored in Zenodo (https://doi.org/10.5281/zenodo.13344725) that was produced for the "EAGER: Secure Research Impact Metric Data Exchange: Data Supply Chain" project funded by The National Science Foundation. It documents key stakeholders, data intermediaries, standards and infrastructures related to journal article and dataset usage and impact analysis. Gaps and opportunities for distribution supply chains are identified alongside visualizations of the usage and impact data flows for open data and journals. This report is based on information collected through semi-structured interviews with 25 senior stakeholder leaders representative of the supply chain. Preliminary report findings were made available for comment from July - August 2024. Feedback is incorporated into this final version. This material is based upon work supported by the National Science Foundation under Grant Numbers #233587. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. 

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2. Disseminating inclusive teaching practices: Findings from the Passion-Driven Statistics Project

   Flaming, K. R.; Dierker, L.; Gallagher, K. M. (January 2021, Teaching tips: A compendium of conference presentations on teaching)

   Scherschel, H.; Rudmann, D.S. (Ed.)

   Passion-Driven Statistics is a project-based, introductory curriculum implemented as a course in statistics, research methods, data science, a capstone experience, and a summer research boot camp with students from a wide variety of academic settings. Funded by the National Science Foundation, the curriculum engages students in authentic projects with large, real-world data sets. Passion-Driven Statistics students were more likely to report increased confidence in working with data and increased interest in pursuing advanced statistics course work compared to students from the traditional statistics course (Dierker et al., 2018a). This presentation draws on pre/post data from 67 instructors attending a Passion-Driven Statistics faculty development workshop. Analyses evaluate instructor characteristics, attitudes, and experiences that predict its implementation. Findings show that nearly half of the instructors who reported being likely to implement passion-driven statistics and a quarter of the overall sample employed the project-based curriculum by the end of the first full academic year following the workshop. Those showing this fast uptake were more likely to be female than those who had not yet implemented (87.5% vs. 55.3%), were more likely to hold a Ph.D. (94.1% vs. 59.2%), and were more likely to be employed by a private rather than public institution (76.5% vs. 46.0%). Those showing fast uptake were also more likely to have been previously using statistical software (i.e., SAS, JMP, R, Stata, Python, or SPSS) in their target course (70.6% vs. 40.0%) and to have greater prior experience with project-based skills and fewer post workshop concerns about their likely success. Results from these analyses will guide recommendations for 1) engaging instructors ready to implement innovation in learning and teaching and 2) supporting those instructors requiring additional time, training and skills. Instructors are the most important resource for promoting innovations and all materials are open educational resources 

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3. The Cost and Price of Public Access to Research Data: A Synthesis

   Steinhart, G; Skinner, K (October 2024, Zenodo)

   Beginning on or before 31 December 2025, all recipients of United States federal research funding will be required to make their federally funded scholarly outputs, including scientific data, freely available via public access venues with no delays or embargos. This paper focuses on research data as one of the key scholarly output types impacted by the requirements outlined in the Memorandum on Ensuring Free, Immediate and Equitable Access to Federally Funded Research issued by the US Office of Science and Technology Policy (OSTP), commonly called the “Nelson memo”. This paper sets out working definitions of four key terms: cost, price, reasonable, and allowable. Using these terms, we describe some of the pathways research data take to final publication, and summarize some of the extensive body of research on the costs of research data curation and sharing. In the process, we look at cost modeling experimentation in the fields of research data management and digital preservation to consider what might be relevant from their approaches. 

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4. The Cost and Price of Public Access to Research Data: A Synthesis

   Steinhart, G; Skinner, K (October 2024, Zenodo)

   Beginning on or before 31 December 2025, all recipients of United States federal research funding will be required to make their federally funded scholarly outputs, including scientific data, freely available via public access venues with no delays or embargos. This paper focuses on research data as one of the key scholarly output types impacted by the requirements outlined in the Memorandum on Ensuring Free, Immediate and Equitable Access to Federally Funded Research issued by the US Office of Science and Technology Policy (OSTP), commonly called the “Nelson memo”. This paper sets out working definitions of four key terms: cost, price, reasonable, and allowable. Using these terms, we describe some of the pathways research data take to final publication, and summarize some of the extensive body of research on the costs of research data curation and sharing. In the process, we look at cost modelling experimentation in the fields of research data management and digital preservation to consider what might be relevant from their approaches. 

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5. Board 121: Using Tutor-led Support to Enhance Engineering Student Writing for All

   Bodenhamer, J. (June 2023, 2023 ASEE Annual Conference, Baltimore, MD, United States.)

   Writing Assignment Tutor Training in STEM (WATTS) is part of a three-year NSF IUSE grant with participants at three institutions. This research project seeks to determine to what extent students in the WATTS project show greater writing improvement than students using writing tutors not trained in WATTS. The team collected baseline, control, and experimental data. Baseline data included reports written by engineering and engineering technology students with no intervention to determine if there were variations in written communication related to student demographics and institutions. Control data included reports written by students who visited tutors with no WATTS training, and experimental data included reports written by students who visited tutors who were WATTS-trained. Reports were evaluated by the research team using a slightly modified version of the American Association of Colleges and Universities (AAC&U) Written Communication VALUE Rubric. Baseline data assessment also provided an opportunity to test the effectiveness of the rubric. This paper presents findings from the analysis of the control and experimental data to determine the impact of WATTS on student writing in lab reports. An aggregate score for each lab report was determined by averaging the reviewer scores. An analysis was run to determine if there was a statistical difference between pre-tutoring lab report scores from the baseline, control, and experimental rubric scores for each criterion and total scores; there was not a statistically significant difference. The research team ran a Wilcoxon signed-rank test to assess the relationship between control and experimental aggregate rubric scores for each criterion. The preliminary analysis of the control and experimental data shows that the WATTS intervention has a positive, statistically significant impact on written communication skills regardless of the campus student demographics. Since WATTS has been shown to be a low-cost, effective intervention to improve engineering and engineering technology students’ written communication skills at these participating campuses, it has potential use for other institutions to positively impact their students’ written communication. This material is based upon work supported by the National Science Foundation under Grant Nos. 2013467, 2013496, and 2013541. 

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