At Bucknell University, faculty have been increasingly assigning data-centric semester-long projects which require significant support. Initially, these courses were supported by the social sciences librarian, however, with the addition of a data services specialist position focused on data literacy we have been able to expand the support we provide to students. Over the course of several years, we developed a model for wrap-around data support which includes providing in-class instruction, 1-on-1 consultations, and online tutorials and research guides. We collaborate with faculty on assignment scope, advise on data availability and suitability, and build a plan for student success. When appropriate, we also involve campus partners who support tools and technologies outside of our areas of expertise, such as debugging code, GIS, and Tableau. Our strategies include scheduling instruction to coincide with the introduction of assignments, after which students engage in 1-on-1 consultations which are tailored to their specific topics and needs. Online tutorials are designed to support common needs for assignments, such as navigating Census Bureau websites to locate data. Our model values post-semester debriefs with the faculty members to discuss lessons learned and possibilities for future assignment and instruction revision. This model has enabled us to better support students and classes across a variety of disciplines and course levels. In our presentation, we will discuss examples ranging from a first year seminar, Storytelling with Data, to mid and upper-level courses in areas such as Environmental Studies and Political Science. We will highlight the ways in which our work has helped increase student data literacy and support an evolving university curriculum.
Pirmann et al. (Wed,) studied this question.