Equipping the researcher - patterns in the UK and US

Equipping the researcher – patterns in
the UK and US
Chair: Louisa Dale, Jisc
14/07/2016
1

Introduction
Chair: Louisa Dale, Jisc
14/07/2016

UK and US academic practices
ChristineWolff, Ithaka s+R – David Prosser, RLUK
14/07/2016

EQUIPPING THE RESEARCHER:
PATTERNS IN THE UK AND US
Christine Wolff | @christinemwolff
David Prosser | @RLUK_David
6 July 2016

US & UK FACULTY SURVEYS
Examining the attitudes and behaviors of scholars & academic staff on a
triennial basis
Topics covered in 2015 cycle:
• Discovery
• Access
• Research topics and practices
• Research dissemination, including data management
• Instruction
• The role of the library
5

INVITATIONS AND RESPONSE
US Faculty Survey UK Survey of Academics
Population Faculty members in all colleges
and universities that grant
bachelor’s degree and higher
Academic staff at UK higher
education institutions
Administration 12 October – 4 December 2015 13 October – 18 December 2015
Invitations 145,550 64,259
Responses 9,203 6,679
Response rate 6.3% 10.4%
6

INCREASED INTEREST
IN SUPPORTING
STUDENTS
8

INCREASED INTEREST
IN SUPPORTING STUDENTS
Please use the 10 to 1 scales below to indicate how well each statement below
describes your point of view:
My undergraduate students have poor skills related to locating and evaluating
scholarly information.
9

INCREASED INTEREST
Percent of respondents who strongly agreed that their undergraduate students have poor skills
related to locating and evaluating scholarly information.
10
0% 20% 40% 60% 80% 100%
UK
US
2012 2015

INCREASED INTEREST
How important is it to you that your college or university library provides each of the
functions below or serves in the capacity listed below?
 Gateway: The library serves as a starting point or “gateway” for locating information for my research
 Buyer: The library pays for resources I need, from academic journals to books to electronic databases
 Archive: The library serves as a repository of resources; in other words, it archives, preserves, and
keeps track of resources
 Teaching support: The library supports and facilitates my teaching activities
 Research support: The library provides active support that helps to increase the productivity of my
research and scholarship
 Undergraduate support: The library helps undergraduates develop research, critical analysis, and
information literacy skills
11

INCREASED INTEREST
Percent of US respondents who identified each function as highly important.
0%
20%
40%
60%
80%
100%
20152012200920062003
Gateway Buyer Archive
Teaching support Research support Undergraduate support 12

INCREASED INTEREST
Percent of UK respondents who identified each function as highly important.
13
0% 20% 40% 60% 80% 100%
Buyer
Undergraduate support
Teaching support
Archive
Gateway
Research support
2012 2015

FORMAT TRANSITION
FOR MONOGRAPHS?
14

FORMAT TRANSITION
FOR MONOGRAPHS?
Please think about doing each of these things with a scholarly monograph in
print format or in digital format, and use the scales below to indicate how
much easier or harder is it to perform each activity in print or digital
format.
 Reading cover to cover in depth
 Reading a section in depth
 Comparing treatment of ideas between monographs
 Skimming in whole or in part
 Exploring references
 Searching for a particular topic
15

FORMAT TRANSITION
FOR MONOGRAPHS?
Change in percentage points of US respondents indicating how much easier or harder is it to
perform each activity in print or digital format from 2012 to 2015.
Easier in print format than
digital
About the same in print
and digital format
Easier in digital format
than print
Reading cover to cover in
depth
-2.18 1.89 0.29
Reading a section in depth 5.84 -2.53 -2.91
Comparing treatment of
ideas between
monographs
8.54 -7.65 -0.89
Skimming in whole or in
part
8.82 -1.88 -6.83
Exploring references 10.29 -1.60 -8.70
Searching for a particular
topic
1.20 -0.21 -0.99
16

FORMAT TRANSITION
FOR MONOGRAPHS?
Change in percentage points of UK respondents indicating how much easier or harder is it to
perform each activity in print or digital format from 2012 to 2015.
Easier in print format than
digital
About the same in print
and digital format
Easier in digital format
than print
Reading cover to cover in
depth
-3.30 3.03 0.28
Reading a section in depth 3.63 -2.03 -1.60
Comparing treatment of
ideas between
monographs
10.92 -2.72 -8.20
Skimming in whole or in
part
3.07 2.34 -5.41
Exploring references 10.46 -0.98 -9.48
Searching for a particular
topic
11.85 -9.87 -1.98
17

DISCOVERY STARTING
POINTS IN FLUX
18

DISCOVERY
STARTING POINTS IN FLUX
Below are four/five possible starting points for research in academic
literature. Typically, when you are conducting academic research, which of
these four/five starting points do you use to begin locating information for
your research?
 A specific electronic research resource/computer database
 Your online library website or catalog
 A general purpose search engine on the internet or world wide web
 A national or international catalogue or database
 The library building
19

DISCOVERY
0%
20%
40%
60%
80%
100%
20152012200920062003
A specific electronic research resource/computer database
Your online library website or catalog
A general purpose search engine on the internet or world wide web
The library building
Percent of US respondents who indicated that each option is the starting point for their research.
20

DISCOVERY
Percent of UK respondents who indicated that each option is the starting point for their research.
21
0% 20% 40% 60% 80% 100%
A general purpose search engine on the internet
or world wide web
A specific electronic research resource/computer
database
Your online library website or catalogue
A national or international catalogue or database
The library building
2012 2015

DATA MANAGEMENT &
PRESERVATION
PROCESSES
22

DATA MANAGEMENT & PRESERVATION
23
Which of the following types of research data do you build up or collect for
your own research?
 Qualitative (such as open-ended survey responses, interview or focus group transcripts,
laboratory or field notes, text, documents, images, video, audio, etc.)
 Quantitative (such as numeric files, survey responses, geospatial data files, etc.)
 Scientific (such as laboratory experimental data, slides, physical artefacts, biological specimens,
samples, etc.)
 Computational (such as models, algorithms, programs, scripts, etc.)

Percentage of respondents who indicated that they build up or collect each type of data.
24
0% 20% 40% 60% 80% 100%
Qualitative (such as open-ended survey responses, interview
or focus group transcripts, laboratory or field notes, text,
documents, images, video, audio, etc.)
Quantitative (such as numeric files, survey responses,
geospatial data files, etc.)
Scientific (such as laboratory experimental data, slides,
physical artefacts, biological specimens, samples, etc.)
Computational (such as models, algorithms, programs,
scripts, etc.)
US UK

25
If these collections or sets of research data are preserved following the
conclusion of the projects, what methods are used to preserve them?
 I preserve these materials myself, using commercially or freely available software or services
 I preserve these materials myself in a repository made available by my institution or another
type of online repository
 These materials are generally not preserved following the conclusion of a project
 My campus or university library preserves these materials on my behalf
 A publisher preserves these materials on my behalf alongside the final research output

Percentage of respondents who indicated that each method is used.
26
0% 20% 40% 60% 80% 100%
I preserve these materials myself, using commercially or
freely available software or services
I preserve these materials myself in a repository made
available by my institution or another type of online
repository
These materials are generally not preserved following the
conclusion of a project
My campus or university library preserves these materials on
my behalf
A publisher preserves these materials on my behalf
alongside the final research output
US UK

PUBLICATION PROCESSES
28
Are any of the following types of your research publications or products
available online for free (such as via your personal webpage or an open
access repository)?

PUBLICATION PROCESSES
Percentage of respondents who indicated that each type is available online for free.
29
0% 20% 40% 60% 80% 100%
Peer-reviewed journal articles or conference proceedings
Pre-prints of peer-reviewed journal articles
Data, images, media, or other primary source materials
Blog or microblog posts
Working papers or draft manuscripts
Responses or comments to online versions of articles, blog
posts, discussion forums, or social media conversations
Books or monographs
Software or code
US UK

Digital scholarship centres
Harriet Hemmassi, Brown
14/07/2016

Center for Digital Scholarship
Harriette Hemmasi
Joukowsky Family University Librarian
JISC and CNI conference 2016
International Advances in Digital Scholarship

GARIBALDI PROJECT
PARTNERS
• Prof. Andy van Dam, Computer Science
• Prof. Massimo Riva, Italian Studies
• Brown University Library

RESEARCH ENVIRONMENT
Multimedia Archive
Amplified Display
Interactive
Multi-user
Mapping
Annotations
Connection to Digital Repository

AUL for Digital Technologies Digital Scholarship Editor Designer for Online Publications
Science Data Librarian Web Content Specialist Digital Preservation Librarian
Digital Humanities Librarian Digital Repository Manager Data Visualization Coordinator
Social Sciences Data Librarian
Repurposing Library Positions and
Redesigning Services & Programs…

Digital Publication DesignerDigital Scholarly Editor
Brown Library: Center for Digital Scholarship
Publication

Limited Engagement with Research
Discover
Retrieve
Select
Manage
DesignAnalyze
Document
Communicate
Revise
Draft /
Compose
Open
exchange
Collaborate

Expanding Engagement with Research
Discover
Retrieve
Select
Manage
DesignAnalyze
Document
Communicate
Revise
Draft /
Compose
Open
exchange
Collaborate

What Counts as Scholarship
”Publication” Re-Thought
Method Evidence Discussion
Revision Re-useDiscussion
PROCESS
AFTERMATH

From
Shoemaker’s
Scraps To
Critical Assets

Brown Digital Repository
Access and Preservation

Enhancing Scholarly Communication
Howison et al. (2014) Genome Assembly by Bayesian Inference (GABI): Sample
Report for PhiX174.
https://repository.library.brown.edu/viewers/archive/bdr:351764/content/gabi-
report/run1.html

• Prof. Lincoln
• Librarians
• Students
• Digitized collections
• Brown Digital Repository
THE THEATER THAT WAS ROME

IMAGE-LEVEL METADATA
Subtitle
di Giambatista Piranesi/ Architetto
Veneziano/Tomo Secondo/Contenente gli avanzi/
de' monumenti sepolcrali/ Di Roma e dell'Agro
Romano
Contributors
Piranesi, Giovanni Battista, 1720-1778 (artist)
Rotilij, Angelo (publisher)
Title
Le antichità romane
Series
Theatre That was Rome

REPOSITORY PROVIDES ENABLING STRUCTURE FOR
“THEATER THAT WAS ROME”

Develop Publish Evaluate
BROWN’S INTERCONNECTED GOALS
LIBRARY UNIVERSITY
Preserve
Credential
Change

Tara Nummedal
with
Donna Bilak
Columbia University
Project Atalanta

Thank you!
Harriette_Hemmasi@brown.edu

Digital scholarship centres
Joan Lippincott,CNI
14/07/2016

Equipping the Researcher
Digital Scholarship Centers
Joan K. Lippincott, Coalition for Networked Information (CNI)
Jisc/CNI Conference
6 July 2016

What’s going on in digital scholarship?
University of Oregon Archaeology and Landscape – Mongolia
https://mongolianaltai.uoregon.edu/theproject.php

Creating new forms of content
Emory Center for Digital Scholarship
http://digitalscholarship.emory.edu/publications/index.html

Using GIS technologies in
many disciplines
University of Georgia Invasion of America Project
http://www.ehistory.org/projects/invasion-of-america.html

Using tools for analysis
HathiTrust Research Center
https://www.hathitrust.org/htrc_collections_tools

Collaborative nature of research
 Within the institution
 Among institutions
 Among individuals with
different roles
https://mongolianaltai.uoregon.edu/theproject.php

New
forms SC
T&L
Tech &
Tools
Expertise
Spaces
Digital Scholarship Centers Bring Together Elements
to Form a Program

What characterizes a digital
scholarship center?
Center
 Library administered
 Primary funding from
institutional budget
 Partners with and offers
services to a variety of
disciplines and users
 Strong interest in lifecycle
issues
Institute
 Faculty/academic department
administered
 Primary funding from project
grants
 Work on projects of affiliated
faculty, often in defined discipline
 Strong interest in answering new
research questions

Why is a library a good place for a digital
scholarship center?
 Mission to support (e-)research and (digital) scholarship
 Bring together expensive technologies for use by all campus
departments
 Bring together expertise to serve all campus departments
 Support graduate and undergraduate students
independently or through coursework

Data from participants in CNI Workshop 2014:
What services are offered? N=21
Service Number
Consult on digital technologies 21
Consult on digital preservation/curation 19
Workshops 19
Consult digital project management 18
Consult on intellectual property 13

What services are offered?
N=21
Service Number
Makerspace 9 + 2 3-D printers
Media production studio 9
Visualization studio 8
Credit course 7
Certificate program 4
Average number of services offered per center = 7

Data from participants:
Services offered - other
 Grant writing assistance
 Repository development/mgt
 Project development
 Data services
 Imaging
 Text analysis
 Repository management
 Internships
 Grad student fellowships
 Consult
pedagogy/instructional
technology
 Usability lab
 Seed grants
 Conference
 Community building

Providing a variety of work spaces
and technologies
Duke University The Edge

Offering workshops, courses, and
training
Arduino Workshop at McMaster

Involving students
http://www.oxy.edu/center-digital-liberal-arts

Providing places for consultations
Northeastern U. Digital Scholarship Center

Supporting graduate student fellows
and post-docs
McMaster Centre for Digital Scholarship

Developing a community
McMaster Centre for Digital Scholarship

Creating a community of graduate
student fellows
University of Virginia Scholars’ Lab
http://scholarslab.org/graduate-fellowships/

Sharing & displaying
products of work
UCLA Young Research Library

Sharing & displaying
products of work
Data Visualization at Hunt Library, NCSU

Making available new technologies &
new spaces
CURVE at Georgia State University
http://sites.gsu.edu/curve/

Developing Makerspaces
Makerspace at Hill Library, North Carolina State U.

Data from participants CNI survey 2014:
What type of staff is involved in the center?
Type of Staff Number of Centers
Librarians 21
Information Technology Professionals 21
Graduate Students 15
Undergraduate Students 15
Multimedia Professionals 12
Faculty 11
Typically 4-6 types of staff per institution

Web resource
http://www.cni.org/events/cni-workshops/digital-scholarship-centers-
cni-workshop/
 Workshop agenda and
PPTs
 Workshop report
 Center profiles
 Stay tuned for a report
from an ECAR/CNI
Working Group on
Supporting Digital
Humanities

Thank you!
 Joan K. Lippincott
 joan@cni.org
 https://www.cni.org/about-
cni/staff/joan-k-
lippincott/publications
 All photos are my own
unless otherwise indicated
Sign outside McMaster Centre for
Digital Scholarship

Software carpentry and software
skills and practice
Neil Chue Hong, Software Sustainability Institute
14/07/2016

Software Sustainability Institute
www.software.ac.uk
Doing Science in the Digital Age:
skills, tools and practice
http://dx.doi.org/10.6084/m9.figshare.3467786
6th July 2016, Jisc/CNI Conference, Oxford
Neil Chue Hong (@npch), Software Sustainability Institute
ORCID: 0000-0002-8876-7606 |N.ChueHong@software.ac.uk
Slides licensed under
CC-BY where indicated:
Supported by Project funding
from

www.software.ac.uk
Four Paradigms of Research

www.software.ac.uk
Simulation science
A water-swap reaction coordinate for the calculation of
absolute protein-ligand binding free energies
Woods CJ, Malaisree M, Hannongbua S, MulhollandAJ
J. Chem. Phys. (2011) vol. 134, pp. 054114
http://dx.doi.org/10.1063/1.3519057

www.software.ac.uk
Data analysis for insight
Selection at pleiotropic loci underlies disease
co-occurrence in human populations.
Navarro, Haley, Karosas et al.
Submitted to Nature Genetics

www.software.ac.uk
Behind every piece of science…
#go through each SNP of interest
for(my $x = 0; $x < scalar @pos; $x++)
{
#and then each downstream SNP of interest
for(my $y = $x+1; $y < scalar @pos; $y++)
{
#if SNPs within our chosen distance (500kb) and both present in the haplotypes file
if((!($trait[$x] eq $trait[$y])) && (abs($pos[$x] - $pos[$y]) <= 500000) && (exists($legArr
{
my $snp1ArrayPos = "”;
my $snp2ArrayPos = "”;
my $snp1All = "”;
my $snp2All = "”;
#create output file for this SNP pair
my $filename = "ConditionedResults2/$chr[$x].$pos[$x]-$pos[$y].EHH.GBR.2.txt”;
print "$filenamen”;
unless (-e $filename) {
open(OUT, ">$filename");
#####################CHANGE THESE IF NOT FOCUSING ON SECOND SNP####################
my $start = $pos[$y]-500000;

The UK research community
relies on software
Do you use research
software?
What would happen to your
research without software
Survey of researchers from 15 Russell Group universities conducted by SSI between August - October 2014.
406 respondents covering representative range of funders, discipline and seniority.
56% Develop their
own software
71% Have no formal
software training

www.software.ac.uk
The modern researcher…
• … worries about:
 Data management
and analysis
 Reproducible
research
 Scalable simulations
 Integration of models
and workflows
 Collaboration
Picture of Otto Stern courtesy of
Emilio Segre Visual Archives

www.software.ac.uk
Foundations of Digital Research
Re-
search
Careers
Recognition /
Reward
Skills and Capability

www.software.ac.uk
Data
Carpentry
Software Skills Training
Basic Advanced
Programming
Focussed
(Tools)
Research
Focussed
(methods)
Software
Carpentry
Programming
101
Summer
Schools
Advanced HPC
Training
HPC Short
CoursesMSc in Data
Science / scientific
computing
Programming
201
Who fills this gap?

www.software.ac.uk
Software Carpentry
• Teaching basic lab skills for research computing
 Open source: materials and community
 In person, hands-on workshops (2+ days)
 Scientists teaching scientists

www.software.ac.uk

www.software.ac.uk
Software Carpentry
• Syllabus
 bash --> automate tasks
 python --> build modular code
 git --> track and share work
 SQL --> manage data
 nose --> program defensively
• Data Carpentry, Library Carpentry, HPC Carpentry, …
 Extending the syllabus, retaining the methods / ethos

www.software.ac.uk
“Ancient Ethiopian genome reveals
extensive Eurasian admixture throughout
the African continent“ – the reputation of
the science depends on the ability to trust

www.software.ac.uk
Career Paths in UK
Careers outside academic sector
Non-university
Research (industry,
government etc.)
ProfessorPermanent
Research Staff
Early Career
Research
PhDstudents
Source: The Scientific Century, Royal Society, 2010 (revised to reflect first stage clarification from “What Do PhD’s Do?” study)
UK STEM
graduate
career
paths

www.software.ac.uk
Lack of recognition and reward
• There is an anachronism in the way we conduct and
recognise research
 REF references software as an output but it is still not easy to get
recognition – peer review fails
• Software careers
 Researchers who use software
 Researcher-Developers
 Research Software Engineers
 Research Software Support
 Research Systems Providers

www.software.ac.uk
RSE
Fellows
2016
RSE Conference
www.rse.ac.uk/c
onf2016.html
RSE Champions
www.rse.ac.uk/c
hampions

www.software.ac.uk
A national facility for cultivating better, more sustainable,
research software to enable world-
class research
• Software reaches boundaries in its
development cycle that prevent
improvement, growth and adoption
• Providing the expertise and services
needed to negotiate to the next stage
• Developing the policy and tools to
support the community developing and
using research software Supported by EPSRC Grant EP/H043160/1
+ EPSRC/ESRC/BBSRC grant EP/N006410/1

www.software.ac.uk
Research Culture Needs Change
Things I get credit for:
• Publishing papers
• Getting grants
• Societal impact (maybe)
Things I don’t get credit for:
• Releasing my software
• Making my software easy to use
• Supporting software for others
to use
• Investing effort in learning new
tools
• Being helpful
IDEAS versus
IMPLEMENTATION?
Different forms of credit?
Support?

www.software.ac.uk
T
Vandewalle (2012) DOI: 10.1109/MCSE.2012.63

www.software.ac.uk
Equipping the researcher
 Roles
• Project Credit http://credit.casrai.org/
• Transitive Credit http://doi.org/10.5334/jors.be
 Mechanisms
• Software papers http://bit.ly/softwarejournals
• Software citation e.g. Software Citation Working Group
https://www.force11.org/group/software-citation-working-group
 Tools
• Researcher Identifiers e.g. ORCID http://orcid.org/
• Alt-Metrics e.g. ImpactStory http://impactstory.org/
• Software Management Plans
• Software Assessment Framework

www.software.ac.uk
T
Research Culture
Needs Changing
Our research culture presents barriers
but few incentives to equip researchers
• There is a fear of being “found out” for poor software
practice, but no encouragement or resources to improve
computation and data management skills
• There is no reward for publishing software in the current
system of metrics. Researchers fear being “scooped” or
losing ability to publish
• Many organisations do not understand how to support
researchers developing and publishing software
Slides: http://dx.doi.org/10.6084/m9.figshare.3467786

Equipping the researcher – patterns in
the UK and US
14/07/2016
122

Equipping the researcher - patterns in the UK and US

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