Welcome to an introduction to Teaching with Data, a one-stop gateway to teaching resources in the social sciences.
We’ll start with the Teaching with Data project and then look at four examples of resources on http://teachingwithdata.org.
The overriding goal of the TwD is to improve students’ quantitative reasoning. In order to do that, the TwD provides faculty with a variety of teaching resources that you can use out-of-the-box or you can modify to better meet your needs.
Here’s a definition of quantitative reasoning and the URL of the National Numeracy Network which will give you lots more information about quantitative reasoning.
Here’s the home page of the National Numeracy Network (NNN). Note the link to teaching resources and to other quantitative literacy projects. There are also links to more information about quantitative reasoning, quantitative literacy and numeracy. The NNN also has a journal that you can view online.
Here’s some more information about the meaning of these terms.
This is the home page of the Teaching with Data website. You can enter the keywords you want to search for in the search box on the right. You can also click on advanced search and on help for more information about searching for resources. In the lower right, you can browse by discipline and by subject.
The project partners of the TwD include the ICPSR and SSDAN. If you’re not sure what these organizations are, look at the next couple slides. There are also a number of professional associations involved in the TwD.
Go to the SSDAN website for more information about SSDAN.
There are a lot of different kinds of teaching resources in the TwD.
Here are the number of different resources by discipline in the TwD. Sociology, Economics, Political Science and Geography have over 100 resources each.
You can search by both discipline and by subject. Browsing allows you to filter to reduce the number of hits.
Resources include tables and figures, data sets, different types of teaching supports, and a variety of reference tools.
Here’s our first example of a teaching resource you can find on the TwD. This one is from ICPSR and is a teaching module on social capital which is an important concept in a number of social science disciplines. This module uses SDA (Survey Documentation and Analysis) which is an online statistical package written at UC Berkeley. The advantage of SDA is that it is freely available online and easy to learn and simple to use. The box at the bottom of the slide shows you what you see on the TwD when you search. Clicking on the link (i.e., the title) will take you directly to the resource.
Here’s the home page for “Investigating Community and Social Capital,” a teaching module that focuses on social capital. Robert Putnam in his book Bowling Alone investigates this concept using a variety of data sources. This module uses the original data sources used by Putnam to help students learn the basics of data analysis.
You can click on these links to practice using codebooks, learn how to interpret frequencies and how to get frequencies using SDA, and actually use SDA yourself.
Here’s an example of how to get a frequency distribution using SDA. All you have to do is to enter the variable name in the row box.
Here’s what the output from SDA looks like. You get the frequencies and percents for each response category. Notice that it also tells you that the data have been weighted.
Here’s another exercise from the module on social capital where students use crosstabs. You can click on these links to learn more about crosstabs and to practice running a crosstab using SDA.
This is the dialog box in SDA where you run your crosstab. You put your column variable (i.e., the independent variable) in the column box and your row variable (i.e., the dependent variable) in the row box. There are several table options you can select including percentaging and statistics, You can also select various chart options.
This is the crosstab you get from SDA showing the frequencies and column percents. Notice that it is color coded showing you which frequencies are greater than you would expect by chance and which are less that you would expect. Color coding is one of the options under Table Options.
This is our second example of a teaching resource from the TwD. This resource uses Quick Tables to provide information about religion.
Quick Tables allows you to use one of many religious variable. In this example, we have used religious preference but you can use other variables such as attendance at religiouis services. The variable you select can be broken down by other variables such as gender which is the variable we used in this example. You can limit the table by selecting the years that you want to look at. There are also several chart options.
This is the output from Quick Tables. In this example we’re looking at the cumulative data file from the General Social Survey for attendance at religious services broken down by age for the years 1972 to 2008.
In this example we’re going to look at attendance at religious services broken down by marital status for all years from 2000 forward.
This is the output for attendance at religious services broken down by marital status for the years 2000 and beyond.
This our third example of a teaching resource from the TwD. This resource is from the Population Reference Bureau and focuses on immigration.
This is an introduction to the materials on immigration from PRB. There are two activities listed at the bottom. The first one looks at patterns of diversity for the nation and is the one we’re going to use as our example. While it says that the grade level for this exercise is grades 9 to 10, it is also appropriate for college audiences with small modifications.
Here are the materials that students will need for this exercise.
This shows patterns of immigration to the United Sates by region of the world for the years from 1821 to 2000. This is one of the charts that students will use in this exercise.
Second half of the table.
This is another chart that students will use in this exercise. This one shows the geographical distribution of all those of Hispanic or Latino origin and all races except white for the year 2000.
This is the fourth example of a teaching resource from the TwD. This one is from the Social Science Research and Instructional Council and focuses on social issues. The purpose of this exercise is to introduce students to univariate and bivariate analysis using IBM SPSS.
This is a brief description of the resource. It uses General Social Survey data from 1975 to 2004.
This is one of the exercises in the module. It uses five sets of variables in which respondents were asked if they would allow different group of people to make a public speech in their community, to have one of their books in the public library in their community, and to teach in a college or university. This example focuses on racists.
This is an example of a table from SPSS showing tolerance toward another group of people which in this case is individuals who are opposed to religion in all forms. Tolerance toward anti-religionists is broken down by education.
Here’s another example of an exercise from this module which looks at changes over time in tolerance.
This shows change in tolerance for anti-religionists from 1982 to 2004. You’ll notice that tolerance has increased over time.
Here are some things you can do to explore the TwD and decide if it is for you.
While you are exploring the TwD, there are some things that are important to keep in mind as you consider using one of the resources in your classes.
TeachingWithData.org Outreach Presentation
TeachingWithData.orgResources for Teaching Quantitative Literacy in the Social Sciences<br />
Agenda<br />The Teaching with Data project<br />Goals<br />What is quantitative reasoning?<br />Project partners<br />What’s in the TwD?<br />Examples of teaching resources in the TwD<br />ICSPR – Teaching Modules – social capital<br />General Social Survey – Quick Tables – religion<br />Population Reference Bureau – immigration<br />SSRIC – Teaching Resources – social issues<br />2<br />
Goals<br />Improve students’ quantitative reasoning<br />Give students first hand experience with analyzing and interpreting data<br />Provide faculty with resources to bring data into the classroom<br />Provide faculty with ready-to-use data sets and exercises<br />3<br />
What is Quantitative Reasoning?<br />“higher-order reasoning and critical thinking skills needed to understand and to create sophisticated arguments supported by quantitative data.”<br />National Numeracy Network (http://serc.carleton.edu/nnn/resources/index.html)<br />4<br />
8<br />Project Partners<br />ICPSR (http://www.icpsr.umich.edu) <br />SSDAN (http://www.ssdan.net) <br />Others involved<br /> American Economic Association Committee on Economic Education<br />American Political Science Association<br />American Sociological Association<br />Association of American Geographers<br />Science Education Resource Center, Carleton College<br />
ICPSR: Inter-university Consortium for Political and Social Research<br />Web site: http://www.icpsr.umich.edu<br />World’s oldest and largest social science data archive<br />Over 700 members worldwide<br />Currently has over 7,800 studies available in multiple formats including SPSS, SAS, STATA, and SDA<br />9<br />
SSDAN: Social Science Data Analysis Network<br />Web site: http://www.ssdan.net<br />Makes U.S. census data and other large data sets accessible to users<br />Includes<br />Data Counts – http://www.ssdan.net/datacounts<br />CensusScope – http://www.censusscope.org<br />Kids Count – http://ssdan.net/?q=node/16<br />10<br />
What’s in the TwD?<br />Teaching exercises using real data<br />Maps, charts and tables<br />Data that you can use to create your own teaching exercises<br />Publications focusing on pedagogy<br />Meta data for easy searching<br />11<br />
Disciplines Covered in TwD (with number of entries)<br />Sociology (502)<br />Economics (370)<br />Political Science (226)<br />Geography (148)<br />Public Health (99)<br />Public Policy (77)<br />Environmental Sciences (75)<br />History (68)<br />Social Work (25)<br />Anthropology (3)<br />12<br />
TwD is Searchable<br />Simple and advanced searching<br />By discipline<br />By subject <br />Browsing<br />Filtering to narrow results<br />Can start with discipline or subject or type of resources<br />13<br />
Example – ICPSR – Social Capital<br />ICPSR has developed data-driven teaching modules. This module on social capital uses SDA (an online statistical package) http://www.icpsr.umich.edu/icpsrweb/ICSC/<br />This module can be used in its entirety or chunks of it can be integrated into a class as a student exercise<br />15<br />
Example – General Social Survey – Quick Tables – Religion <br /><ul><li>Quick Tables is an easy way for students to explore relationships among variables in a data set http://sda.berkeley.edu/quicktables/quicksetoptions.do?reportKey=gss08%3A1
This resource can easily be integrated into a lecture or class discussion focusing on religion and society</li></ul>23<br />
Example – Population Reference Bureau – Immigration <br />PRB provides population data and teaching exercises for the classroom http://prb.org/Educators/LessonPlans/2005/TheChangingFaceofAmerica.aspx<br />This exercise could easily be used as a student exercise to introduce students to the topic of immigration<br />28<br />
Example – SSRIC – Social Issues<br />The Social Science Research and Instructional Council (SSRIC) has many teaching exercises and modules as well as data sets http://diva.sfsu.edu/bundles/187700<br />These exercises could be used in a class on critical thinking to provide experience in hypothesis formulation and testing. It could also be used in other contexts<br />34<br />
Try it!<br />Go to website at http://www.teachingwithdata.org<br />Browse by your discipline<br />Find something you think will work in one of your classes<br />Give it a try this year<br />40<br />
Keep in Mind<br />Be sure and work through the exercise before using it in class<br />Why?<br />- Sometimes you might want to rewrite parts of the exercise for clarity<br />Don’t be reluctant to modify the exercise to make it more useful to you. It always a good idea to let the author know what you are doing<br />Give yourself plenty of lead time<br />41<br />
Contact for More Information<br />Placeholder for local contact information<br />TeachingWithData.org <br />firstname.lastname@example.org<br />42<br />