| Name | Column Label | Definition | Type of Value | Measurement Type | Measurement Domain | Missing Value Code | Accuracy Report | Accuracy Assessment | Coverage | Method |
| First Name |
| Take out |
| nominal |
|
|
|
|
|
|
| RespondentID |
| Unique 10-digit ID given to respondents |
| nominal |
|
|
|
|
|
|
| StartDate |
| remove |
| nominal |
|
|
|
|
|
|
| EndDate |
| remove |
| nominal |
|
|
|
|
|
|
| Recommended major |
| Question: What major is recommended by your department if a student is interested in pursuing a graduate degree in Ecology? (Open-Ended Response) Responses to ppen ended questions are not provided here in this data set. Courses were, however, limited to undergraduate courses that covered basic topics in Ecology. |
| nominal |
| Def | Open ended responses are not provided in this dataset |
|
|
|
|
|
|
| Required course |
| Question: Is this course required for the major you named in your answer above? In the survey, the phrase "this course" refers to the course mentioned in the instructor's invitation email. |
| nominal |
|
|
|
|
|
|
| Student enrollment |
| Question: How many students are enrolled in this course each year across all sections? |
| ordinal |
|
|
|
|
|
|
| Average class size for lectures |
| Question: What is the average class size for lectures? |
| ordinal |
|
|
|
|
|
|
| Laboratory average class size |
| Question: What is the average class size for laboratory sections? |
| ordinal |
|
|
|
|
|
|
| Discussion section average class size |
| Question: What is the average class size for discussion/recitation sections? |
| ordinal |
|
|
|
|
|
|
| Percentage of non science majors |
| Question: What percentage of enrolled students are non-science majors? |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Percentage of lower level science majors |
| Question: What percentage of enrolled students arelower level science majors (1st and 2nd year)? |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Percentage of upper level science majors |
| Question: What percentage of enrolled students are upper level science majors (3rd year and beyond)? |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Percentage of graduate students |
| Question: What percentage of enrolled students are graduate students? |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Laboratory sessions |
| Question: In the answer choices below "separate laboratory course" means the laboratory must be registered for separately apart from the main Ecology course and receives a distinct grade. Please select the situation that best describes laboratory sessions associated with this Ecology course. |
| nominal |
|
|
|
|
|
|
| Laboratory assessment |
| Question: Are you (the instructor) able to answer questions about the separate laboratory course's curriculum and assessment? |
| nominal |
|
|
|
|
|
|
| If no to previous question |
| Question: If you answered "No" above please provide the name and contact email for the person(s) best able to answer questions about the separate laboratory course. - Open-Ended Response |
| nominal |
| Def | Email addresses provided in the surveys are not provided for this dataset |
|
|
|
|
|
|
| Network protocols |
| Question: Are students that take this course expected to have prior knowledge about notebook protocols (lab or field)?
Please note that for the remainder of the survey (e.g. remaining columns), only the mandatory components of the course were considered for the instructor's responses. If there was a separate laboratory that was optional, the instructor was told to disregard it when answering questions. |
| nominal |
|
|
|
|
|
|
| Reproducibility |
| Question: Are students that take this course expected to have prior knowledge about reproducibility: making sure results are reproducible which requires data metadata and analytical information? |
| nominal |
|
|
|
|
|
|
| Data management |
| Question: Are students that take this course expected to have prior knowledge about data management: includes quality control metadata (data about data) generation using consistent and stable file formats protecting and archiving data? |
| nominal |
|
|
|
|
|
|
| Course materials: textbooks |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course materials: laboratory manuals |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: review articles |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: primary literature |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: popular science literature |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: unpublished materials |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: none |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: other |
| Question: Select the types of reading materials required for this course. Options are: textbook, laboratory manual, review articles, primary literature (journal articles), popular science literature (e.g. The Ecological Detective by Hilborn and Mangel, the Selfish Gene by Dawkins), unpublished materials (e.g, written by you or a colleague), there is no required reading material, other (please specify). |
| nominal |
|
|
|
|
|
|
| Course material: other |
| Free responses from instructors who selected "other" under required course reading materials |
| nominal |
| Def | Free response for "other" course materials |
|
|
|
|
|
|
| Textbook/laboratory manual name |
| If "textbook" and/or "laboratory manual" was selected in the above questions, please provide the name and author of the book(s) and/or manual(s). |
| nominal |
| Def | Name and author of the book(s) and/or manual(s) |
|
|
|
|
|
|
| Notebook requirement |
| Question: Are students required to keep a notebook (lab or field)? |
| nominal |
|
|
|
|
|
|
| Notebook assessment: quality control |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: naming computer files |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: files and software |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: metadata generation |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: workflows |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: data protection |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: none of the above |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Notebook assessment: notebooks are not assessed |
| Question: Indicate which of the following are used in the assessment of the notebook (select all that apply): Quality control: making sure that data are accurate and there are no missing values or errors. Naming computer files: assigning descriptive file names that indicate spatial and/or temporal information about the data. Types of files and software to use. Metadata generation: descriptive information describing data content, context, quality, structure, etc. Workflows: detailed description, flow chart, or computer script of how raw data were transformed into final results. Protecting data: backing up data, creating multiple copies in multiple locations. None of the above. Notebooks are not assessed. |
| nominal |
|
|
|
|
|
|
| Data used in course teaching |
| Question: Are any data used in the teaching of this course" Data can be measurements, observations, instrument outputs, model parameters etc. that are either generated by the student or obtained from other sources. |
| nominal |
|
|
|
|
|
|
| Data source: student-generated data |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
|
|
|
|
|
|
| Data source: review articles |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
|
|
|
|
|
|
| Data source: primary literature |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
|
|
|
|
|
|
| Data source: unpublished data |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
|
|
|
|
|
|
| Data source: database or other online source |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
|
|
|
|
|
|
| Data source: other |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
|
|
|
|
|
|
| Data source: other specified |
| Question: Indicate the sources of data sets used in the teaching of this course (select all that apply): Student-generated data, review articles, primary literature (journal articles), unpublished data (from yourself or colleagues), database or other online source, other (please specify) |
| nominal |
| Def | Free response to previous question regarding what "other" sources of data were used in the course |
|
|
|
|
|
|
| Student generated data |
| Question: If students generate data are their raw data assessed (e.g. are pre-analysis data sheets or files assessed)? |
| nominal |
|
|
|
|
|
|
| Data processing steps |
| Question: In reference to any data sets used to teach this course are data processing steps provided for students or are they required to decide the process for themselves? For example are students told how to organize their spreadsheets how to clean up their data or what statistics to perform? |
| nominal |
|
|
|
|
|
|
| Student process assessed |
| Question: If students are responsible for deciding on any of the data processing for themselves is the process they choose assessed? |
| nominal |
|
|
|
|
|
|
| Course curriculum: quality control |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? - Quality control: making sure that data are accurate and there are no missing values or errors. |
| nominal |
|
|
|
|
|
|
| Student assessment: quality control |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? - Quality control: making sure that data are accurate and there are no missing values or errors. |
| nominal |
|
|
|
|
|
|
| Topics not used: quality control |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? - Quality control: making sure that data are accurate and there are no missing values or errors. |
| nominal |
|
|
|
|
|
|
| Course curriculum: naming files |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Naming files: assigning descriptive file names that indicate spatial and/or temporal information about the data. |
| nominal |
|
|
|
|
|
|
| Student assessment: naming files |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Naming files: assigning descriptive file names that indicate spatial and/or temporal information about the data. |
| nominal |
|
|
|
|
|
|
| Topics not used: naming files |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Naming files: assigning descriptive file names that indicate spatial and/or temporal information about the data. |
| nominal |
|
|
|
|
|
|
| Course curriculum: files and softwares |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Types of files and software to use. |
| nominal |
|
|
|
|
|
|
| Student assessment: files and software |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Types of files and software to use. |
| nominal |
|
|
|
|
|
|
| Topics not used: files and software |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Types of files and software to use. |
| nominal |
|
|
|
|
|
|
| Course curriculum: metadata generation |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Metadata generation: descriptive information describing data content context quality structure etc. |
| nominal |
|
|
|
|
|
|
| Student assessment: metadata generation |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Metadata generation: descriptive information describing data content context quality structure etc. |
| nominal |
|
|
|
|
|
|
| Topics not used: metadata generation |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Metadata generation: descriptive information describing data content context quality structure etc. |
| nominal |
|
|
|
|
|
|
| Course curriculum: workflows |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Workflows (process metadata): detailed description flow chart or computer script of how raw data were transformed into final results. |
| nominal |
|
|
|
|
|
|
| Student assessment: workflows |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Workflows (process metadata): detailed description flow chart or computer script of how raw data were transformed into final results. |
| nominal |
|
|
|
|
|
|
| Topics not used: workflows |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Workflows (process metadata): detailed description flow chart or computer script of how raw data were transformed into final results. |
| nominal |
|
|
|
|
|
|
| Course curriculum: data protection |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Protecting data: backing up data creating multiple copies in multiple locations. |
| nominal |
|
|
|
|
|
|
| Student assessment: data protection |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Protecting data: backing up data creating multiple copies in multiple locations. |
| nominal |
|
|
|
|
|
|
| Topics not used: data protection |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Protecting data: backing up data creating multiple copies in multiple locations. |
| nominal |
|
|
|
|
|
|
| Course curriculum: databases and data archiving |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Databases & data archiving. |
| nominal |
|
|
|
|
|
|
| Student assessment: databases and data archiving |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Databases & data archiving. |
| nominal |
| Def | Missing values indicate that databases and data archiving were not used in the assessment of students |
|
|
|
|
|
|
| Topics not used: databases and data archiving |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Databases & data archiving. |
| nominal |
|
|
|
|
|
|
| Course curriculum: data re-use |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Data re-use: using data that was collected for one purpose for a new or different purpose. |
| nominal |
|
|
|
|
|
|
| Student assessment: data re-use |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Data re-use: using data that was collected for one purpose for a new or different purpose. |
| nominal |
|
|
|
|
|
|
| Topics not used: data re-use |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Data re-use: using data that was collected for one purpose for a new or different purpose. |
| nominal |
|
|
|
|
|
|
| Course curriculum: meta-analysis |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Meta-analysis: statistical synthesis of results of separate studies. |
| nominal |
|
|
|
|
|
|
| Student assessment: meta-analysis |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Meta-analysis: statistical synthesis of results of separate studies. |
| nominal |
|
|
|
|
|
|
| Topics not used: meta-analysis |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Meta-analysis: statistical synthesis of results of separate studies. |
| nominal |
|
|
|
|
|
|
| Course curriculum: data sharing |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Data sharing: making data (raw or processed) available for use by others. |
| nominal |
|
|
|
|
|
|
| Student assessment: data sharing |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Data sharing: making data (raw or processed) available for use by others. |
| nominal |
|
|
|
|
|
|
| Topics not used: data sharing |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Data sharing: making data (raw or processed) available for use by others. |
| nominal |
|
|
|
|
|
|
| Course curriculum: reproducibility |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Reproducibility: making sure results are reproducible which requires data metadata and analytical information. |
| nominal |
|
|
|
|
|
|
| Student assessment |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Reproducibility: making sure results are reproducible which requires data metadata and analytical information. |
| nominal |
|
|
|
|
|
|
| Topics not used: reproducibility |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Reproducibility: making sure results are reproducible which requires data metadata and analytical information. |
| nominal |
|
|
|
|
|
|
| Course curriculum: notebook protocols |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Notebook protocols (lab or field). |
| nominal |
|
|
|
|
|
|
| Student assessment: notebook protocols |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Notebook protocols (lab or field). |
| nominal |
|
|
|
|
|
|
| Topics not used: notebook protocols |
| Question: Are any of the following topics included either explicitly or implicitly in the course curriculum and/or the assessment of students? Notebook protocols (lab or field). |
| nominal |
|
|
|
|
|
|
| Other courses: notebook protocols yes |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Notebook protocols (lab or field). |
| nominal |
|
|
|
|
|
|
| Other courses: notebook protocols no |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Notebook protocols (lab or field). |
| nominal |
|
|
|
|
|
|
| Other courses: notebook protocols do not know |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Notebook protocols (lab or field). |
| nominal |
|
|
|
|
|
|
| Other courses: reproducibility yes |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Reproducibility. |
| nominal |
|
|
|
|
|
|
| Other courses: reproducibility no |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Reproducibility. |
| nominal |
|
|
|
|
|
|
| Other courses: reproducibility do not know |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Reproducibility. |
| nominal |
|
|
|
|
|
|
| Other courses: data management yes |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data management. |
| nominal |
|
|
|
|
|
|
| Other courses: data management no |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data management. |
| nominal |
|
|
|
|
|
|
| Other courses: data management do not know |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data management. |
| nominal |
|
|
|
|
|
|
| Other courses: data re-use yes |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data re-use. |
| nominal |
|
|
|
|
|
|
| Other courses: data re-use no |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data re-use. |
| nominal |
|
|
|
|
|
|
| Other courses: data re-use do not know |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data re-use. |
| nominal |
|
|
|
|
|
|
| Other courses: meta-analysis yes |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Meta-analysis. |
| nominal |
|
|
|
|
|
|
| Other courses: meta-analysis no |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Meta-analysis. |
| nominal |
|
|
|
|
|
|
| Other courses: meta-analysis do not know |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Meta-analysis. |
| nominal |
|
|
|
|
|
|
| Other courses: data sharing yes |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data sharing. |
| nominal |
|
|
|
|
|
|
| Other courses: data sharing no |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data sharing. |
| nominal |
|
|
|
|
|
|
| Other courses: data sharing do not know |
| Question: Are there other Ecology-related courses offered to students interested in Ecology graduate studies that might cover the topics below? Data sharing. |
| nominal |
|
|
|
|
|
|
| Other courses |
| Question: If you checked "yes" for any of the above please list the topics and their corresponding course(s). - Open-Ended Response |
| nominal |
| Def | Open ended responses are not included for this question |
|
|
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|
| Topic importance: quality control |
| Question: How important do you think quality control is for undergraduate Ecologists? |
| nominal |
|
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|
| Topic importance: files and software |
| Question: How important do you think the types of files and software used is for undergraduate Ecologists? |
| nominal |
|
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|
|
| Topic importance: metadata generation |
| Question: How important do you think metadata generation is for undergraduate Ecologists? |
| nominal |
|
|
|
|
|
|
| Topic importance: workflows |
| Question: How important do you think workflows (processing metadata) is for undergraduate Ecologists? |
| nominal |
|
|
|
|
|
|
| How important do you think each of the following topics is for undergraduate Ecologists? - Protecting data: backing up data creating multiple copies in multiple locations |
| Question: How important do you think data protection is for undergraduate Ecologists? |
| nominal |
|
|
|
|
|
|
| Topic importance: databases and data archiving |
| Question: How important do you think databases and data archiving are for undergraduate Ecologists? |
| nominal |
|
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|
|
|
| Topic importance: data re-use |
| Question: How important do you think re-usage of data is for undergraduate Ecologists? |
| nominal |
|
|
|
|
|
|
| Topic importance: meta-analysis |
| Question: How important do you think meta-analysis is for undergraduate Ecologists? |
| nominal |
|
|
|
|
|
|
| Topic importance: data sharing |
| Question: How important do you think data sharing is for undergraduate Ecologists? |
| nominal |
|
|
|
|
|
|
| Topic importance: reproducibility |
| Question: How important do you think reproducibility is for undergraduate Ecologists? |
| nominal |
|
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|
|
| Topic importance: notebook protocols |
| Question: How important do you think notebook protocols are for undergraduate Ecologists? |
| nominal |
|
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|
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|
| Barriers: quality control |
| Question: Are there barriers to your teaching of Quality control? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
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|
|
|
| Barriers: naming files |
| Question: Are there barriers to your teaching of file naming? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: metadata generation |
| Question: Are there barriers to your teaching of metadata generation? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: workflows |
| Question: Are there barriers to your teaching of workflows? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: protecting data |
| Question: Are there barriers to your teaching of data protection? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: databases & data archiving |
| Question: Are there barriers to your teaching of databases and data archiving? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: data re-use |
| Question: Are there barriers to your teaching of data re-use? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: meta-analysis |
| Question: Are there barriers to your teaching of meta-analyses? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: data sharing |
| Question: Are there barriers to your teaching of data sharing? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: reproducibility |
| Question: Are there barriers to your teaching of reproducibility? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barriers: notebook protocols |
| Question: Are there barriers to your teaching of notebook protocols (lab or field)? (refer to previous questions for descriptions if necessary) |
| nominal |
|
|
|
|
|
|
| Barrier description |
| Question: If you answered "Yes" to any of the above please describe the barriers you face (e.g. time not enough information not appropriate at this level etc.) - Open-Ended Response |
| nominal |
|
|
|
|
|
|
| Instructor information: PhD year |
| Question: In what year did you receive your PhD? - Open-Ended Response |
| dateTime |
|
|
|
|
|
|
| Instructor information: time spent on teaching |
| Question: In the last 12 months what percentage of your professional time was taken up by teaching (course development, assessment, class time)? |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Instructor information: time spent on research |
| Question: In the last 12 months what percentage of your professional time was taken up by research (grant writing, research trips, publishing)? |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Instructor information: time spent on service |
| Question: In the last 12 months what percentage of your professional time was taken up by service (meeting attendance, serving on panels, refereeing journal articles) |
| ratio |
| Unit | Percentage |
| Type | natural |
|
|
|
|
|
|
| Instructor information: recent publications |
| Question: Have you published in a peer-reviewed journal in the last two years? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing home institution |
| Question: Are you encouraged to share your data (make it available for use by others) by your home institution? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing professional affilitations |
| Question: Are you encouraged to share your data (make it available for use by others) by your professional affiliations (eg, societies, working groups)? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing journals |
| Question: Are you encouraged to share your data (make it available for use by others) by the journals to which you submit your work? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing funding sources |
| Question: Are you encouraged to share your data (make it available for use by others) by your funding sources? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing not encouraged |
| Question: Are you encouraged to share your data (make it available for use by others)? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing other |
| Question: Are you encouraged to share your data (make it available for use by others) by "other" entities? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing other specified |
| Question: If "other (please specify)" was selected in the previous question to whether one is encouraged to share data (make it available for use by others) by "other" entities, these are the open-ended answers provided. |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing using public databases |
| Question: Do you share your data using public database/repository? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing using home institution database |
| Question: Do you share your data using your home institution database/repository? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing using organizational database |
| Question: Do you share your data using an organizational database/repository (e.g. within your field)? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing using personal websites |
| Question: Do you share your data using a personal website? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing using institutional websites |
| Question: Do you share your data using an institutional/organizational website? |
| nominal |
|
|
|
|
|
|
| Instructor information: does not share data |
| Question: Do you share your data? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing using "other" methods |
| Question: Do you share your data using "other" methods not listed previously? |
| nominal |
|
|
|
|
|
|
| Instructor information: data sharing "other" specified |
| If "other (please specify)" was selected, the open-ended response is provided here. |
| nominal |
| Def | "Other" methods of sharing data |
|
|
|
|
|
|
| Instructor information: data re-use in research |
| Question: Do you re-use data (use data that was collected for one purpose for a different purpose) in the course of your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: research involvement of high school students |
| Question: Do you involve any high school students in your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: research involvement of undergraduate students |
| Question: Do you involve any undergraduate students in your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: research involvement of masters level graduate students |
| Question: Do you involve any masters level graduate students in your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: research involvement of PhD level graduate students |
| Question: Do you involve any PhD level graduate students in your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: research involvement of postdoctoral students |
| Question: Do you involve any postdoctoral students in your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: no groups involved in research involvement |
| Question: Do you involve any groups in your research? |
| nominal |
| Def | All instructors involve at least 1 group in his/her research: there are no responses here |
|
|
|
|
|
|
| Instructor information: research involvement of "others" |
| Question: Do you involve any "other" groups in your research? |
| nominal |
|
|
|
|
|
|
| Instructor information: research involvement "other" specified |
| If instructor selected "other (please specifiy)" in the previous question regarding whether any groups were involved in the instructor's research, this is the open-ended response. |
| nominal |
|
|
|
|
|
|
| Instructor information: value of data management |
| Question: As a researcher how much you value data management? |
| nominal |
|
|
|
|
|
|
| Instructor information: value of data re-use |
| Question: As a researcher how much you value data re-use? |
| nominal |
|
|
|
|
|
|
| Instructor information: value on data sharing |
| Question: As a researcher how much you value data sharing? |
| nominal |
|
|
|
|
|
|
| Instructor information: value on reproducibility |
| Question: As a researcher how much you value reproducibility? |
| nominal |
|
|
|
|
|
|
| Instructor information: comments/thoughts |
| Question: Any additional thoughts or comments? - Open-Ended Response |
| nominal |
|
|
|
|
|
|