![Additional outputs
⢠Academic papers
⢠Black, K., Geary, R., French, R.,
Leefe, N., Mercer, C., Glasier, A.,
Macdowall, W., Gibson, L., Datta,
J., Palmer, M., et al (2016). Trends
in the use of emergency
contraception in Britain: evidence
from the second and third
National Surveys of Sexual
Attitudes and Lifestyles. BJOG,
123(10), 1600-1607. <a
href="http://dx.doi.org/10.1111/
1471-0528.14131">[More
Information]</a>
⢠News articles
Nathaniel Lusty](https://image.slidesharecdn.com/anupresentationaug2017-170802132514/85/Tell-me-and-I-forget-teach-me-and-I-remember-involve-me-and-I-learn-understanding-statistics-through-work-placed-learning-19-320.jpg)
Tell me and I forget, teach me and I remember, involve me and I learn: understanding statistics through work-placed learning
- 1. Tell me and I forget, teach me and I remember, involve me and I learn: Understanding statistics through work-placed learning Professor Jackie Carter University of Manchester Q-Step Centre co-director
- 2. Our approach to work-placed learning ⢠Title quote variously attributed ⌠⢠Benjamin Franklin ⢠A Chinese proverb ⢠A native American proverb ⢠www.barrypopik.com/index.php/new_ york_city/entry/tell_me_and_i_forget_ teach_me_and_i_may_remember_inv olve_me_and_i_will_lear/ ⢠Also Kolbâs learning cycle (Source, Lowry and Hood, 2004, p 267)
- 3. University of Manchester context âQ-Step âCMI Cathie Marsh Institute for Social Research âSocial Sciences at University of Manchester âSocial Statistics
- 4. Who am I and how did I get here? â Mathematics with its Applications graduate â Background in maths, stats, applied social science and teaching â Quantitative methods teacher â Work-placement lead â Employability and business engagement lead
- 5. Outline and purpose of the talk â Methods Training ⢠Ugrad and PGrad â Work-placed learning ⢠Methods training ⢠Applied data analysis ⢠Data and stats skills developed ⢠Outputs ⢠Outcomes â Seeking connections â Especially international exchange opportunities for students and researchers â Collaborations
- 6. The numeracy crisis in social sciences ⢠The Smith review, published July 2017 ⢠https://www.gov.uk/government/p ublications/smith-review-of-post- 16-maths-report-and-government- response ⢠More than two decades of publications and interventions in the UK ⢠Government response â ESRC graduate level 1+3 programmes â Investment in data structure including the UK Data Service â Attention now turning to teaching data skills â More âdata scienceâ courses emerging
- 7. Q-Step National Programme ⢠British Academy, Economic and Social Research Council and The Nuffield Foundation ⢠Quantitative social science skills gap ⢠10 year step-change intervention â âadditionalityâ ⢠15 Q-Step Centres plus 3 affiliates ⢠www.nuffieldfoundation.org/q-step
- 8. University of Manchesterâs Q-Step Centre ⢠Making numbers a normal part of the social science curriculum ⢠Getting critical about numerical data (statistics, graphs, charts, risk, probabilities etc.) ⢠Is it a duck or a rabbit?
- 11. Applied data analysis â Year 2 ⢠Dksjd ⢠Mcs jks
- 12. Methods up to year 2 ⢠Substantively led ⢠Includes numeric data, secondary data sources ⢠Real-world data focussed ⢠Invited speakers ⢠A pre-requisite to applying for the Q-Step internships ⢠Descriptive statistics up to regression (varies) ⢠Mostly bivariate ⢠Data analysis in the lab ⢠Key statistical concepts in the context of the substantive subject ⢠SPSS or R
- 13. Internships - Key facts ⢠Paid at living wage ⢠8 weeks is the norm, July and August ⢠Manchester, London, Sheffield, Glasgow, Liverpool, Washington DC (Melbourne?) ⢠Students assigned a mentor/line manager from the host organisation and an academic mentor from the Q-Step team ⢠Theyâre competitive â application plus interview with the host ⢠Pre-internship 2-day training given in June
- 14. Work-placed learning ⢠1st cohort Summer 2014; 4th summer 2017 http://iase-web.org/documents/SERJ/SERJ16(1)_Carter.pdf
- 15. ⢠Data-driven and research-led â real world social science in practice ⢠Designed by the host organisation
- 17. Project Outputs - required ⢠Celebrate rather than assess ⢠Outputs 3 reflective pieces A poster A student conference in November to celebrate the internsâ experiences with posters and ten 3 minute- presentations ⢠www.manchester.ac.uk/q- step/student-stories/
- 18. Additional outputs ⢠Reports and blog posts
- 19. Additional outputs ⢠Academic papers ⢠Black, K., Geary, R., French, R., Leefe, N., Mercer, C., Glasier, A., Macdowall, W., Gibson, L., Datta, J., Palmer, M., et al (2016). Trends in the use of emergency contraception in Britain: evidence from the second and third National Surveys of Sexual Attitudes and Lifestyles. BJOG, 123(10), 1600-1607. <a href="http://dx.doi.org/10.1111/ 1471-0528.14131">[More Information]</a> ⢠News articles Nathaniel Lusty
- 20. Follow on - third year dissertations and Q-Step prizes Overall Winner Leonardo Carella - Politics and International Relations Who are the âLeft Behindâ? The Status Stratification of UKIP Support Sociology Prize James Needham Exploring the Factors that Affect the Friendship Patterns of International Students Politics Prize: James Montgomery How the Scottish National Party Came to Rule Scotland: A Valence Politics Explanation Linguistics Prize Alberto Moron-Hernandez Paraphrasing verbal metonymy through computational methods Criminology Prize Shared between: Hannah Watts (Criminology) Reporting Rape: Understanding the Characteristics of Women Who Did Not Report Their Experience of Rape to The Police Viktoriya Trifonova (Social Anthropology and Criminology) Adolescent subjectivity and adult social circumstances: an examination of dynamic factors influencing desistance
- 21. Outcomes Outcomes ⢠Close working relationship with host organisations ⢠Employment and postgraduate prospects ⢠Improved understanding of relevance of our curriculum ⢠Includes â Annual return to good organisations â Employment for graduates directly and indirectly â Postgrad and postdoc opportunities http://iase-web.org/documents/SERJ/SERJ16(1)_Carter.pdf
- 22. Impact and evaluation â to date - students ⢠Collected via reflective pieces ⢠Interviews ⢠On Facebook (through closed group) ⢠On LinkedIn ⢠Personal connections through Q-Step alumni ⢠Short films
- 23. Publications and presentations âWork placements, internships and applied researchâ Carter, Sage pub (forthcoming) Statistical literacy conferences, including public understanding of statistics http://iase-web.org/documents/SERJ/SERJ16(1)_Carter.pdf
- 24. ⢠⌠Impact and evaluation â to date - students
- 25. ⢠⌠Impact and evaluation â to date - students
- 26. ⢠⌠Impact and evaluation â to date - students
- 27. ⢠⌠the data skill set is ever-changing, not least as more social data and big data become available. Methods teaching in social science courses, in the UK, is fairly traditional, built mostly around the classic secondary analysis of survey microdata using licenced software like SPSS. ⢠What we have found is that for many (especially smaller) organisations, these packages may not be available, with much more use made of tools like Excel, Google forms and in some case open-source tools like R. This came to light when we consulted with host internship organisations, when we asked for key skills and software tools they would look for. They unanimously asked for Excel, with a lower number requesting SPSS. However, whilst students may have experience of Excel, we were not previously teaching this in any formal way. Impact and evaluation â to date - workplace
- 28. Ongoing research ⢠Research what employers want in a graduate employee â research assistant currently surveying our host organisations ⢠Compare against an audit of skills taught (as described in curriculum documentation)
- 30. Postgraduate training Social Research Methods and Statistics (SRMS) â one year Masterâs programme Taught by Social Statistics staff Introduction to Quantitative Methods module taught across other Masterâs Programmes PhD in Applied Social Research
- 31. New postgraduate training https://datacdt.org Data Analytics and Society â PhD with integrated taught MSc Advanced methods include: - Longitudinal Data Analysis, Structural Equation Modelling, Multilevel Modelling, Advanced Survey Methods - Foundations of Machine Learning, Modelling Data on the Web, Data Engineering, ⢠Data Analytics and Society Work Placement : A portfolio to be developed in collaboration with a non-academic partner. ⢠Funds to travel and do work placement overseas ⢠Contact person is Prof Mark Elliot (mark.elliot@manchester.ac.uk)
- 32. Postdoc opportunities ⢠Dr Patricio Troncoso ⢠PhD in Social Statistics ⢠6-month secondment with Department for Education
- 33. Summing up ⢠Who pays? An undergraduate costs approx. £2,800 for 8 weeks ⢠Q-Step provides a pipeline to quantitatively trained social researchers, and opportunities for researchers ⢠Manchester has strong methods across the social sciences, quants, quali, mixed ⢠Work-placed learning is becoming more centre- stage ⢠Cathie Marsh Institute open to international research collaboration
- 34. Contact details ⢠T: @JackieCarter ⢠E: jackie.carter@manchester.ac.uk ⢠S: dr_jackiecarter ⢠Initiatives I havenât mentioned: â Methods@Manchester â CMI Short Courses â Mitchell Centre for SNA and Morgan Centre for Research into Everyday Lives â National Centre for Research Methods (International Visitor Exchange Scheme)