Teaching Good Research Practice

I attended a webinar on how to teach students to document empirical research by Richard Ball and Norm Medeiros from Havorford College and hosted by the Interuniversity Consortium for Political and Social Research (ICPSR). This idea aims to counter current norms, policies and practices in teaching empirical research by having students submit all their statistical analyses with their final project. This should include all the necessary documentation to allow a third-party to replicate all statistical results, what Ball and Medeiros call “a soup-to-nuts approach”. This approach in turn enhances professional norms and practices through a trickle-up effect, students actually understand what they are doing, and students know they are being held accountable. The webinar used an example from an economics course, but it is easy to imagine the potential for social work education and research.

The slides are available on their YouTube channel. It’s worth checking out and rethinking how we can use this in our classrooms and research.

Documenting empirical research – webinar and paper

As I wade waist-deep in my analysis of asset poverty in Canada at the QICSS datalab I’ve been wondering, “how can I document this analysis so that I can update it easily when the most recent survey data is releasted?” Further, I’ve been thinking about this question actively as I’ve recently uploaded two datasets on dataverse. Voila, an upcoming webinar addresses that subject “Teaching Students to Document Empirical Research” HERE.

Not sure the title needs to be “Teaching students…”. Researchers certainly need to visit this protocol.

I traced the original paper by Ball and Medeiros HERE on SSRN.


Oops – another data entry mistake

Yes, here is another data entry mistake. This time with a team of researchers led by McGill’s Anne Crocker who were examining not criminally responsible cases and histories of being found not criminally responsible. Story has important implications for Conservative government’s Bill C-54.

A good case example for teaching relationship between policy research.

the original report said 38.1 per cent of sex offenders found not criminally responsible and accused of a sex offence had at least one prior NCR finding; that number was changed in the March report to 9.5 per cent.

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