Hi again, Thank you so much for your thoughtful and many responses. I have tried to copy the main points for each answer in a google doc, and I thought why not share it with you <https://docs.google.com/document/d/1_DiXTLo6StFaINTZHvZmiWpu7D7rfgVuI-iFMLk8EB8/edit?usp=sharing>in case someone finds it interesting.
There are definitely many ways to scale up Carpentry activities at universities and there does not seem to be a one-model-fits-all. Many commented the differences between semester-long courses and short intensive workshops, where the long courses allow a slower tempo with more reflection, a different dynamic and learner (and teacher) motivation. There were good suggestions to mitigate these effects and/or adjust the teaching/curriculum. And this is the take-home message for me: use what works from the Carpentries, try to use certified instructors as much as you can (as teachers and assistants), adjust the material and setting to so it can be scaled. One specific response: David Martin asked > I am very keen to see how Lex has got on with his databeregning 101 module > in Oslo. He is referring to the course 'Introduction to Computational Modelling for the Biosciences” that I am developing and teaching here in Oslo (see my blog post about the first edition <https://flxlexblog.wordpress.com/2017/12/21/experiences-with-the-first-edition-of-introduction-to-computational-modelling-for-the-biosciences/>). Reflecting on your responses - forgive my for blowing my own horn a bit - it appears I am already following many of your suggestions: this year, we use live-coding as main teaching method for programming, I have the assistants go through parts of the Carpentries instructor training curriculum, especially those that will do the live-coding. And it seems to work - at least students and assistants are very content (we do need to check whether learning actually take place :-) ). In summary, I think we will try two different approaches: - increasing the offering of intense, one-day and two-day workshops, aiming to give credit to learners and make it worthwhile for the instructors and tailoring (parts of it) to specific research domains - ‘carpentrify’ the master (and sometimes also bachelor) curriculum towards semester-long courses where skill development is a central point (I have to mention the “Data Carpentry for Biologists <http://datacarpentry.org/semester-biology/nav/about/>” effort from the University of Florida as a successful example), including instructor training (TA’s and professors!), incorporating all that works well and tailoring it to regular university courses. Regards, Lex Nederbragt ------------------------------------------ The Carpentries: discuss Permalink: https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-Ma1f1f67cf8a425f6bd1ba919 Delivery options: https://carpentries.topicbox.com/groups/discuss/subscription
