To revive the topic: I'm teaching a summer class at Columbia (3 hours/2x per week/6 weeks), which is titled "Social Statistics", but into which I plan to integrate SWC material. This happened partly for fortuitous reasons: I don't have a separate lab session, so I get a computer lab for every class (why not live code); the existing syllabus uses Stata (why not rewrite the whole thing as R in jupyter notebooks); I have the same latitude over the "lab" content as I would if I was a TA.
Any advice on putting together a syllabus like this would be appreciated! In particular, I'm trying to work out how much time to spend on basic R concepts vs. cookbook recipes for particular analyses. I don't think I'll have time for anything outside of the R and Reproducible R lessons, except for a bare minimum shell stuff (paths, etc.). I also anticipate that it might be a challenge to separate out the stats and programming concepts, so that the students understand that the R way of doing something is an implementation rather than a definition. Also, any heads-up on whether there is funding available somewhere to support developing this? Cheers, Adam On Sat, Oct 4, 2014, at 08:59 PM, Daniel Chen wrote: > Is anyone writing about this? otherwise I will since I asked the > question :p > > On Tue, Sep 30, 2014 at 7:54 AM, Greg Wilson <gvwilson@software- > carpentry.org> wrote: >> Would someone like to summarize this thread in a blog post? I've >> learned a lot, and I'm sure other people would too... >> >> -- >> Greg Wilson >> Software Carpentry | http://www.software-carpentry.__org/ >> >> >> _________________________________________________ >> Discuss mailing list >> [email protected]__carpentry.org >> http://lists.software-__carpentry.org/mailman/__listinfo/discuss_lists.__software-carpentry.org > _________________________________________________ > Discuss mailing list > [email protected] > http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org
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