Stef's learning list

[stefaniebutland]

• [x] CSCCE Community champions programs tip sheets

  • any ideas for cross-cohort connections?

• [x] The Carpentries Toolkit of IDEAS (Inclusion, Diversity, Equity and Accessibility Strategies)

  • We know that many people care about inclusion, diversity, equity and accessibility but are not sure how it connects to teaching foundational coding and data science skills. This toolkit aims to bridge this gap h/t Alycia Crall

[stefaniebutland]

• [ ] Palmer penguins paper. Palmer Archipelago Penguins Data in the palmerpenguins R Package - An Alternative to Anderson’s Irises, h/t Julie Lowndes tweet

  This is a big deal - a dataset framed for teachers &learners, anti-eugenics. Plus: "penguins dataset can facilitate discussions more broadly on biodiversity responses to global change - a contemporary and critical topic in ecology, evolution, and the environmental sciences." 💜🐧

[stefaniebutland]

• [x] Viral Justice - Ruha Benjamin

[stefaniebutland]

• [ ] NSIDC Open Science: How do we do it? NSIDC Cryosphere Seminar with Andy Barrett and Walt Meier

[stefaniebutland]

• [ ] Chappell CR, Muglia LJ (2023) Fostering science–art collaborations: A toolbox of resources. PLoS Biol 21(2): e3001992. https://doi.org/10.1371/journal.pbio.3001992 Context: our community call on art + science
• [x] Cheloniology (SEA TURTLES) Encore with Dr. Camryn Allen — alie ward podcast

[stefaniebutland]

• [x] DR. TIARA MOORE REDEFINES BELONGING IN MARINE SCIENCE
• [ ] Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science, Davies et al https://doi.org/10.1371/journal.pbio.3001282

[stefaniebutland]

• [ ] Pedro Henrique Pereira Braga et al (2023) Review in MEE: Not just for programmers: How GitHub can accelerate collaborative and reproducible research in ecology and evolution https://doi.org/10.1111/2041-210X.14108
  • h/t Eric Scott (author) in rOpenSci Slack "We outline a bunch of uses of GitHub for collaborative research beyond just collaborative coding. It is written with a general life science researcher audience in mind. I hope it is useful for some of you to convince others to join us on GitHub!"

[stefaniebutland]

• [x] The Openscapes Flywheel: A framework for managers to facilitate and scale inclusive Open science practicesErin M. Robinson1, Julia S. Stewart Lowndes https://doi.org/10.31223/X5CQ02

Holy smokes @erinmr @jules32 this paper is incredible. Quite the synthesis, foundation, and springboard. So well written. Inspires pride.

... transformations occur from relentlessly pushing a giant, heavy flywheel that builds momentum over time. We offer three practical ways managers can support their teams and grow morale and technical capacity across their organizations: (1) Engage bright spots, through welcoming them and creating space and place; (2) Empower a learning culture through, investing in learning and trust and working openly (3) Amplify Open science leaders, through leveraging the common and inspiring the bigger movement.

many research teams continuing to do science as usual, because they don’t have the bandwidth to transition. ... Largely, if researchers transition to Open science it is often self-taught, done on the side, as a volunteer effort and often not rewarded in traditional academic or government systems.

[one] goal : the mentor community sustaining itself.

(To strengthen skills and confidence with teaching pedagogy for open data science), we invested in building trust through psychological safety and growth mindset, and gave this way of working a name: kinder science

Ileana Fenwick says, it’s about being “the community member who you would want to meet at the beginning of your journey” ❤️

Bright spots are folks that want to do better, even if they don’t know what that means yet.

Mentoring with a Coach approach: We were a cohort of bright spots - folks who wanted to be better mentors, even if we didn't know what that meant yet. Connected these bright spots by creating space and place - 6 sessions with 12 hours over 12 weeks

[erinmr]

Thanks for the feedback and encouragement <3

[stefaniebutland]

• [ ] https://ropensci.org/blog/2023/07/20/teaching-targets-with-penguins/

[stefaniebutland]

Carpentries Instructor Training prep

• [x] The Science of Learning
• [x] The Carpentries Annual Report

Science of Learning.

6 key questions about learning that should be relevant to nearly every educator. Super informative.

1. HOW DO STUDENTS UNDERSTAND NEW IDEAS?
2. HOW DO STUDENTS LEARN AND RETAIN NEW INFORMATION?
   • Teachers can assign students tasks that require explanation (e.g., answering questions about how or why something happened)
3. HOW DO STUDENTS SOLVE PROBLEMS?
   • Good feedback is:
   • Specific and clear;
   • Focused on the task rather than the student; and
   • Explanatory and focused on improvement rather than merely verifying performance.
4. HOW DOES LEARNING TRANSFER TO NEW 4 SITUATIONS IN OR OUTSIDE OF THE CLASSROOM?
   • We understand new ideas via examples, but it’s often hard to see the unifying underlying concepts in different examples. For example, a student may learn to calculate the area of a rectangle via an example of word problem using a table top. This student may not immediately recognize this knowledge is relevant in a word problem that asks a student to calculate the area of a soccer field. By comparing the problems, this practice helps students perceive and remember the underlying structure
   • For multi-step procedures, teachers can encourage students to identify and label the substeps required for solving a problem
5. WHAT MOTIVATES STUDENTS TO LEARN?
   • Beliefs about intelligence are important predictors of student behavior in school. (the power of yet)
   • Teachers can prompt students to feel more in control of their learning by encouraging them to set learning goals (i.e., goals for improvement) rather than performance goals (i.e., goals for competence or approval)
   • interesting bullets on factors related to reward or praise that influence student motivation
   • "explanation" as a way for student to monitor their own learning / test their own knowledge - we practice this in screensharing
   • Students will be more motivated and successful in academic environments when they believe that they belong and are accepted in those environments.
6. WHAT ARE COMMON MISCONCEPTIONS 6 ABOUT HOW STUDENTS THINK AND LEARN?
   • Students do not have different “learning styles.”

[stefaniebutland]

Watch

• [ ] TOPS Community panel Unveiling the Power of Open Science for Indigenous Communities including the amazing @Nikki Rae Tulley :star2: http://events.r20.constantcontact.com/register/event?oeidk=a07ejva38p569bb950e&llr=sokpl6fbb

[stefaniebutland]

• [ ] A Manifesto for Rewarding and Recognizing Team Infrastructure Roles in Journal of Trial and Error
  • Example 1: Research Software Engineer
  • Example 2: Research Community Manager
  • Example 3: Research Application Manager

[stefaniebutland]

Reading list from CS&S Event Fund team, paraphrased inspiringly by Miliaku Nwabueze, MFA, Senior Program Manager, Event Fund and Digital Infrastructure Incubator. Context is Event Fund wanting to define terms in RFPs like "Black" so that people see themselves as being able to engage as their full selves, fully culturally Black, and not in a way that is white-masked.

Suggested Readings

• [ ] Tema Okun, White Supremacy Culture
• [ ] Frank B. Wilderson, The Prison Slave as Hegemony’s (Silent) Scandal
  • the first 3-5 pages
• [ ] Fred Moten and Stefano Harney, The Undercommons: Fugitive Planning & Black Study
• [ ] Toni Cade Bambara, On the Issue of Roles
• [ ] Frantz Fanon, Black Skins White Masks