I'm also very interested in being involved with this as it moves forward (thanks for starting it up!).
I work in applied linguistics. R is a part of three courses that I teach:
An undergraduate language assessment course. Students learn how to use R to summarize test results and carry out analyses of tests and their questions. The students are also introduced to the basics of rmarkdown. I would describe the use of R in this course as medium.
A graduate level introduction to research methods in second language research. This is new this fall. The challenge for me here will be learning more about how to incorporate qualitative data analysis into a workflow using R alongside of quantitative approaches. I know of RQDA.
A graduate level quantitative research methods course. R is used/taught heavily in this course. The challenge comes more in the balance of learning/teaching R and learning/teaching all of the course objectives. I'm attempting to address this challenge in part by introducing R at earlier stages in student coursework (see 1 and 2 above).
Unfortunately, I haven't taken the time yet to make any of my materials for these courses public (I plan to soon). I've been at under this, sort of, approach now for one academic year, and I am heading into my second.
I'm also very interested in being involved with this as it moves forward (thanks for starting it up!).
I work in applied linguistics. R is a part of three courses that I teach:
Unfortunately, I haven't taken the time yet to make any of my materials for these courses public (I plan to soon). I've been at under this, sort of, approach now for one academic year, and I am heading into my second.