├── .gitignore ├── .travis.yml ├── 01-introduction.Rmd ├── 02-initiation.Rmd ├── 03-activities.Rmd ├── 04-tools.Rmd ├── 05-support.Rmd ├── 06-appendix.Rmd ├── DESCRIPTION ├── LICENSE.md ├── Makefile ├── README.md ├── _bookdown.yml ├── _output.yml ├── _render.R ├── book.bib ├── community-cookbook.Rproj ├── index.Rmd ├── packages.bib ├── preamble.tex └── style.css /.gitignore: -------------------------------------------------------------------------------- 1 | _book 2 | .Rproj.user 3 | .Rhistory 4 | .RData 5 | .Ruserdata 6 | .DS_Store 7 | -------------------------------------------------------------------------------- /.travis.yml: -------------------------------------------------------------------------------- 1 | language: r 2 | cache: 3 | packages: true 4 | directories: 5 | - _book 6 | dist: trusty 7 | sudo: false 8 | addons: 9 | apt: 10 | packages: 11 | - libxml2-dev 12 | branches: 13 | only: 14 | - main 15 | script: 16 | - make all 17 | deploy: 18 | skip_cleanup: true 19 | provider: s3 20 | access_key_id: AKIAIBW6BTQUUTKCF5YA 21 | secret_access_key: $S3_SECRET 22 | bucket: cookbook.carpentries.org 23 | local-dir: _book 24 | acl: public_read 25 | -------------------------------------------------------------------------------- /01-introduction.Rmd: -------------------------------------------------------------------------------- 1 | ## Building or improving your own local community 2 | 3 | Investing your time in developing a community of practice around computational 4 | skills is an activity that can help you and others to develop research tools and 5 | skills. Because of the rapid pace of innovation and development in computational 6 | tools, getting started with digital tools can seem overwhelming, daunting, and 7 | challenging. At the same time, the rate at which we can collect research data 8 | sets is speeding up. The rate at which data is accumulating far surpasses many 9 | of the mental models we currently have for how we work with data. The role of 10 | community in developing skills and infrastructure is incredibly important - 'It 11 | takes a village' ... - and the ability of groups of people sharing ideas and 12 | tools with each other can accelerate and improve capabilities and research 13 | outcomes for your lab, your department and your organization. 14 | 15 | The Carpentries have found that developing local communities takes intentional 16 | and committed boots-on-the-ground community champions who are energetic, 17 | innovative, and excited about supporting and growing their community. Over the 18 | past few years, we as a broader global community have gathered together the 19 | lessons learned and shared across the world. Now we're sharing them with you 20 | through this cookbook. We hope that you can learn from, be inspired by, and 21 | contribute back to this cookbook all the 'recipes' and ideas you've tried. Join 22 | our [quarterly meetings](https://pad.carpentries.org/champions) and get support 23 | from our global community, or give support to others who are just getting 24 | started. 25 | 26 | ## What is a community of practice? 27 | 28 | A community of practice is simply a group of people who share a particular craft 29 | or shared purpose. In the case of Carpentries communities, these tend to be 30 | communities that apply computational skills toward research challenges. How 31 | exactly this might look at your organization or institution is up to you. Some 32 | communities support bioinformaticians in their efforts to wrangle and improve 33 | bioinformatics workflows. Others cast wide nets with terms like "Digital 34 | Scholarship" to invite and include those from all disciplines and backgrounds, 35 | urging them to come together for support around computational skills. Still 36 | others run small, highly focused study groups or book clubs on niche topics, 37 | working to support each other as they practice and develop new skills. How or 38 | what you develop is up to you: you'll probably find that you already participate 39 | in some communities of practice. Whether it is your lab group, the team you work 40 | for, or a cross-institutional collaboration you're a part of, these are all 41 | communities of practice. This guide will give you some ideas and tips for how to 42 | build and interconnect these existing communities, or build new ones that have 43 | shared goals and purpose. 44 | 45 | ## Contributing 46 | 47 | We invite you to contribute to this guide. Our plan is for it to be a living and 48 | growing document of curated ideas. In this 'cookbook', we look to gather from 49 | our global community the practices used to initiate and cultivate these 50 | communities. If you have a particular practice that has worked for you, we 51 | invite you to share it with our community. Please open an 52 | [issue](https://github.com/carpentries/community-cookbook/issues) in the GitHub 53 | repository which generates this guide, and share a link, resource, or 54 | testimonial with us. If you're familiar with Git, create a [pull 55 | request](https://github.com/carpentries/community-cookbook/pulls) with a 56 | suggested addition and our cookbook maintainers will work with you to integrate 57 | your contribution. 58 | 59 | ## Codes of Conduct 60 | 61 | The Carpentries community strongly encourages a Code of Conduct (CoC) being in 62 | place at all gathering places, whether online and offline. CoCs support open and 63 | collaborative environments and ensure there are stated rules for appropriate and 64 | inappropriate behavior. We encourage you to adopt/develop a CoC for any 65 | activities you plan and to notify your attendees/participants of the text and 66 | what they are expected to abide by. There are many great CoCs out there, and it 67 | is really up to you to select one that you feel fits the needs of your 68 | activities and community. For certain events, such as Carpentries workshops, you 69 | will be required to adopt [the Carpentries 70 | CoC](https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html) 71 | to run the event under their name. Codes of Conduct are important documents for 72 | ensuring the openness and inclusivity of your community. 73 | 74 | You are welcome to use our Code of Conduct as the basis for your own. 75 | -------------------------------------------------------------------------------- /02-initiation.Rmd: -------------------------------------------------------------------------------- 1 | # Getting started 2 | 3 | Community champions in our community get their starts in many ways. Maybe 4 | they're looking to develop their own data-driven research skills, or maybe 5 | you're looking for a way to support the overwhelming number of researchers 6 | looking for help. Maybe they're part of a lab or research institute - or even a 7 | student group in a discipline - who feel frustrated and held back by what they 8 | don't know. Anywhere there is a need for more digital skills capability in 9 | research applications is a valid starting point for becoming a Carpentry 10 | Champion. 11 | 12 | Whatever the case may be, we want to help those who choose to work intentionally 13 | to build one or more communities of practice around computational skills. 14 | 15 | The work of community building is not always easy, it can be challenging to 16 | reach critical mass where things feel like they come together and work on their 17 | own. As with building any community, there is work to be done to help people 18 | understand the possibilities that working together can bring. To do this, we 19 | have listed various strategies throughout this guide and we welcome your 20 | contributions of what has and hasn't worked for you. 21 | 22 | There are tried and tested ways to run events such as workshops, un-conferences 23 | and knowledge bazaars that bring people together and nudge them to talk to each 24 | other about tools, workflows, opportunities, and challenges. The overarching 25 | principle of all of these events is to bring willing participants together to 26 | learn from each other supported by quality resources and materials. 27 | 28 | In almost every discipline today, cutting edge research questions require some 29 | level of computational skill. From astronomers collectively looking at the 30 | gravitational wiggles of thousands of distant stars to digital humanists 31 | training document classifiers to "read" with a critical eye, eventually we're 32 | all going to run into some kind of technical challenge in our digital research. 33 | 34 | How can we support one another and develop rich and inviting communities that 35 | serve all participants? A group of novices with little skill coming together can 36 | be deeply frustrating, feeling a little at times like the blind leading the 37 | blind. At the same time, experts at your institution can be overwhelmed with 38 | requests for their time or insights. 39 | 40 | How can we build communities of practice that are beneficial at both ends of 41 | this spectrum and start to raise up everyone's skills and abilities? 42 | 43 | Read on ... 44 | -------------------------------------------------------------------------------- /03-activities.Rmd: -------------------------------------------------------------------------------- 1 | applicable# Skills Workshops 2 | 3 | Short format workshops that run over one or more days can be a great way to 4 | bring people together to share skills. For workshops to be most impactful, it is 5 | important to use good quality lessons and have them taught by prepared 6 | instructors. The Carpentries supports and mentors a global community of 7 | instructors and lessons they can teach. 8 | 9 | # The Carpentries 10 | 11 | The Carpentries is an umbrella organisation which sits over the top of several 12 | lesson programs (Software Carpentry, Data Carpentry and Library Carpentry) 13 | in order to provide a common structure focusing on 14 | valuing teaching skill and quality lessons to bring workshops with greater 15 | impact to research organisations. A major activity of the organisation is to 16 | run instructor training workshops which prepare instructors drawn from research 17 | and research-support communities to apply evidence based teaching practices. The 18 | [Instructor Training 19 | Program](https://carpentries.github.io/instructor-training) is openly and 20 | freely made available under a Creative Commons CC-BY license model. The 21 | Carpentries also runs instructor training events for 22 | [member organisations](https://carpentries.org/members/) who 23 | make a commitment to annually supporting them. Through trained instructors and 24 | openly developed community lessons, any research organisation in the world can 25 | create a highly effective and impactful instructor community. To learn more, 26 | you can look at the [membership models](https://carpentries.org/membership/) 27 | and reach out to 28 | [memberships@carpentries.org](mailto:memberships@carpentries.org) for more 29 | information. 30 | 31 | ## Software Carpentry 32 | 33 | [Software Carpentry](https://software-carpentry.org/) aims to aid researchers 34 | to become more capable in writing software for research applications. This means 35 | focusing on programming languages, scripting environments and applying version 36 | control to manage code. Software Carpentry workshops use a hands-on type-along 37 | pedagogy to aid researchers in building confidence and capability in the 38 | UNIX Shell (BASH), Python or R and the version control software Git. Optionally 39 | we have modules for unit-testing and SQL which can also help round-out a two-day 40 | workshop, based on needs. The Software Carpentry workshop is a great way to get-started 41 | building some computational skills and abilities into a research community. 42 | The practical and hands-on skills, and the methods by which they are taught can be 43 | useful for other follow-on advanced teaching. 44 | 45 | ### Lessons 46 | 47 | Software Carpentry aims to help people begin to think computationally about the 48 | work they do. It does this by introducing pieces of software which are useful 49 | stable and used by very large communities of researchers around the world. The 50 | emphasis isn't on new and flashy technologies, but those that have been 51 | battle-tested and used for years. Software Carpentry starts with the shell for 52 | task automation, then by introducing a programming language such as R or Python, 53 | and then by bringing in version control systems such as Git to ensure that 54 | research work done can be easily retrieved, repeated, or adapted for other uses. 55 | Using these methods, learners can lay the foundation for performing open, 56 | reproducible research. 57 | 58 | Software Carpentry maintains lessons in the Unix Shell, Git, R, Python, SQL, 59 | Make and Mercurial. Software Carpentry lessons focus on teaching tools in a 60 | discipline-agnostic way, in order to help researchers from all disciplines 61 | develop skill with the tools. Software Carpentry lessons aren't meant to be 62 | exhaustive and comprehensive enumerations of all possible features of a 63 | particular tool. Instead the lessons seek to strike a balance of reducing 64 | cognitive load, while empowering the researcher to have a better understanding 65 | of how the tool could be applied in their workflow. 66 | 67 | Visit the [Software Carpentry Lessons 68 | website](https://software-carpentry.org/lessons/) to see the most up to date 69 | listing of our lesson 70 | 71 | #### Command Line 72 | 73 | Command Line Interfaces or (CLIs) are a time-tested and efficient way to direct 74 | and control a computer. Software Carpentries' flagship UNIX Shell lesson is the 75 | most taught lesson in Software Carpentry and helps bring novice learners toward 76 | an appreciation of their benefit. We teach a very small number of tools, but 77 | work through live coding and challenges we break down and demystify the dark art 78 | of constructing command line incantations. At the end of this module, learners 79 | have a better sense of using the shell environment to glue together programs and 80 | code from various languages. They also learn how to write simple scripts which 81 | are generalized and abstracted to run over different kinds of input such as 82 | piped text or directories of files. 83 | 84 | #### Version Control 85 | 86 | The Software Carpentry version control lessons help to motivate version control 87 | in a research context. They focus on the mechanics of how the version control 88 | tool works, and then how to use the tool in an online and then collaborative 89 | context. In this way we build up a mental model for the power of version control 90 | and demonstrate through challenges and activities ways the learner can leverage 91 | version control in their own research workflows. 92 | 93 | #### Programming 94 | 95 | The programming lessons in Software Carpentry focus on a particular scientific 96 | programming language, R, Python or MATLAB and help learners feel more 97 | comfortable in that language while gaining exposure to important software 98 | development practices. The Software Carpentry approach is one of empowering 99 | learners, so rather than teaching an exhaustive set of data types, the lessons 100 | focus on practical examples. Learners then learn about new data types and 101 | language constructs along the way, preventing data types being taught in the 102 | abstract. 103 | 104 | 105 | The Carpentries can help you to run your first Software Carpentry Workshop at 106 | your organisation. 107 | [Request a workshop](https://amy.carpentries.org/forms/workshop/) 108 | today! 109 | 110 | 111 | ## Data Carpentry 112 | 113 | A [Data Carpentry](https://datacarpentry.org/workshops/) workshop teaches the 114 | core skills for working with data effectively and reproducibly. 115 | 116 | When working with data, it’s often difficult to figure out what skills to learn 117 | or how to get started learning them. In Data Carpentry, we identify the 118 | fundamental skills needed in a given domain and develop and teach these skills 119 | in hands-on, two-day, interactive workshops. Workshops are currently designed 120 | for people with little to no prior computational experience and are 121 | domain-specific, so that researchers are working with data most relevant to 122 | their own work. They follow a narrative structure, working with one dataset 123 | through the whole data lifecycle from data and project organization to data 124 | analysis and visualization. 125 | 126 | ### Lessons 127 | 128 | Data Carpentry currently have [curriculum](https://datacarpentry.org/lessons/) 129 | in: 130 | 131 | - Ecology Genomics Geospatial data Social sciences 132 | 133 | The Carpentries can help you to run your first Data Carpentry Workshop at 134 | your organisation. 135 | [Request a workshop](https://amy.carpentries.org/forms/workshop/) 136 | today! 137 | 138 | 139 | ## Library Carpentry 140 | 141 | [Library Carpentry](https://librarycarpentry.org/) aims to help people in 142 | library and information roles develop software and data skills. 143 | 144 | ### Lessons 145 | 146 | Library Carpentry has nine [lessons](https://librarycarpentry.org/#portfolio) in 147 | the works, some more mature than others. New lessons are being drafted around 148 | FAIR principles and digital preservation. 149 | 150 | | Lesson | Scope | 151 | | :----- | :----- | 152 | |Data intro for librarians | An introduction to data structures, regular expressions, and computing terms | 153 | |Unix Shell| An introduction to command line interfaces and task automation using the Unix shell | 154 | | OpenRefine | An introduction to cleaning up and enhancing a dataset using OpenRefine | 155 | | Git Intro for Librarians | An introduction to version control using Git and GitHub for collaboration | 156 | | SQL for Librarians| An introduction to relational database management using the SQLite tool | 157 | | Webscraping | An introduction to extracting structured data from websites using a range of tools | 158 | | Tidy data for librarians | An introduction to good data organisation, which is the foundation of much of our day-to-day work in libraries | 159 | | Introduction to Python | An introduction to Python, a general purpose programming language | 160 | | Data Intro for Archivists | An introduction to data structures, regular expressions, and computing terms for archivists | 161 | 162 | The Carpentries can help you to run your first Library Carpentry Workshop at 163 | your organisation. 164 | [Request a workshop](https://amy.carpentries.org/forms/workshop/) 165 | today! 166 | 167 | ## Other Skills Workshops 168 | 169 | The [Programming Historian](https://programminghistorian.org) has a number of 170 | useful [lessons](https://programminghistorian.org/lessons/) on a range of tools 171 | and skills. 172 | 173 | These lessons would be applicable to anyone who wants to improve their digital 174 | skills - they have wider relevance beyond the fields of history and the 175 | humanities. 176 | 177 | # Help Sessions 178 | 179 | Help sessions of many kinds have been created within Carpentries member 180 | institutions. What is common is that such sessions be regularly scheduled and 181 | frequent, and provide a neutral space where people can come together to support 182 | each other with technical challenges. 183 | 184 | Events of this type include Hacky Hour, PhTea, Code and Pizza, SkillShares, or 185 | Office Hours. These kinds of events can be slow to get started, with it 186 | sometimes taking weeks or months to develop a steady cohort of regulars. To get 187 | started, think about assembling an 'anchoring' group that can offer a range of 188 | useful skills. These might be sysadmins, bioinformaticians, a GIS librarian, a 189 | person with data management knowledge, HPC or other technical support staff, and 190 | graduate students from a range of disciplines. If this seems completely 191 | unattainable, start out with small. Hacky Hours have been started by two people 192 | and have then seen them grow. The key is to start, and not to get discouraged if 193 | people don't flock in for advice at first. Word of mouth will help populate it 194 | as time goes by. 195 | 196 | Mature community help sessions become as useful to the so-called experts as they 197 | are for the novice and intermediate researchers. Having them in an informal 198 | setting with the ability to order food/coffee/beer at your own expense is also 199 | popular. In other cases, a budget for pizza and/or snacks is requested to 200 | provide extra enticement. 201 | 202 | ## Hacky Hour 203 | 204 | Hacky Hours are informal, regularly scheduled meetups where researchers can 205 | bring research IT-related issues for discussion or help. 206 | 207 | These might include issues with Python, R, HPC, statistics, MatLab or other 208 | software. 209 | 210 | They are generally volunteer-run, and aim to build referral networks and 211 | communities of practice around research software and skills. 212 | 213 | ### Starting a Hacky Hour 214 | 215 | #### Finding a location 216 | 217 | A cafe or restaurant on or near campus is a nice informal location. Take over a 218 | large table and put up a sign to try and attract people in and make sure they 219 | find you. Sometimes it's obvious which group is the hacky hour, they all have 220 | laptops out! 221 | 222 | If a cafe isn’t available somewhere that people can bring food to is a good 223 | alternative. Having free food available is always a good way to attract people. 224 | If this isn’t possible then booking a room at lunch time and suggesting people 225 | bring their lunch can work instead. 226 | 227 | Traditional lecture theatres should be avoided as it's not the best type of room 228 | to have lots of small discussions in. A room with several smaller round tables 229 | works best. 230 | 231 | #### Choosing a Time 232 | 233 | It can be difficult to find a time that fits for everyone. It might be a good 234 | idea to try out different times or to alternate between different time slots. 235 | Try to find a slot that doesn’t clash with major meetings or seminars amongst 236 | groups who are likely to come. You might not initially know when all these are 237 | but will find that people will start to say they’d like to come but can’t make 238 | it due to a clash. If you’re using a cafe, try to find a quiet time when there 239 | will be space and not too much background noise. 240 | 241 | #### Promoting a Hacky Hour 242 | 243 | * Put up posters and flyers in places where researchers might see them. For 244 | example in/near research student offices. 245 | * Send emails to mailing lists of people who might be interested. For example 246 | research students, research staff and HPC users. 247 | * Get it added to your university’s events calendar or sent onto events mailing 248 | lists. 249 | * Mention them in Software Carpentry workshops or any other relevant 250 | presentations. 251 | * Tell anyone you know who’s looking for help that it’s a good time to ask. 252 | * Tell anyone you know who might offer help that it’s a good time to offer it. 253 | If providing this kind of support isn’t really their job it can be a good way 254 | of restricting it to just an hour a week. 255 | 256 | #### Some Hacky Hour resources 257 | 258 | - [Hacky Hour Handbook](https://github.com/amandamiotto/HackyHourHandbook) 259 | 260 | ##### Hacky Hour groups around the world 261 | 262 | Australia: 263 | 264 | * The University of Queensland - UQ Hacky Hour [Twitter](https://twitter.com/hackyhourstluc) and [website](https://hackyhourstluc.wordpress.com/) 265 | * Griffith Hacky Hour [Twitter](https://twitter.com/hackyhourgu) and [website](https://hackyhourgriffith.wordpress.com/) 266 | * Curtin University Hacky Hour [Twitter](https://twitter.com/CUHackyHour) 267 | * University of Western Australia - UWA Hacky Hour [Twitter](https://twitter.com/HackyHourUWA) 268 | * James Cook University - JCU Hacky Hour [Twitter](https://twitter.com/JCUHackyHour) 269 | * Queensland University of Technology - QUT Hacky Hour [Twitter](https://twitter.com/GPHackyHour) 270 | * Murdoch University Hacky Hour [Twitter](https://twitter.com/HackyH_Murdoch) 271 | 272 | New Zealand: 273 | 274 | * [Uni of Auckland Hacky Hour](https://twitter.com/uoahackyhour) 275 | 276 | UK 277 | 278 | * Aberystwyth University [website](https://tinyurl.com/HackyHourAber), 279 | * [facebook](https://www.facebook.com/hackyhouraber/) and 280 | * [twitter](https://twitter.com/hackyhouraber). 281 | 282 | Germany 283 | 284 | * [Göttingen](https://hackyhour.github.io/Goettingen/) 285 | * [Würzburg](https://hackyhour.github.io/Wuerzburg/) 286 | * [Cologne](https://hackyhour.github.io/Cologne/) 287 | 288 | USA 289 | 290 | * [Pennsylvania State](http://www.hackyhour.com) 291 | 292 | # Carpentries Study Groups 293 | 294 | ## What are they? 295 | 296 | The Carpentries study group is a small group of people who regularly meet to 297 | discuss shared fields of study. These could be the use of programming languages 298 | like R, Python or statistics in research. These groups can be found in various 299 | institutions, and different settings that share common interest. They meet up 300 | twice a month on average or as often as needed. 301 | 302 | They share S.M.A.R.T goals within the set curriculum even broader, to widen the 303 | scope of what is already known however contributing to the body of knowledge. 304 | Study groups are meant to share and solve problems together, it may not 305 | necessarily be from grassroots up or top-down but they share skills and 306 | expertise on the subject in question. It is where certain advancements are done, 307 | corrections are made or other alternative ways to solve problems are discussed 308 | and positively critiqued at the same time building one another’s capabilities 309 | and knowledge to grow. 310 | 311 | Each study group is unique and draws on the backgrounds and abilities of its 312 | members to determine the material that will be covered. Study groups have helped 313 | many individuals especially novices who have trouble being in a large group 314 | setting to be able to be at an advancement close to competent and even more 315 | often, a leader who is not actively studying the material will direct group 316 | activities. Some institutions actively set up study group programs for students 317 | to sign up. The carpentry study groups include 3-5 students and an instructor 318 | who has the specific skill(s) needed for that group- moreover drawn from the 319 | curriculum. Study groups help build individuals’ where a big group cannot 320 | reach. 321 | 322 | ## How to start one? 323 | 324 | What are the steps to bring a study group to your own institution? 325 | 326 | ## Advice and peer support 327 | 328 | Outline the periodic study group international meetings and how study groups 329 | support each other. 330 | 331 | ## See if there are Study Groups near you 332 | 333 | FIXME - link to Study Group website/map 334 | 335 | # Book Clubs 336 | 337 | See [Katherine Wu's "Continuing Education at Work" 338 | talk](https://www.youtube.com/watch?v=9uRho69xSAI&t=165). 339 | 340 | # Events 341 | 342 | There are various kinds of annual/semi-annual events you can run to give your 343 | community a focused opportunity to share and plan more intensely with each 344 | other, and to invite new members into the community. Within The Carpentries 345 | campus communities, ResBaz (Research Bazaar) is a popular multi-day event to 346 | share research software tools and how to use them. These events are as much 347 | about training and skills as they are about networking and ideas. There are many 348 | types of un-conference and satellite conference that can be exciting to bring to 349 | your organization. These include events like OpenCon-local, THATCamp and more. 350 | Planning one of these local satellite events can be a great way to bring people 351 | together on your campus. Additionally, there are several events in the 352 | Carpentries community that draw Carpentries instructors. We have an etherpad 353 | where we share among the instructor community what conferences we'll be 354 | attending. In the cookbook we'll list some marquee events that bring many 355 | Carpentries community members together. 356 | 357 | # Research Bazaar (ResBaz) 358 | 359 | ResBaz is a 3-day research festival to teach skills and help people build local 360 | communities. It generally encompasses workshops such as Software and Data 361 | Carpentry workshops, along with a range of talks, games, poster and networking 362 | sessions such as the Knowledge Bazaar. 363 | 364 | ResBaz was first run in Melbourne in 2015. The model quickly became popular, and 365 | ResBaz events were run in ten cities worldwide in 2016 and in 14 locations in 366 | 2017. [ResBaz 2018](https://resbaz.github.io/resbaz2018/) events have been run 367 | in nine cities this year. 368 | 369 | ## ResBaz resources 370 | 371 | - [ResBaz blog](https://resbazblog.wordpress.com/author/resbaz/) and [ResBaz on 372 | Twitter](https://twitter.com/resbaz) - the blog is the main source of 373 | information and links, including a FAQ, while the Twitter feed will list news 374 | and announcements [ResBaz Cookbook 375 | latest](https://www.gitbook.com/book/heydejan/resbaz-cookbook/details) and 376 | [Older ResBaz cookbook](https://github.com/resbaz/cookbook/wiki) [ResBaz slack 377 | channel](https://resbaz-team.slack.com/?redir=%2Fmessages%2Fgeneral) - monthly 378 | catch up [Images from 2017 ResBaz in 379 | Brisbane](https://www.flickr.com/photos/100739735@N06/with/32743902091/) 380 | -includes shots of workshops, stalls, sponsors etc [ResBaz 381 | Arizona](https://twitter.com/resbazaz) - AZ also run HackyHour and PhTea 382 | sessions 383 | 384 | # CarpentryCon 385 | 386 | CarpentryCon is the key community building and networking event in the 387 | Carpentries' annual calendar. 388 | 389 | The inaugural 2018 [CarpentryCon](http://www.carpentrycon.org/) was held from 30 390 | May - 1 June at University College, Dublin. 391 | 392 | The theme of CarpentryCon 2018 was *Building Locally, Connecting Globally*. 393 | 394 | - [Summary of event](https://carpentries.org/blog/2018/06/carpentry-con-report/) 395 | by Belinda Weaver. Thoughts on community after 396 | CarpentryCon](https://carpentries.org/blog/2018/06/value-of-community/) by 397 | Toby Hodges. [African Task Force response to 398 | CarpentryCon](https://carpentries.org/blog/2018/07/actf-carpcon-post/) 399 | [Carpentries in Latin America response to 400 | CarpentryCon](https://carpentries.org/blog/2018/07/carpentrycon-la/) 401 | [CarpentryCon photo 402 | stream](https://www.flickr.com/photos/134305289@N03/sets/72157667641880727)by 403 | Bérénice Batut [Tweets from 404 | CarpentryCon](https://carpentries.org/2018/06/carpentrycon-tweets) - a summary 405 | provided by Francois Michonneau 406 | 407 | ## Purpose and Scope of CarpentryCon 408 | 409 | - **Community Building:** bring together members of the Carpentry community, 410 | including instructors, partners, advocates, and staff, together with people 411 | sharing similar interests from around the globe. We had a “come and learn” 412 | format that is different from most conferences. 413 | - **Sharing Knowledge:** The 414 | event included sessions on teaching methods, curriculum development, community 415 | organization, and leadership skills. 416 | - **Networking:** Opportunities were 417 | provided for participants to come together informally to share stories about 418 | challenges and successes. 419 | - **Contributed talks/posters:** There was a poster 420 | session where attendees shared how they have incorporated Carpentry techniques 421 | into their own research and teaching, and/or how they have grown their local 422 | Carpentry community. This was crucial as presenting was a requirement for 423 | attendees who sought travel support from their home institution. 424 | 425 | ## The CarpentryCon Task Force 426 | 427 | The [CarpentryCon Task 428 | Force](https://github.com/swcarpentry/board/tree/master/TaskForces/2018-CarpentryCon) 429 | was created within the Carpentries to help organize and coordinate CarpentryCon 430 | events. 431 | 432 | All progress on above items is reported within the [CarpentryCon 433 | repo](https://github.com/carpentries/carpentrycon). 434 | 435 | ## Useful Links 436 | 437 | [meetings](http://pad.software-carpentry.org/2018carpentrycontaskforce) 438 | [minutes](https://github.com/carpentries/carpentrycon/tree/master/Minutes) 439 | 440 | # SatRdays 441 | 442 | [SatRdays](https://satrdays.org/) are 443 | [SQLSaturday](https://sqlsaturday.com/default.aspx)-inspired, community-led, 444 | one-day, regional and very affordable conferences around the world to support 445 | collaboration, networking and innovation within the R community. 446 | 447 | # THATCamp 448 | 449 | > The Humanities and Technology Camp, is an open, inexpensive meeting where 450 | > humanists and technologists of all skill levels learn and build together in 451 | > sessions proposed on the spot 452 | 453 | THATCamp is an open unconference model for bringing a skills meetup to your 454 | university or organization. Being an unconference it is highly flexible and up 455 | to you and your organizing committee to make it work. It is a popular model in 456 | academic libraries and digital humanities centres around the world. 457 | 458 | More information can be found at: http://thatcamp.org/ 459 | 460 | # International Events 461 | 462 | ## Pycon 463 | 464 | Pycon is the flagship conference among the Python Community worldwide. There are 465 | a series of other satellite and regional Pycons, but nothing quite compares to 466 | the flagship event. The Python community is an incredible example of an open and 467 | inclusive community which invites contribution from all walks of life. If you're 468 | a Python developer or aspiring Python developer, there is a good chance you'll 469 | find long time friends and a support community by attending this conference. It 470 | is gotten big over the years, but the selectivity of talks has kept the quality 471 | incredibly high. If you have a chance, and are into Python, check it out! You'll 472 | learn many things you can bring back both how the organization runs, and about 473 | Python. 474 | 475 | ## SciPy 476 | 477 | Scipy is a conference for the Python community which focuses specifically on 478 | scientific Python and the major libraries underpinning scientific Python. This 479 | includes things like scipy, numpy, matplotlib, scikit-learn and other 480 | foundational tools and libraries. Researchers of all walks, from academia to the 481 | private sector come together each year in Austin Texas to share and build 482 | community. The SciPy community is not quite as diverse as the broader Pycon 483 | community, but it has been working hard over the years to broaden participation 484 | in the event. Usually held in Austin, Texas this event is a great meeting of the 485 | minds for those involved in scientific Python. 486 | 487 | ## RStudio Conference 488 | 489 | ## SC - the Supercomputing conference 490 | 491 | ## International Data Week 492 | 493 | # Vendor Training 494 | 495 | If you have researchers who use a particular vendor tool, sensor or apparatus, 496 | it is often possible to bring that vendor in for local on-site training. 497 | Depending on the vendor, this can be a costly per-seat workshop, or it can be 498 | done for free. It is also possible to work to build a relationship with the 499 | vendor so that theyy are able to see how their training might lead to future 500 | sales or to a continued use of their products. In this section, we'll share some 501 | thoughts and ideas on vendor supplied trainings that can be useful to build into 502 | your local community. Vendors are working to stay in business, and your ability 503 | as a researcher to use their complex tools and systems is an important part of 504 | how you're able to be research-capable. By working together to seek high-quality 505 | and relevant training from the key vendors supporting academic research, we can 506 | work together to make these trainings impactful and useful for our local 507 | communities. 508 | -------------------------------------------------------------------------------- /04-tools.Rmd: -------------------------------------------------------------------------------- 1 | # Tools to Support your Community 2 | 3 | ## Websites 4 | 5 | Generating your own website for your local community can be a great way to drum 6 | up participation and enthusiasm for your group, and to help with organisation of 7 | meetings. A free tool like GitHub Pages can allow you to quickly and easily 8 | create static-content websites which share important information about your 9 | community. There is a great guide for [Getting Started with GitHub 10 | Pages](https://pages.github.com/) that can help you get going. In short, GitHub 11 | pages is free web hosting that can allow you to share with the world the work of 12 | your group and share it with the world. The collaboration model of Git and 13 | GitHub using pull-requests also allows you to distribute the load and 14 | responsibility of website maintenance and updating across your local group. On 15 | top of that, you'll all be working in and enhancing your skills around 16 | Git/GitHub collaboration models as you do! 17 | 18 | ## Git/GitHub 19 | 20 | * GitHub Organisation 21 | * Repo for Meeting Minutes 22 | FIXME 23 | * GitLab 24 | 25 | ## Calendar 26 | 27 | Google Calendars built into web pages 28 | FIXME 29 | 30 | ## Event registration 31 | 32 | * [Eventbrite](https://eventbrite.com) allows you to organise both free and paid 33 | events - they handle logistics such as ticketing, and waitlists. They take a 34 | small fee for paid events but there is no charge for use of the free event 35 | service. 36 | * university's questionnaire form system for registrations/surveys 37 | 38 | ## Mailing Lists 39 | 40 | Mailing lists can be a great way to keep a growing community connected to each 41 | other. Having a focused charter for each list can be helpful to reign in 42 | discussions as well. As lists grow, and draw larger participation it can be 43 | important to develop a moderator team that is able to tend to moderator requests 44 | and keep the list conversations productive and civil. 45 | 46 | * **University lists** - Many universities and organizations run a campus-wide 47 | listserver where university members can create lists for open subscription. 48 | * **Mailman** - The open source tool [Mailman](http://www.list.org/) can be 49 | installed on a server and be used to run your own list infrastructure. This is 50 | recommended only if you have some system administration experience as it is a 51 | fairly advanced undertaking. Given that it is open source though, this option 52 | can trade recurring costs for control and flexibility. 53 | * **TopicBox** - TopicBox is a premium/paid mailing list platform which delivers 54 | a high-quality user web interface. To see TopicBox in action, check out 55 | [The Carpentries Mailing Lists](https://lists.carpentries.org) 56 | * **Google Groups** - Google groups are a free option which also allows for a 57 | publicly available archive of the messages to the group. There is however no 58 | easy way to migrate your group history elsewhere from Google. If the 59 | preservation of your history of conversations matters to your community, 60 | Google Groups are probably not a good fit. 61 | 62 | ## Newsletters 63 | 64 | Staying in contact with your growing community can be done with email lists, or 65 | sometimes it is useful to have a broadcast announcement or newsletter list. This 66 | can be done manually by handling a list of email addresses on your own, but 67 | there are mailing list services that make it really easy and free for small 68 | lists. As your community grows you can segment your list into particular 69 | interest areas and engage with community members based on their expressed 70 | interest areas. This can make appeals for participation or volunteering very 71 | effective, as you're only contacting those who have already expressed interest 72 | in that area of participation/contribution. 73 | 74 | * MailChimp - free and powerful for small groups 75 | * [Mautic](https://www.mautic.org/) - Open source email marketing platform 76 | * Constant Contact - pricing starts at $20/month 77 | * TinyLetter - by MailChimp but allows you to send a simple periodic newsletter 78 | 79 | ## Instant Messaging/Chat 80 | 81 | * [Gitter](https://gitter.im/) - Free and open 82 | * [RocketChat](https://rocket.chat/) - Free when self-hosted 83 | * [Slack](https://slack.com) - Free for limited history/archive. 84 | 85 | ## Shared Documents 86 | 87 | Shared documents can really enable collaborative and participatory engagement 88 | opportunities across your community. Using video and audio conferencing tools in 89 | conjunction with a shared document is very effective. A log of discussions can 90 | be recorded for the benefit of both the participants and those who may not have 91 | been able to attend. Group involvement such as voting on topics and ideas, or 92 | response to question prompts can be pre-loaded in the shared document. 93 | Additionally shared documents can be used as wiki-like locations to record 94 | important information. In The Carpentries community has a [pad of 95 | pads](http://pad.carpentries.org/pad-of-pads) showing many examples of how 96 | shared documents can be leveraged. They're used for periodic meetings, sign-ups 97 | to discussion sessions, sharing conference attendence and more. These create a 98 | powerful shared purpose and encourage engagement in what can otherwise be 99 | unengaging video/audio calls. 100 | 101 | * Google docs - Great shared document platform, somewhat required users to have 102 | a Google account. 103 | * Etherpads - Open source, requires hosting on your own infrastructure. 104 | * Dropbox Paper - If there is a culture of sharing DropBox folders at your 105 | institution and you know your collaborators have Dropbox accounts, Dropbox Paper 106 | is a compelling shared document offering. 107 | * [HackMD](https://hackmd.io/) - An alternative to Etherpads that is growing in 108 | popularity. Allows collaborative notetaking with Markdown. 109 | 110 | ## Video Conferencing 111 | * [Google Hangouts](https://hangouts.google.com/) - Free 112 | * Zoom - Paid 113 | * [Jitsi Meet](https://jitsi.org/jitsi-meet/) - Free 114 | -------------------------------------------------------------------------------- /05-support.Rmd: -------------------------------------------------------------------------------- 1 | # Support Structures 2 | 3 | There are many ways to build long-term support for your community of practice 4 | into the social fabric of your institution. When the story gets around your 5 | campus or organization that there is a community that can help with 6 | computational skills, you may be asked how you can support more people. To do so 7 | may present an opportunity to translate your community from an informal 8 | collection of colleagues into a more formalized support structure at your 9 | organization. This chapter lays out stories and ideas about how to approach, or 10 | even create various support structures within your organization that can 11 | continue to support these efforts. 12 | 13 | ### Collecting evidence 14 | 15 | To win funding support, evidence of efficacy is generally required. For every 16 | Hacky Hour attendee, the [UQ Hacky Hour 17 | team](https://hackyhourstluc.wordpress.com/) note the name, school or institute, 18 | problem to be solved, and whether this was an attendee's first visit or if it 19 | was a repeat visit. (People often come week after week until they reach a final 20 | resolution of a problem.) Details of helpers are noted as well. This information 21 | is then reorded in a spreadhsheet so that the scope of advice sought and the 22 | help provided can easily be demonstrated as evidence that a need for this kind 23 | of advice and support exists. The growing numbers demonstrate that the service 24 | will soon be overwhelmed by the demand, and that more formal support is 25 | required. 26 | 27 | 28 | ## Schools/Deans 29 | 30 | If you're in a university environment, it can be useful to look around for 31 | various incentive grant programs at the dean or school level. These programs can 32 | come under different names, but they often support innovative ideas and 33 | initiatives that can become the seeds for more substantial change. These can be 34 | useful for running workshops, helping to coordinate a local community of 35 | instructors, or other activiites requiring resources. It is good to think of 36 | these funds as catalyzing funds which can be a springboard to a more sustainable 37 | program for supporting your initiative locally. 38 | 39 | Department chairs, deans, and associate deans all walk the halls trying to hear 40 | what the challenges and opportunities are among the researchers at their 41 | institution. With the growth of data driven research and digital research 42 | skills, training is a frequent topic of conversation among research faculty and 43 | their administrative leadership. Finding ways in to this kind of conversation 44 | and deomonstrating a light-weight low-cost culture of peer-to-peer teaching that 45 | can be built into the fabric of the intitution is a win-win-win for many of 46 | these leaders. Each instituion and organisation is different, but finding ways 47 | that you can tie-in to conversations already taking place and bring forward 48 | answers to persistent and expensive problems is a great way to get traction on 49 | your campus. 50 | 51 | ## Library 52 | 53 | Academic and research libraries have a long track-record of delivering skills 54 | workshops to their communities. With a consistent vision for peer-to-peer 55 | teaching, libraries can be a key ally to greater impact. Libraries sit at the 56 | intellectual crossorads of most research institutions, and librarians are 57 | service orientated in their outlook. They appreciate models which can empower 58 | researchers and help connect the relevence of the library and its staff into the 59 | intitutional and research fabric. Whether it is through Library Carpentry (to 60 | upskill library staff) or Data/Software Carpentry (to upskill researchers), many 61 | reasearch libraries are well aligned with this peer teaching and capacity 62 | building model of The Carpentries. Talking to a Data Management librarian, or 63 | subject librarians in key areas of funded research programs at your instituion 64 | can be a very fruitful discussion which can connect you to other conversations 65 | and build long-term support and good will for your efforts. 66 | 67 | ## Research IT 68 | 69 | Research IT organisations invest large amounts of money into hardware platforms 70 | and the people who support them. They're seen in some disciplines as key 71 | partners in any research activity or inititaive. At the same time many Research 72 | IT organisations have been less than welcoming in how they invite new research 73 | areas onto existing infrastruture and systems. Much Research IT infrastructure 74 | is complicated and takes intentional consideration to understand before a 75 | particular research objective can be codifed into code which runs on the 76 | systems. Workshops like The Carpentries can act as a useful bridge to these 77 | organisations as they're being asked by administrators and funders to serve a 78 | more diverse population which represents all of the diversity of the insitution 79 | they operate within. By serving as a tried-and-trusted community of practice 80 | with well respected lessons, it is possible to get support from your Research IT 81 | organisation to bring more workshops to your campus. Mapping these workshops to 82 | the workshops your Research IT team already teach can help you to tie-in your 83 | work to broaden participation. 84 | 85 | ## Professional Societies 86 | 87 | Many professional societies see as part of their mandate the need to act as a 88 | light-house or beacon to their community around the skills necessary to do the 89 | work in that discipline in the coming era. Many disciplines today look 90 | fundamentally different in terms of research practices than they did even ten 91 | years ago. From the sequence biology data explosion to collaborative astronomy 92 | platforms and experiments, the nature of how work is done in disciplines is ever 93 | changing. By tying your work into professional societies you care about, you can 94 | help become a leader in identifying skills area needing support and bringing new 95 | interventions (workshops, summer institutes, conferences) into existence that 96 | will support your community. Carpentries workshops and lesson development can be 97 | key areas to build-in to professional societies to ensure long-term support from 98 | the international bodies supporting your discipline. 99 | 100 | 101 | ## Innovation/Maker Spaces 102 | 103 | Many campuses have been building maker spaces and innovation spaces to encourage 104 | tinkering, entreprenuership and innovation. These spaces, in addition to being 105 | fun places to host workshops, can be allies in your work to spread and 106 | democratize digital research skills on your campus. Finding ways that your 107 | workshops can tie-in to inititaives and activites at these spaces, can help to 108 | broaden support for your activities beyond just research applications. Digital 109 | skills lie at the heart of digital innovation spaces. 110 | 111 | ## Outside Supporters 112 | 113 | ### Carpentries Membership 114 | 115 | # Funding Workshops 116 | 117 | There are several potential sources of funding available for workshops, whether 118 | these be at an institution, or run as some kind of event tie-in, say, at a 119 | conference within a specific discipline. 120 | 121 | ## Where to start with your own institution 122 | 123 | There are several potential sources of workshop funding within your own 124 | institution: 125 | 126 | - individual schools, departments, or research centers, especially within those 127 | disciplines where computational and data skills are needed, but are currently 128 | lacking, e.g. in humanities, linguistics, social sciences 129 | - research committees 130 | - research-related units, e.g. research office, graduate schools, postgraduate 131 | student recruitment, as they may be interested in supporting training 132 | - student associations, e.g. postgraduate student societies or 133 | discipline-specific student associations, e.g. 134 | [COMBINE](https://combine.org.au/) 135 | - computing societies of all kinds on campus 136 | - e-research computing or digital scholarship units, if they exist at your 137 | institution 138 | - libraries 139 | 140 | All of the above may be willing to provide funding for a first workshop if you 141 | make a good case for it. Use some of the materials in 142 | [this repository](https://github.com/carpentries/commons) to make your case. 143 | 144 | ## Outside your institution 145 | 146 | 1. Conferences may be good places to try to obtain funding for a workshop. The 147 | conference organisers may be willing to manage logistics for the workshop, such 148 | as finding a venue, sourcing instructors, and handling registration in return 149 | for a workshop sign-up fee that goes to them. 150 | 151 | 2. Industry is another source of funding. Companies such as Amazon and Microsoft 152 | may be willing to fund a workshop as that may drive customers to their cloud 153 | solutions. If you are running a workshop targeted at a specific discipline, then 154 | try to find a local industry partner who might be willing to put up a little 155 | money to fund it as long as they can display their logo or banner at the event 156 | and on any advertising, or address the assembled workshop participants either 157 | within the workshop or over a sponsored lunch or coffee break. 158 | 159 | 3. National infrastructure related to e-research support or supercomputing might 160 | also be useful places to try. 161 | 162 | ## Can you run a workshop *without* funding? 163 | 164 | You can! The simplest way to do that is to charge a fee to attendees to cover 165 | the costs of organising the workshop. This need not be much but charging has 166 | several benefits: 167 | 168 | - people who register for a fee are more likely to attend and stay for the whole 169 | workshop 170 | - fees may allow you to provide catering which is always popular and helps with 171 | keeping people at the workshop 172 | - registration fees allow you to cover any costs incurred, such as room hire, 173 | instructor travel, the 174 | purchase of workshop necessities such as sticky notes, 175 | whiteboard markers, extension cables and power boards (and possibly wifi/wifi 176 | boosters) 177 | - any money not spent can be saved to help fund later workshops 178 | 179 | If you can find a suitable room on campus that can seat 20 or more people at 180 | tables, that has good wifi, and is accessible, then you can run your workshop 181 | for little to no money at all. 182 | 183 | This [post from the Software Carpentry 184 | blog](https://software-carpentry.org/blog/2018/04/workshops-limited-budget.html) 185 | lists a few strategies for running workshops with limited or no funding. 186 | 187 | # How to Scale up The Carpentries 188 | 189 | In October of 2018, community member Lex Nederbragt brought forward a discussion 190 | happening at his home institution (University of Oslo) about how to scale up 191 | Carpentry teaching to have more impact on campus. Lex posed a series of 192 | questions to the community and a rich discussion was had, summarized below. 193 | 194 | [Lex Nederbragt wrote: 195 | ](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e/how-can-we-scale-up-carpentries-training-at-universities) 196 | > By making Carpentry workshops a core offering across departments, with 197 | > students able to earn credit from them, my fear is that the spirit of the 198 | > volunteer effort gets lost or may become reduced. Making our workshops into 199 | > required courses may change (reduce) the motivation for learners and 200 | > instructors. So here are my questions to you: >* Have other universities made 201 | > the same move, or are they planning this, and if so, how are they organizing 202 | > this effort? >* How to keep learners motivated if they feel they are required 203 | > to take a Carpentries workshops? >* How to keep the quality of instruction, 204 | > and instructor motivation, high, if workshops become organized like regular 205 | > courses? 206 | 207 | 208 | ## Discussion overview 209 | 210 | [Giacomo 211 | Peru](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M7129de063f2d223de11c9f15/how-can-we-scale-up-carpentries-training-at-universities) 212 | points out that to be succesful The Carpentries need not run afoul of existing 213 | strucutures. They need to find ways to be harmoniously in existence within the 214 | ecosystem in which they operate. 215 | 216 | [Stephanie 217 | Labou](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M2ebe0f78acab0ce249fc18f2/how-can-we-scale-up-carpentries-training-at-universities) 218 | writes that the Unviersity of California Sand Diego is considering workshops for 219 | inclusion in a co-curricular record (CCR), a detailed enumeration of the 220 | professional development activities someone has undertaken outside of formal 221 | curricula without associated red-tape around assigning credit. 222 | 223 | [Peter 224 | Hoyt](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-Mf583f6c2e939923bcb68b4b3/how-can-we-scale-up-carpentries-training-at-universities) 225 | acknowledges that Universities would like to be in the value stream of skills 226 | training and thus charge for workshops and the learning taking place at them. 227 | Peter suggests, moving to a flipped model with more teaching done online. 228 | 229 | [April 230 | Wright](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M0223a648d868c59f6cfeea05/how-can-we-scale-up-carpentries-training-at-universities) 231 | suggest having different sections and thus expecations as part of the same 232 | course. Combining lecture and hands on activities, but expecting more of those 233 | who take the course and expect credit. April also talks about instructor 234 | motivation and some ways to keep the instructor expeirence fresh for 235 | instructors. 236 | 237 | [Simon 238 | Waldman](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M1f39cde2b163166912413882/how-can-we-scale-up-carpentries-training-at-universities) 239 | notes that as workshops scale up, that it might be necessary to make workshop 240 | instruction part of people's paid jobs. 241 | 242 | [Sarah 243 | Brown](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-Ma36b00d5ab62bada8cc4d068/how-can-we-scale-up-carpentries-training-at-universities) 244 | mentioned how Mathworks (makers of MATLAB) would fund a TA position for an 245 | expert in MATLAB in courses requiring MATLAB. 246 | 247 | [Hao 248 | Ye](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M7046a25f5d342a2837f478bc/how-can-we-scale-up-carpentries-training-at-universities) 249 | points out that much of relevant R and Python training is taught by adjuncts and 250 | full-time faculty seldom teach these kinds of workshops. To value these skills, 251 | Hao suggests that faculty teach these skills more. 252 | 253 | [David 254 | Bapst](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M7c543979d513a32bf16fe69e/how-can-we-scale-up-carpentries-training-at-universities) 255 | points out that short-form workshops and long-form semester type courses feed 256 | different niches and there is a place for both of them in the institution. David 257 | warns against thinking of one or the other, and thinking about ways both 258 | structures can thrive and feed into each other. 259 | 260 | [Sebastian 261 | Schmeier](https://carpentries.topicbox.com/groups/discuss/Tad9e416c2ec4742e-M55f7c513037d656998cda099/how-can-we-scale-up-carpentries-training-at-universities) 262 | talks about how the support structures inside semester courses are sometimes not 263 | as condicive to using Carpentry teaching practices. Sebastian addressed this by 264 | spreading the load and asking more senior students to come in 1-2 times per 265 | semester to help out. This worked, but the culture at Massey is such that this 266 | could only be supported for so long. 267 | 268 | ## Scaling Up Summary and Considerations 269 | 270 | It is clear from the communnity feedback that there is a place for short-form 271 | workshops and short-form workshops afford certain leeways and teaching practices 272 | that aren't neceessarily able to be duplicated in semester courses. It is also 273 | clear that attendence to these workshops as a demonstration of a researcher's 274 | continuing education and professional development are seen as important. As you 275 | seek to navigate your own institutions or network of instututions, this thread 276 | provides a rich trove of areas to consider as you bring forth a program that 277 | works well for your community. 278 | 279 | * Short form [workshops are different](http://carpentries.org/workshops) in 280 | content and pedagogy than most semester courses. 281 | * 2-days or less is an important length of time to both be impactful, but not 282 | overwhelming 283 | * Reflecting Carpentry teaching practices into semester courses is a good thing, 284 | and is a sign of maturity in your community. 285 | * Having instructors share common teaching materials (our community lessons) is 286 | an important distinction of workshop teaching. 287 | * Finding ways for learners and instructors to receive credit for their 288 | participation in workshops is important. 289 | * Searching for and finding a niche for Carpentry workshops that is productive 290 | and helpful to your community needs to be done in a considered and careful 291 | manner. 292 | -------------------------------------------------------------------------------- /06-appendix.Rmd: -------------------------------------------------------------------------------- 1 | # Appendix 2 | 3 | Extra resources and supporting material 4 | 5 | ## Local Community Websites 6 | 7 | There are a number of local communities around the world which run their own 8 | community websites for their activities with The Carpentries. These can be 9 | found bellow. If you know of, or manage any communities like this, please 10 | [file an issue](https://github.com/carpentries/community-cookbook/issues) or 11 | [Pull Request](https://github.com/carpentries/community-cookbook/pulls) 12 | with the repository used to manage this document to get it listed. 13 | 14 | - [Study Group - The University of Otago, Dunedin, NZ](https://otagocarpentries.github.io) 15 | - [UF Carpentries Club](https://www.uf-carpentries.org) 16 | - [Software Carpentry and Data Carpentry at The University of Oklahoma](https://libraries.ou.edu/content/software-and-data-carpentry) 17 | - [New England Software Carpentry Library Consortium](https://nesclic.github.io) 18 | - [Carpentry @ Univ. of Oslo](https://uio-carpentry.github.io/) 19 | - [The Software Sustainability Institute](https://software.ac.uk/programmes-events/carpentries/software-carpentry) 20 | - [eScience at University of Washington](https://escience.washington.edu) 21 | - [The University of Wisconsin - Madison](https://hub.datascience.wisc.edu/training) 22 | - [Data Science at UCSF](https://www.library.ucsf.edu/ask-an-expert/data-science/) 23 | - [Illinois - Hands on with CSE](https://cse.illinois.edu/cse-training/) 24 | - [UC Berkeley Carpentries Club](https://bids.berkeley.edu/research/berkeley-carpentries-club) 25 | - [UChicago Carpentries Club](https://uc-carpentries.github.io) 26 | - [Smithsonian Carpentries Group](https://datascience.si.edu/carpentries) 27 | 28 | 29 | ## Community Formation Stories 30 | 31 | What follows is community formation stories about the successes and challenges 32 | of building a local community of instructors. 33 | 34 | ## Lex Nederbragt 35 | 36 | ### The Beginning 37 | 38 | It started with our first Software Carpentry workshop in 2012. Two participants 39 | (one of them me) were recruited to become instructors. After organising the 40 | occasional workshop, we were very lucky to get the support of the University's 41 | Science Library. With them, we have been able to grow the workshop offerings and 42 | local instructor/helper community. 43 | 44 | ### Successes 45 | 46 | We now have 15 certified instructors and several regular helpers. We organise 47 | many half-day or one-day workshops teaching a single lesson. This gives enough 48 | time to go through _all_ of the material in a calm pace. especially the R and 49 | Python workshops are quickly sold out. We have organised Research Bazaar twice, 50 | with a great many people holding workshops and many participants. Our 51 | participants come not only from the University, also from surrounding hospitals, 52 | libraries and other organisations. 53 | 54 | ### Challenges 55 | 56 | We experience a high no-show rate as our workshops are free of charge. We have 57 | yet to find a good way of helping learners after the workshop (continued 58 | learning, help-sessions, ...). I think we can do more to make our instructor and 59 | helpers feel part of a local community with common interests. 60 | 61 | 62 | ## Sarah Stevens 63 | 64 | ### The Beginning 65 | 66 | In 2014, I held an initial meeting, advertising the group and my ideas for what 67 | the group would be. Then I put together a listserv and webpage for people to get 68 | information from. I then started planning meetings based on the interests 69 | people mentioned at the first meeting. 70 | 71 | ### Successes 72 | 73 | Originally we started with a general computational biology for the main group 74 | and then a python study group under it. Since then people also wanted a R study 75 | group so we started a group for that too. We have formed a pretty large 76 | community that is relatively organized now. New people have taken over running 77 | it so I'm confident it will continue after I graduate. We have regular 78 | attendance of about 15-20 people in Python Study Group and about 10-15 in R 79 | Study Group. This has also helped to put together collaborations by helping 80 | members meet people from other labs. 81 | 82 | ### Challenges 83 | 84 | Well we've changed our name over the years since the original name wasn't great 85 | and it confused a lot of people about what our goals are. Our new name seems to 86 | work better. 87 | 88 | Getting people involved was also a challenge but it helped to 89 | delegate who runs the weekly study groups which gets people involved the running 90 | of the group which helps keep them participating. I also kind of wish I'd found 91 | people to help me earlier on. It would be nice to have a larger group of 92 | organizers. 93 | 94 | [More information](http://sarahlrstevens.info/communitybuild_combee/) 95 | 96 | ## Belinda Weaver 97 | 98 | ### The Beginning 99 | 100 | I have been involved with The Carpentries since 2014. At that stage, there were 101 | no instructors in Brisbane, Australia, where I live. To organise my first 102 | workshop, I had to bring in instructors from outside. Our first workshop was 103 | over-subscribed, and some of the attendees there went on to train as instructors 104 | themselves. Now we have a pool of around 25 instructors, and we run several 105 | workshops a year. 106 | 107 | ### Successes 108 | 109 | Five people from Brisbane were able to train as instructors at the first 110 | Australian Research Bazaar (ResBaz) held in Melbourne in 2015. (ResBaz is a 111 | three-day, skill- and community building event.) Those five helped me get 112 | Software Carpentry established in Brisbane, and three of that original five are 113 | still active in the Carpentries. I was able to secure an open instructor 114 | training for Brisbane in 2016. Twenty new instructors were trained there and 18 115 | of that cohort completed their certification and went on to either teach or be 116 | supportive members of the community. Having trained as an instructor myself in 117 | 2015, I taught more than a dozen workshops in 2016, a big jump up from three in 118 | 2015. 119 | 120 | We have a Brisbane tradition of running Research Bazaar. These events always 121 | feature Software Carpentry workshops, so the two types of event cross-promote 122 | each other. Conference linkages have also been important. Software Carpentry 123 | workshops are always run as a tie-in to the annual UQ Winter School in 124 | Mathematical and Computational Biology, and a number of Software Carpentry 125 | workshops have been tie-ins to local conferences, for example, in climate 126 | science. 127 | 128 | ### Challenges 129 | 130 | Because of the demand for teaching spaces, we have never had the luxury of good 131 | facilities for our workshops. We have had to make do with rooms at residential 132 | colleges, which cost a fee to hire. 133 | 134 | I started teaching workshops simply by deciding to have a go. I knew I wouldn’t 135 | get funding or support until I had proven the usefulness of what I was doing, so 136 | I settled on a date, booked a room, and rustled up some instructors. That is all 137 | you really need to get started - a date. That concentrates the mind and … away 138 | you go. 139 | -------------------------------------------------------------------------------- /DESCRIPTION: -------------------------------------------------------------------------------- 1 | Package: community-cookbook 2 | Title: Carpentries Community Cookbook 3 | Version: 0.1 4 | Authors@R: c( 5 | person("Jonah", "Duckles", , "jduckles@carpentries.org", c("aut", "cre")), 6 | ) 7 | Depends: R (>= 3.1.0) 8 | URL: https://github.com/carpentries/community-cookbook// 9 | Imports: 10 | bookdown, 11 | condvis, 12 | htmltools, 13 | htmlwidgets, 14 | jpeg, 15 | knitr, 16 | png, 17 | tidyverse, 18 | Remotes: 19 | rstudio/bookdown, 20 | rstudio/rmarkdown 21 | -------------------------------------------------------------------------------- /LICENSE.md: -------------------------------------------------------------------------------- 1 | ## Documentation 2 | 3 | The Carpentries documentation material in this repository is 4 | made available under the [Creative Commons Attribution 5 | license][cc-by-human]. The following is a human-readable summary of 6 | (and not a substitute for) the [full legal text of the CC BY 4.0 7 | license][cc-by-legal]. 8 | 9 | You are free: 10 | 11 | * to **Share**---copy and redistribute the material in any medium or format 12 | * to **Adapt**---remix, transform, and build upon the material 13 | 14 | for any purpose, even commercially. 15 | 16 | The licensor cannot revoke these freedoms as long as you follow the 17 | license terms. 18 | 19 | Under the following terms: 20 | 21 | * **Attribution**---You must give appropriate credit (mentioning that 22 | your work is derived from work that is Copyright © The Carpentries 23 | and, where practical, linking to 24 | http://carpentries.org/), provide a [link to the 25 | license][cc-by-human], and indicate if changes were made. You may do 26 | so in any reasonable manner, but not in any way that suggests the 27 | licensor endorses you or your use. 28 | 29 | **No additional restrictions**---You may not apply legal terms or 30 | technological measures that legally restrict others from doing 31 | anything the license permits. With the understanding that: 32 | 33 | Notices: 34 | 35 | * You do not have to comply with the license for elements of the 36 | material in the public domain or where your use is permitted by an 37 | applicable exception or limitation. 38 | * No warranties are given. The license may not give you all of the 39 | permissions necessary for your intended use. For example, other 40 | rights such as publicity, privacy, or moral rights may limit how you 41 | use the material. 42 | 43 | ## Software 44 | 45 | Except where otherwise noted, the example programs and other software 46 | provided by The Carpentries are made available under the 47 | [OSI][osi]-approved 48 | [MIT license][mit-license]. 49 | 50 | Permission is hereby granted, free of charge, to any person obtaining 51 | a copy of this software and associated documentation files (the 52 | "Software"), to deal in the Software without restriction, including 53 | without limitation the rights to use, copy, modify, merge, publish, 54 | distribute, sublicense, and/or sell copies of the Software, and to 55 | permit persons to whom the Software is furnished to do so, subject to 56 | the following conditions: 57 | 58 | The above copyright notice and this permission notice shall be 59 | included in all copies or substantial portions of the Software. 60 | 61 | THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, 62 | EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF 63 | MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND 64 | NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE 65 | LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION 66 | OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION 67 | WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE. 68 | 69 | ## Trademark 70 | 71 | "The Carpentries", "Software Carpentry", "Data Carpentry", and "Library Carpentry" and their respective logos 72 | are registered trademarks of [Community Initiatives][CI]. 73 | 74 | [cc-by-human]: https://creativecommons.org/licenses/by/4.0/ 75 | [cc-by-legal]: https://creativecommons.org/licenses/by/4.0/legalcode 76 | [mit-license]: https://opensource.org/licenses/mit-license.html 77 | [ci]: http://communityin.org/ 78 | [osi]: https://opensource.org 79 | -------------------------------------------------------------------------------- /Makefile: -------------------------------------------------------------------------------- 1 | pdf: 2 | Rscript --quiet _render.R "bookdown::pdf_book" 3 | 4 | gitbook: 5 | Rscript --quiet _render.R "bookdown::gitbook" 6 | 7 | all: 8 | Rscript --quiet _render.R 9 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | [![Build Status](https://travis-ci.com/carpentries/community-cookbook.svg?branch=master)](https://travis-ci.com/carpentries/community-cookbook) 2 | 3 | # community-cookbook 4 | A community sourced 'cookbook' for building local Carpentry Communities 5 | 6 | ## Maintainers 7 | * Jonah Duckles - The Carpentries 8 | * Belinda Weaver - The Carpentries 9 | * Reid Otsuji - University of California San Diego 10 | -------------------------------------------------------------------------------- /_bookdown.yml: -------------------------------------------------------------------------------- 1 | book_filename: "community-cookbook" 2 | delete_merged_file: true 3 | language: 4 | ui: 5 | chapter_name: "Section " 6 | -------------------------------------------------------------------------------- /_output.yml: -------------------------------------------------------------------------------- 1 | bookdown::gitbook: 2 | css: style.css 3 | config: 4 | toc: 5 | before: | 6 |
  • The Carpentries Community Cookbook
    7 |
    • 8 | after: | 9 |
  • Edit on GitHub
    • 10 | edit: 11 | link: https://github.com/carpentries/community-cookbook/edit/main/%s 12 | text: "Edit" 13 | sharing: no 14 | -------------------------------------------------------------------------------- /_render.R: -------------------------------------------------------------------------------- 1 | quiet = "--quiet" %in% commandArgs(FALSE) 2 | formats = commandArgs(TRUE) 3 | travis = !is.na(Sys.getenv('CI', NA)) 4 | 5 | src = (function() { 6 | attr(body(sys.function()), 'srcfile') 7 | })()$filename 8 | if (is.null(src) || src == '') src = '.' 9 | owd = setwd(dirname(src)) 10 | 11 | # provide default formats if necessary 12 | if (length(formats) == 0) formats = c( 13 | 'bookdown::pdf_book', 'bookdown::epub_book', 'bookdown::gitbook' 14 | ) 15 | # render the book to all formats unless they are specified via command-line args 16 | for (fmt in formats) { 17 | cmd = sprintf("bookdown::render_book('index.Rmd', '%s', quiet = %s)", fmt, quiet) 18 | res = bookdown:::Rscript(c('-e', shQuote(cmd))) 19 | if (res != 0) stop('Failed to compile the book to ', fmt) 20 | } 21 | 22 | setwd(owd) 23 | -------------------------------------------------------------------------------- /book.bib: -------------------------------------------------------------------------------- 1 | @Book{xie2015, 2 | title = {Dynamic Documents with {R} and knitr}, 3 | author = {Yihui Xie}, 4 | publisher = {Chapman and Hall/CRC}, 5 | address = {Boca Raton, Florida}, 6 | year = {2015}, 7 | edition = {2nd}, 8 | note = {ISBN 978-1498716963}, 9 | url = {http://yihui.name/knitr/}, 10 | } 11 | -------------------------------------------------------------------------------- /community-cookbook.Rproj: -------------------------------------------------------------------------------- 1 | Version: 1.0 2 | 3 | RestoreWorkspace: Default 4 | SaveWorkspace: Default 5 | AlwaysSaveHistory: Default 6 | 7 | EnableCodeIndexing: Yes 8 | UseSpacesForTab: Yes 9 | NumSpacesForTab: 2 10 | Encoding: UTF-8 11 | 12 | RnwWeave: Sweave 13 | LaTeX: pdfLaTeX 14 | 15 | BuildType: Website 16 | -------------------------------------------------------------------------------- /index.Rmd: -------------------------------------------------------------------------------- 1 | --- 2 | title: "The Carpentries Community Cookbook" 3 | author: "The Carpentries Community" 4 | date: "`r Sys.Date()`" 5 | site: bookdown::bookdown_site 6 | documentclass: book 7 | bibliography: [book.bib, packages.bib] 8 | biblio-style: apalike 9 | link-citations: yes 10 | description: "This document serves as a guide for new community champions seeking to build a Carpentries community at their organization" 11 | --- 12 | 13 | # Introduction 14 | 15 | Welcome to the Carpentries' Community Cookbook! 16 | 17 | The aim of this guide is to provide a place to gather together background, and 18 | personal stories about a range of community building tools and practices useful 19 | for creating peer learning communities in academic and research environments. 20 | Though primarily focused on workshops and activities of The Carpentries. This 21 | guide spans many other research-adjacent communities and activities that you can 22 | draw on when building your local community. 23 | 24 | Through this guide we hope to collect 'recipes' or practical tips and tricks to 25 | aid you in creating your own strong, local communities. Every campus and 26 | organization will be a bit different, so there is no single right way to create 27 | a local community. However, the ideas gathered here seek to provide ideas for 28 | you to try, knowing that these have been tested by others. Please don't see this 29 | guide as prescriptive of the exact steps that will work for you, but as an 30 | inventory of possibilities you can experiment with to make your own community 31 | unique. Come join us at our [quarterly Champions 32 | calls](http://pad.software-carpentry.org/champions), where we share ideas and 33 | support those trying to build their own local research computing communities of 34 | practice. 35 | -------------------------------------------------------------------------------- /packages.bib: -------------------------------------------------------------------------------- 1 | @Manual{R-base, 2 | title = {R: A Language and Environment for Statistical Computing}, 3 | author = {{R Core Team}}, 4 | organization = {R Foundation for Statistical Computing}, 5 | address = {Vienna, Austria}, 6 | year = {2017}, 7 | url = {https://www.R-project.org/}, 8 | } 9 | @Manual{R-bookdown, 10 | title = {bookdown: Authoring Books and Technical Documents with R Markdown}, 11 | author = {Yihui Xie}, 12 | year = {2018}, 13 | note = {R package version 0.7}, 14 | url = {https://CRAN.R-project.org/package=bookdown}, 15 | } 16 | @Manual{R-knitr, 17 | title = {knitr: A General-Purpose Package for Dynamic Report Generation in R}, 18 | author = {Yihui Xie}, 19 | year = {2018}, 20 | note = {R package version 1.19}, 21 | url = {https://CRAN.R-project.org/package=knitr}, 22 | } 23 | @Manual{R-rmarkdown, 24 | title = {rmarkdown: Dynamic Documents for R}, 25 | author = {JJ Allaire and Yihui Xie and Jonathan McPherson and Javier Luraschi and Kevin Ushey and Aron Atkins and Hadley Wickham and Joe Cheng and Winston Chang}, 26 | year = {2017}, 27 | note = {R package version 1.8}, 28 | url = {https://CRAN.R-project.org/package=rmarkdown}, 29 | } 30 | -------------------------------------------------------------------------------- /preamble.tex: -------------------------------------------------------------------------------- 1 | \usepackage{booktabs} 2 | -------------------------------------------------------------------------------- /style.css: -------------------------------------------------------------------------------- 1 | p.caption { 2 | color: #777; 3 | margin-top: 10px; 4 | } 5 | p code { 6 | white-space: inherit; 7 | } 8 | pre { 9 | word-break: normal; 10 | word-wrap: normal; 11 | } 12 | pre code { 13 | white-space: inherit; 14 | } 15 | 16 | .logo { 17 | max-width: 90%; 18 | margin-left: auto; 19 | margin-right: auto; 20 | display: block; 21 | } 22 | --------------------------------------------------------------------------------