Infrastructure and Tools for Teaching Computing Throughout the Statistical Curriculum

Çetinkaya-Rundel, Mine; Rundel, Colin

doi:10.1080/00031305.2017.1397549

Cited by 37 publications

(22 citation statements)

References 9 publications

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“…Each student received access to a personal RStudio instance running in a container after authentication with the university login, which gives the benefits of sandboxing and the possibility of limiting resources. Çetinkaya Rundel and Rundel (2018) found that for the courses at hand, actual usage of the UI is intermittent so a single cloud-based VM with four cores and 28 GB RAM sufficed for over 100 containers. An example for mitigating complex setups is teaching databases.…”

Section: Teachingmentioning

confidence: 99%

The Rockerverse: Packages and Applications for Containerisation with R

Nüst¹,

Eddelbuettel²,

Bennett³

et al. 2020

The R Journal

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The Rocker Project provides widely used Docker images for R across different application scenarios. This article surveys downstream projects that build upon the Rocker Project images and presents the current state of R packages for managing Docker images and controlling containers. These use cases cover diverse topics such as package development, reproducible research, collaborative work, cloud-based data processing, and production deployment of services. The variety of applications demonstrates the power of the Rocker Project specifically and containerisation in general. Across the diverse ways to use containers, we identified common themes: reproducible environments, scalability and efficiency, and portability across clouds. We conclude that the current growth and diversification of use cases is likely to continue its positive impact, but see the need for consolidating the Rockerverse ecosystem of packages, developing common practices for applications, and exploring alternative containerisation software.

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Section: Teachingmentioning

confidence: 99%

The Rockerverse: Packages and Applications for Containerisation with R

Nüst¹,

Eddelbuettel²,

Bennett³

et al. 2020

The R Journal

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show abstract

“…Our course had no prerequisites, so we assumed no prior knowledge of the free and open source R programming language among the students and were prepared to teach them as complete novices. We chose R (R Core Team 2019) because it is widely used by archaeologists (Schmidt and Marwick 2019), and also commonly taught in undergraduate classes in social sciences and statistics (Baumer et al 2014; Cetinkaya-Rundel and Rundel 2018; Dvorak et al 2019). We were also prepared for students to have no prior experience with replication assignments.…”

Section: How To Conduct a Replication Assignment In Archaeologymentioning

confidence: 99%

How to Use Replication Assignments for Teaching Integrity in Empirical Archaeology

Marwick

Wang

Robinson

et al. 2019

Adv. archaeol. pract.

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The value of new archaeological knowledge is strongly determined by how credible it is, and a key measure of scientific credibility is how replicable new results are. However, few archaeologists learn the skills necessary to conduct replication as part of their training. This means there is a gap between the ideals of archaeological science and the skills we teach future researchers. Here we argue for replications as a core type of class assignment in archaeology courses to close this gap and establish a culture of replication and reproducibility. We review replication assignments in other fields and describe how to implement a replication assignment suitable for many types of archaeology programs. We describe our experience with replication in an upper-level undergraduate class on stone artifact analysis. Replication assignments can help archaeology programs give students the skills that enable transparent and reproducible research.

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“…Many high schools and colleges introduce R/RStudio and RMarkdown on day one of their introductory statistics courses (Baumer et al 2014;Çetinkaya-Rundel and Rundel 2018;Wang, Rush, and Horton 2017). Incorporating R requires some time in the course, but the tools and interface have become considerably simplified, particularly when using cloud-based implementations where students just "bring a browser" (Çetinkaya-Rundel and Rundel 2018).…”

Section: Statistical Computingmentioning

confidence: 99%

Interview With Nicholas J. Horton

Rossman

Horton

2018

Journal of Statistics Education

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Journal of Statistics Education. I'm anxious to hear your thoughts on statistics education in the present, but let's start a few years in the past. Where were you when you were 18 years old, and what were your career plans at that point? NH: I was a high school student in Albany, NY. I' d been playing around with computers and I was also interested in mathematics and actuarial science. I didn't have specific career plans at that juncture. AR: Where did you go to college, and what did you major in? NH: I went to Harvard and I majored in psychology. In addition to the required courses for the major, I completed both of the advanced statistics courses that were required for PhD students in psychology, at a time when Tukey's Exploratory Data Analysis was just taking root. It was exciting, as people started to think differently about statistics. It was also a little surreal, since I didn't have depth in mathematics, but I learned a lot and became more interested in statistics and data analysis. Early in college I got involved with computer support at the Science Center and started to work as a consultant on the Unix machines (it was a choice between that, VMS, and PRIMOS). By dumb luck that was the right environment to pick, as Mac OS X and Linux are essentially the same interface that I'm still working on some 36 years later. After my sophomore year I took a year off from college and got a job running the computers for the Harvard Computer Science Department in what was then the Division of Applied Science. (Best job interview story: "you aren't qualified for the position but if we don't find anyone else in the next two weeks you'll get the job. ")

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Infrastructure and Tools for Teaching Computing Throughout the Statistical Curriculum

Cited by 37 publications

References 9 publications

The Rockerverse: Packages and Applications for Containerisation with R

The Rockerverse: Packages and Applications for Containerisation with R

How to Use Replication Assignments for Teaching Integrity in Empirical Archaeology

Interview With Nicholas J. Horton

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