A The Lesson Proposal

A.1 For all lessons

  1. A short description – It should be less than 200 characters and capture the type of data and general audience for the lesson (e.g., “Tabular Data for Phylogeneticsts”, or “Data Managemnet for Digital Humanities”.)
  2. The intended audience – Who is the target audience for this lesson? (e.g. Graduate-level researchers in ecology).
  3. Duration of the lesson – How long is this lesson? 1.5, 3, 6, or 12 hours.
  4. Fit with existing Carpentries lesson – Could this lesson be added or be swapped with an existing lesson in our existing curriculum (e.g., a proposed lesson on Rmarkdown, using the Ecology dataset, could replace the episode on interacting with databases).
  5. Tools used – Describe the software, packages, libraries that will be taught in the lesson. Make it clear if any of them are not open source licensed (i.e., they are not listed on the Open Source Initiative website).
  6. Suggestions for the dataset to use – review our dataset recommendations and describe the datasets you would like to use if it’s not one that is already in use in our lessons.
  7. A brief lesson outline – For each half day of material, please describe:
    • 3–6 concrete learning objectives.
    • An end-of-lesson assessment exercise to demonstrate the skills participants have learned.
    • A summary of the tools and data set(s) that will be used.
    • A point-form learning plan
    • A brief comparison with existing open-access lessons on the subject.
  8. Evidence of need – Summarize evidence that researchers need this lesson. This summary may include links to online discussions (mailing lists, twitter, etc) or publications (e.g., descriptions of practices that are not yet widely adopted), results of surveys, etc.
  9. Development Team – Who are the people involved? Are they certified Carpentries instructors? What is their experience developing teaching materials in general and for the Carpentries in particular?
  10. Development Plan and Timeline – The development plan must include a timeline that makes specific people responsible for specific lesson modules, commitments from specific sites to teach trial versions of the lesson, a date and location for a hackathon (if appropriate), etc. We recognize that this plan may change as lesson development progress, but the more specific it is, the more credible the proposal will be.
  11. Support – Explain who will support lesson development and how. If you have secured funding, attach details. If you have not, but intend to seek it, describe any planned or submitted funding requests. If the work is not being funded, explain how development and delivery will be supported.

A.2 For Grant-Supported lessons

A.3 Transition to officially supported lesson

Ambrose, Susan A, Michael W Bridges, Michele DiPietro, Marsha C Lovett, and Marie K Norman. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. John Wiley & Sons.

Jordan, Kari, François Michonneau, and Belinda Weaver. 2018. “Analysis of Software and Data Carpentry’s Pre- and Post-Workshop Surveys.” https://doi.org/10.5281/zenodo.1325464.

Wilson, Greg, Jennifer Bryan, Karen Cranston, Justin Kitzes, Lex Nederbragt, and Tracy K. Teal. 2017. “Good Enough Practices in Scientific Computing.” PLOS Computational Biology 13 (6). Public Library of Science: 1–20. https://doi.org/10.1371/journal.pcbi.1005510.