Diversity can be achieved through sharing information among members of a community. Jupyter prides itself on being a community of dynamic developers, cutting-edge scientists, and everyday users, but is our platform being shared with diverse populations? Kari Jordan explains how training has the potential to improve diversity and drive usage of Jupyter notebooks in broader communities.
Exposing diverse communities to coding and Jupyter notebooks will expand the number, type, and caliber of projects across the platform. One way to expose tools like Jupyter notebooks to diverse populations is through training. Projects like Ladies Learning Code and Black Girls Code and general training efforts such as Data Carpentry and Software Carpentry are reaching broader communities and having an impact on uptake of skills and tools for coding and data analysis. Societies that reach underserved communities, such as the National Society of Black Engineers (NSBE) and the Society for Advancing Chicanos/Hispanics and Native Americans in Science (SACNAS), continue to develop their training programs, although general training initiatives must make more of an emphasis on inclusion. In the US alone, at least 1.4 million available computing jobs are expected by the year 2020. Training has the potential to improve diversity, drive usage of Jupyter notebooks and other tools in broader communities, and prepare individuals to fill these computing jobs.
Using evidence from training impact surveys, Kari explores training as a way to onboard individuals to use Jupyter notebooks. You’ll leave with a new perspective on training approaches that will empower you to build a diverse Jupyter community.
Kari Jordan is the deputy director of assessment for Data Carpentry and an advocate for improving diversity in data science. Previously, Kari was a postdoctoral fellow at Embry-Riddle Aeronautical University, where her research focus was evidenced-based instructional practices among STEM faculty. Kari served on the board of directors for the National Society of Black Engineers (NSBE) for three years. A product of the Detroit Public School system, Kari holds a BS and an MS in mechanical engineering from Michigan Technological University and a PhD in engineering education from the Ohio State University. During her education, she interned with Marathon Petroleum Company, SC Johnson, Ford Motor Company, and Educational Testing Services. As a graduate student, she received fellowships from the National Society of Black Engineers (NSBE), King-Chavez-Parks Initiative, and the National GEM Consortium.
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