Tools and Recommendations for Reproducible Teaching
Publication
, Journal Article
Dogucu, M; Çetinkaya-Rundel, M
Published in: Journal of Statistics and Data Science Education
January 1, 2022
It is recommended that teacher-scholars of data science adopt reproducible workflows in their research as scholars and teach reproducible workflows to their students. In this article, we propose a third dimension to reproducibility practices and recommend that regardless of whether they teach reproducibility in their courses or not, data science instructors adopt reproducible workflows for their own teaching. We consider computational reproducibility, documentation, and openness as three pillars of reproducible teaching framework. We share tools, examples, and recommendations for the three pillars.
Duke Scholars
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Published In
Journal of Statistics and Data Science Education
DOI
EISSN
2693-9169
Publication Date
January 1, 2022
Volume
30
Issue
3
Start / End Page
251 / 260
Citation
APA
Chicago
ICMJE
MLA
NLM
Dogucu, M., & Çetinkaya-Rundel, M. (2022). Tools and Recommendations for Reproducible Teaching. Journal of Statistics and Data Science Education, 30(3), 251–260. https://doi.org/10.1080/26939169.2022.2138645
Dogucu, M., and M. Çetinkaya-Rundel. “Tools and Recommendations for Reproducible Teaching.” Journal of Statistics and Data Science Education 30, no. 3 (January 1, 2022): 251–60. https://doi.org/10.1080/26939169.2022.2138645.
Dogucu M, Çetinkaya-Rundel M. Tools and Recommendations for Reproducible Teaching. Journal of Statistics and Data Science Education. 2022 Jan 1;30(3):251–60.
Dogucu, M., and M. Çetinkaya-Rundel. “Tools and Recommendations for Reproducible Teaching.” Journal of Statistics and Data Science Education, vol. 30, no. 3, Jan. 2022, pp. 251–60. Scopus, doi:10.1080/26939169.2022.2138645.
Dogucu M, Çetinkaya-Rundel M. Tools and Recommendations for Reproducible Teaching. Journal of Statistics and Data Science Education. 2022 Jan 1;30(3):251–260.
Published In
Journal of Statistics and Data Science Education
DOI
EISSN
2693-9169
Publication Date
January 1, 2022
Volume
30
Issue
3
Start / End Page
251 / 260