I didn't say that, just that it might not be worth the time investment for them. Clinical students (e.g.) have a lot of specialized skills to cram into their limited curriculum. We need to be consider what is best for them.
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Replying to @aeronlaffere @o_guest and
I didn't say or suggest that they should get an easy ride. Quite the contrary, I think they have an enormously difficult pathway already. I share your enthusiasm for teaching coding but this is not the only hard challenge students face.
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Replying to @aeronlaffere @bradpwyble and
Yeah, we take the undergrads (all of them) all the way up to ANCOVA and regression. We can sprinkle in R and Python.
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Replying to @aeronlaffere @o_guest and
In another thread, we've been discussing the value of diversity of approaches to science and not forcing all research through the same mold. It might be helpful to value that diversity of approaches here as well.
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Replying to @bradpwyble @aeronlaffere and
I'm not sure coding is an approach to doing science and I think the role of the undergrad is to give students a "tour" of all approaches. I realise that is a UK perspective and in the US you mix and match.
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Replying to @o_guest @aeronlaffere and
I think it's fine to introduce them to coding (sprinkling as you said above), but making psych a hardcore quant major may not serve the interests of the students
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Indeed. I'm from Cyprus and the gender thing doesn't exist in the same way. We're talking about the US and UK.
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