Grants:Programs/Wikimedia Community Fund/Building Capacity in Data Science Education for Ghanaian Scholars
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Applicant details[edit]
Wikimedia username(s):
Organization:
- The Carpentries
G. Have you received grants from the Wikimedia Foundation before?
- Did not apply previously
H. Have you received grants from any non-wiki organization before?
- Yes
H.1 Which organization(s) did you receive grants from?
- CZI DEI
Sloan Grant Moore Event Fund
M. Do you have a fiscal sponsor?
- Yes
M1. Fiscal organization name.
- N/A
Additional information[edit]
R. Where will this proposal be implemented?
- Ghana
S. Please indicate whether your work will be focused on one country (local), more than one or several countries in your region (regional) or has a cross-regional (global) scope:
- Local
S1. If you have answered regional or international, please write the country names and any other information that is useful for understanding your proposal.
T. If you would like, please share any websites or social media accounts that your group or organization has. (optional)
M. Do you have a fiscal sponsor?
- Yes
M1. Fiscal organization name.
- N/A
Proposal[edit]
1. What is the overall vision of your organization and how does this proposal contribute to this? How does this proposal connect to past work and learning?
The Carpentries builds global capacity in essential data and computational skills for conducting efficient, open, and reproducible research. We train and foster an active, inclusive, diverse community of learners and instructors that promotes and models the importance of software and data in research. We collaboratively develop openly-available lessons and deliver these lessons using evidence-based teaching practices. We focus on people conducting and supporting research.
NSBE Ghana’s mission has been “to increase the number of culturally responsible black Engineers, who excel academically, succeed professionally, and positively impact society“.
This we have done through partnerships and our chapters across the country. In that period, we have held 12 National & International Conferences, have a presence in 16 tertiary institutions, have 4 alumni chapters, hold four (4) flagship programs annually, and engage over 2,000 members annually.
This contributes to the growth of programming and data analytic skills in Black Engineering students in Ghana. Through this project, we aim, together with NSBE-Ghana, to achieve the following activities over two years (a more detailed plan is available upon request): (1) to increase access to The Carpentries' online resources (i.e. workshops, lessons etc.) for Ghanaians; and (3) to increase The Carpentries pool of Instructors in Ghana by training individuals to teach Carpentries workshops in a virtual environment.
2. What is the change that you are trying to bring about and why is this important?
- Improve academic excellence/retention by developing, strengthening and supporting programs
- Help Black Engineering Students succeed professionally and provide professionals with opportunities to help the next generation.
3. Describe your main approaches or strategies to achieve these changes and why you think they will be effective.
Carpentry Instructors are the core of our community. Instructors organise and teach Carpentry workshops to spread data literacy and programmatic skills both locally and globally. Members of our Instructor community work together to actively grow their instructional and technical skills. Becoming an Instructor is a great step to levelling up your own technical skills and helps you to become a more effective technical communicator. The Online Teaching Bonus Module is a 3.5-hour training designed to help instructors build skills and confidence while learning how to transition the Instructor Instructor Training pedagogy to the online environment.
Through this project, we aim, together with NSBE-Ghana, to achieve the following activities over two years (a more detailed plan is available upon request): (1) to increase access to The Carpentries' online resources (i.e. workshops, lessons etc.) for Ghanaians; and (3) to increase The Carpentries pool of Instructors in Ghana by training individuals to teach Carpentries workshops in a virtual environment.
4. What are the activities you will be developing and delivering as part of these approaches or strategies?
Train a minimum of 15 new Carpentries Instructors in Ghana who will bring Carpentries workshops to their local communities virtually. Training will include a bonus module on teaching online workshops. The newly trained instructors in Ghana will host a virtual pre-workshop session (i.e installation of software, using Zoom and other preparations for attending a virtual Carpentries workshop) for up to 45 learners. The newly trained instructors in Ghana will host three virtual Carpentries workshops for up to 30 learners in Ghana.
5. Do you want to apply for multi-year funding?
Yes, for 2 years
5.1 If yes, provide a brief overview of Year 2 and Year 3 of the proposed plan and how this relates to the current proposal and your strategic plan?
- During year 1, we will focus on training learners to become Carpentries Certified Instructors and subsequently, during year 2, support Instructors in organising Carpentries workshops locally. https://docs.google.com/spreadsheets/d/1nCWBHd5iZub3ViDnixJ2WmHMQb7HbI3gcBRDFD4T4sk/edit#gid=0
6. Please include a timeline (operational calendar) for your proposal.
7. Do you have the team that is needed to implement this proposal?
- African Capacity Development Manager, Dr Angelique Trusler. PhD Educational Psychology, Project Manager, Instructor and Trainer
- Ferdinand Hassan, Operations Lead, NSBE-Ghana
- Stephen Nyande, Program Lead, NSBE-Ghana
- Executive Director, Dr Kari L. Jordan. PhD Engineering Education, Executive Team member, Instructor and Trainer
- Instructor Training Team, Talisha Sutton-Kennedy, for instructor training support and coordination during the project.
8. Please state if your proposal aims to work to bridge any of the identified CONTENT knowledge gaps (Knowledge Inequity)? Select up to THREE that most apply to your work.
Geography, Socioeconomic Status, Important Topics (topics considered to be of impact or important in the specific context)
8.1 In a few sentences, explain how your work is specifically addressing this content gap (or Knowledge inequity) to ensure a greater representation of knowledge.
As the world enters the Fourth Industrial Revolution (i.e. growth in artificial intelligence, robotics, internet of things, data science), Africa is facing the challenge of equipping African scholars with the necessary skills and knowledge to identify solutions to African problems. In comparison to some other countries, a digital divide exists across the continent as a result of limited information and technology infrastructure (lack of access and high costs associated with reliable internet), unreliable electricity generation, internet insecurity (risk of cyber-attacks and theft significantly increases with big data), and the lack of high technical skills across the workforce, many of these skills that are introduced at the secondary education level (i.e word processing, spreadsheet skills, file maintenance and organisation, using the internet, installing computer software and basic computer troubleshooting skills).
9. Please state if your proposal includes any of these areas or THEMATIC focus. Select up to THREE that most apply to your work and explain the rationale for identifying these themes.
Education, Other, Open Technology
- Digital Divide
10. Will your work focus on involving participants from any underrepresented communities? Please note, we had previously asked about inclusion and diversity in terms of CONTENTS, in this question we are asking about the diversity of PARTICIPANTS. Select up to THREE that most apply to your work.
Geographic , Socioeconomic status, Digital Access
11. What are your strategies for engaging participants, particularly those that currently are non-Wikimedia?
NSBE Ghana - an affiliate of the National Society of Black Engineers - has been championing the study of Science, Technology, Engineering and Mathematics (STEM) programs in Ghana since it was founded in 1998. This has been done through the establishment of NSBE Ghana STEM clubs and chapters across the full educational spectrum (primary to tertiary level), organising science project fairs, quiz competitions, conferences, STEM outreach programs and vacation programs. Since 2019, NSBE Ghana has narrowed its focus to delivering practical, hands-on training programs on STEM concepts, basic computer skills and robotics to high school students, supported by trainers (high school teachers and tertiary student volunteers) who are trained by NSBE Ghana to deliver the curriculum developed. NSBE Ghana is also encouraging young girls at the high school and tertiary levels to venture into science and engineering programs through its WISE Initiative (Women in Science and Engineering). This is geared towards narrowing the gender inequality gap and bringing about gender parity in STEM education and profession. In that time, NSBE Ghana has trained 99 trainers (49 high school teachers and 50 volunteers) to help deliver the NSBE Ghana curriculum to students. Since 2020, and accelerated by the COVID-19 pandemic, NSBE Ghana has also introduced online training programs for its instructors and some of its programs. The model of training high school teachers in addition to tertiary student volunteers has two main benefits. Teachers are upskilled and transfer their knowledge and skills to the students in their care, while the tertiary student volunteers gain valuable technical, organisational and leadership skills for them to gain a competitive advantage in an increasingly saturated job market. NSBE Ghana’s knowledge of the local context and presence across the spectrum, supported by the science Directorate, Ghana Education Service and a vibrant alumni network, makes them well-placed to continue to offer the needed support for STEM education and its application across Ghana.
12. In what ways are you actively seeking to contribute towards creating a safer, supportive, more equitable environment for participants and promoting the UCOC and Friendly Space Policy, and/or equivalent local policies and processes?
Below is a summary of The Carpentries Code of Conduct. Continue reading for a more detailed description of the CoC (https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html#code-of-conduct-detailed-view).
We are dedicated to providing a welcoming and supportive environment for all people, regardless of background or identity. By participating in this community, participants accept to abide by The Carpentries’ Code of Conduct and accept the procedures by which any Code of Conduct incidents are resolved. Any form of behaviour to exclude, intimidate, or cause discomfort is a violation of the Code of Conduct. In order to foster a positive and professional learning environment we encourage the following kinds of behaviours in all platforms and events:
- Use welcoming and inclusive language
- Be respectful of different viewpoints and experiences
- Gracefully accept constructive criticism
- Focus on what is best for the community
- Show courtesy and respect towards other community members
13. Do you have plans to work with Wikimedia communities, groups, or affiliates in your country, or in other countries, to implement this proposal?
No
13.1 If yes, please tell us about these connections online and offline and how you have let Wikimedia communities know about this proposal.
14. Will you be working with other external, non-Wikimedian partners to implement this proposal?
Yes
14.1 Please describe these partnerships and what motivates the potential partner to be part of the proposal and how they add value to your work.
NSBE Ghana - an affiliate of the National Society of Black Engineers - has been championing the study of Science, Technology, Engineering and Mathematics (STEM) programs in Ghana since it was founded in 1998. This has been done through establishing NSBE Ghana STEM clubs and chapters across the full educational spectrum (primary to tertiary level), organising science project fairs, quiz competitions, conferences, STEM outreach programs and vacation programs. Since 2019, NSBE Ghana has narrowed its focus to delivering practical, hands-on training programs on STEM concepts, basic computer skills and robotics to high school students, supported by trainers (high school teachers and tertiary student volunteers) who NSBE Ghana trains to deliver the curriculum developed. NSBE Ghana is also encouraging young girls at the high school and tertiary levels to venture into science and engineering programs through its WISE Initiative (Women in Science and Engineering). This is geared towards narrowing the gender inequality gap and bringing about gender parity in STEM education and profession. In that time, NSBE Ghana has trained 99 trainers (49 high school teachers and 50 volunteers) to help deliver the NSBE Ghana curriculum to students. Since 2020, and accelerated by the COVID-19 pandemic, NSBE Ghana has also introduced online training programs for its instructors and some of its programs. The model of training high school teachers in addition to tertiary student volunteers has two main benefits. Teachers are upskilled and transfer their knowledge and skills to the students in their care, while the tertiary student volunteers gain valuable technical, organisational and leadership skills for them to gain a competitive advantage in an increasingly saturated job market. NSBE Ghana’s knowledge of the local context and presence across the spectrum, supported by the science Directorate, Ghana Education Service and a vibrant alumni network, makes them well-placed to continue to offer the needed support for STEM education and its application across Ghana. Additionally, the proposed project is in line with two of NSBE’s strategic goals:
Improve academic excellence/retention by developing, strengthening and supporting programs Help Black Engineering Students succeed professionally, and provide professionals with opportunities to help the next generation.
For this project, NSBE Ghana can provide access to its pool of trainers and the larger NSBE Ghana volunteer community, who can then be trained to become Carpentries instructors. NSBE Ghana will also help to facilitate the sessions, including assisting with scheduling, organizing and providing hands-on support during the sessions.
15. How do you hope to sustain or expand the work carried out in this proposal after the grant?
Supplying newly trained Instructors in Ghana to self-organise their own Carpentries events in the future. This will be achieved through the instructor training event as well as the workshop for teaching online events.
16. What kind of risks do you anticipate and how would you mitigate these. This can include factors such as external/contextual issues that may affect implementation, as well as internal issues, such as governance/leadership changes.
- We do not anticipate any risks.
17. In what ways do you think your proposal most contributes to the Movement Strategy 2030 recommendations. Select a maximum of three options that most apply.
Increase the Sustainability of Our Movement, Ensure Equity in Decision-making, Coordinate Across Stakeholders, Invest in Skills and Leadership Development, Innovate in Free Knowledge
18. Please state if your organization or group has a Strategic Plan that can help us further understand your proposal. You can also upload it here.
Learning, Sharing, and Evaluation[edit]
19. What do you hope to learn from your work in this fund proposal?
At The Carpentries we are “Always Learning”. We embody the growth mindset we teach using data and community feedback to measure our impact and foster continuous improvement. With the use of our pre, post and long-term surveys we hope to learn more about the cultural and contextual relevance of The Carpentries curriculum.
For more information on assessment and impact at The Carpentries, please see - https://carpentries.org/assessment/
20. Based on these learning questions, what is the information or data you need to collect to answer these questions? Please register this information (as metric description) in the following space provided.
| Main Metrics | Description | Target |
|---|---|---|
| Pre-Training Survey | https://carpentries.github.io/assessment-archives/instructor-training-pre/instructor-training-pre.html | N/A |
| Post-Training Survey | https://carpentries.github.io/assessment-archives/instructor-training-post/instructor-training-post.html | N/A |
| Long-Term Impact Survey | Additionally, we began collecting data on the long-term impact our workshops have on Carpentries learners. The Carpentries Long-Term Impact Survey (https://carpentries.github.io/assessment-archives/long-term/long-term.html) was launched in March 2017, and data is collected every six months. | N/A |
| N/A | N/A | N/A |
| N/A | N/A | N/A |
Here are some additional metrics that you can use if they are relevant to your work. Please note that this is just an optional list, mostly of quantitative metrics. They may complement the qualitative metrics you have defined in the previous boxes.
| Additional Metrics | Description | Target |
|---|---|---|
| Number of editors that continue to participate/retained after activities | N/A | N/A |
| Number of organizers that continue to participate/retained after activities | N/A | N/A |
| Number of strategic partnerships that contribute to longer term growth, diversity and sustainability | N/A | N/A |
| Feedback from participants on effective strategies for attracting and retaining contributors | N/A | N/A |
| Diversity of participants brought in by grantees | N/A | N/A |
| Number of people reached through social media publications | N/A | N/A |
| Number of activities developed | N/A | N/A |
| Number of volunteer hours | N/A | N/A |
21. Additional core quantitative metrics. These core metrics will not tell the whole story about your work, but they are important for measuring some Movement-wide changes. Please try to include these core metrics if they are relevant to your work. If they are not, please use the space provided to explain why they are not relevant or why you can not capture this data. Your explanation will help us review our core metrics and make sure we are using the best ones for the movement as a whole.
| Core metrics | Description | Target |
|---|---|---|
| Number of participants | N/A | N/A |
| Number of editors | N/A | N/A |
| Number of organizers | N/A | N/A |
| Wikimedia Project | Description | Target |
|---|---|---|
| N/A | N/A | N/A |
| N/A | N/A | N/A |
| N/A | N/A | N/A |
| N/A | N/A | N/A |
| N/A | N/A | N/A |
21.1 If for some reason your proposal will not measure these core metrics please provide an explanation.
N/A
22. What tools would you use to measure each metric selected?
Surveys as set out here - https://carpentries.org/assessment/. These include pre, and post-event surveys as well as long-term surveys.
Financial Proposal[edit]
23. & 23.1 What is the amount you are requesting from WMF? Please provide this amount in your local currency. If you are thinking about a multi-year fund, please provide the amount for the first year.
- 21522.5 USD
23.2 What is this amount in US Currency (to the best of your knowledge)?
- 21522.5 USD
23.3 Please upload your budget for this proposal or indicate the link to it.
23.4 Please include any additional observations or comments you would like to include about your budget.
- An amount of $33022.50 in support of The Carpentries in Ghana would provide consistent support for the accessibility of the activities proposed, including learner attendance at Carpentries workshops and Instructor Training programs; mobile data support for learners; travel for in-person training events and our fiscal sponsor fee (11.11%).
Please use this optional space to upload any documents that you feel are important for further understanding your proposal.
- Other public document(s): You can find more information about The Carpentries in Africa here - https://docs.carpentries.org/topic_folders/regional_communities/african_task_force.html
Final Message[edit]
By submitting your proposal/funding request you agree that you are in agreement with the Application Privacy Statement, WMF Friendly Space Policy and the Universal Code of Conduct.
We/I have read the Application Privacy Statement, WMF Friendly Space Policy and Universal Code of Conduct.
- Yes
Feedback[edit]
- Please add any feedback to the grant discussion page only. Any feedback added here will be removed.
- Wikimedia Community Fund/Proposals
- Wikimedia Community Fund/Proposals/Not funded
- Not funded General Support Funds for unknown region in FY 2023-24
- Not funded General Support Funds for unknown region in FY 2023-24 (undefined round)
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- General Support Funds in FY 2023-24 (undefined round)