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Research Software Camps: A Day in the Life of a Specialist Research Technician

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Research Software Camps: A Day in the Life of a Specialist Research Technician

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James Orton

Posted on 21 November 2024

Estimated read time: 7 min
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Research Software Camps: A Day in the Life of a Specialist Research Technician

RSC logo, A Day in the Life of a..., a person standing next to a phone

As part of the Research Software Camps: Digital Skills for Research Technical Staff, we collaborated with professionals in their field to create a new series titled "A Day in the Life of a...". This series aims to highlight the responsibilities of these roles and provide insight into their daily activities. In this article by James Orton (Specialist Research Technician, National Crystallography Service), we learn more about what a day in the life of a specialist research technician looks like.

How would you describe your role to others? 

To those outside of chemistry, I describe myself as a chemical research scientist as such words as crystallographer, porous metal-organic-frameworks and single crystal X-ray (or electron) diffraction probably don’t mean very much, and the name chemist often gets confused with pharmacologist

The above is often enough, but for those more interested, perhaps the longer form description would be: “I specialise in a technique which uses X-rays (or a beam of electrons) on crystalline materials, to be able to see right down to the atomic level.  This is not normally possible as atoms are far too small to be seen using a microscope. This enables us to see what it is made from and learn a great deal about its structure – how it holds together – think Lego bricks of all shapes. This helps us understand its physical properties and gives us pointers on how to make new materials with potentially even more useful properties.” 

Talk us through a normal day as a Specialist Research Technician 

The NCS has some of the most powerful lab-based single-crystal diffractometers in the world; a typical day, therefore, kicks off with a safety inspection of our facility, ensuring that all our instruments are running smoothly.  I’m almost always first in, an early shift day works best for me with my care commitments and long commute.  Having the machines properly taken care of is also beneficial to the rest of the team throughout the day.

If all is well (nothing is on fire, leaking or squeaking) and all instruments are busy collecting data, I turn my attention to my own work schedule. A somewhat Sisyphean task, but then I could never complain that I was bored!  From project management to chemical synthesis, structure refinement, drafting papers and a myriad of things in between, there is never a dull moment. And meetings. Sadly, there are always more meetings!

With all that is going on, it can be hard to carve out time for extracurriculars, but I am well supported by my director and line manager.  If I need to make time for something important, the sea is parted and a way is found!  

Lunchtime tends to be a movable feast. Whilst I’m master of my own diary (except for meetings), some tasks are not easy to break mid-flow.  It might not be safe (or advantageous) to leave a chemical prep part finished. Instrument time is also very precious.  Grappling with a challenging sample might take much longer than expected, but perseverance usually pays off. 

I try to take my lunch away from the office whenever possible.  It is all too easy to get sucked into answering e-mails or tinkering with some data whilst numbly munching.  It is paramount to carve out some quiet time, catch a breath and give the mind a chance to clear before cracking on with the rest of the day.  This is the sage advice I was given, which has stuck with me: try to eat your lunch al fresco not “el desko”! 

With an early shift day, after lunch is my home stretch.  The 2-3 hours of relative quiet certainly helps productivity in some ways (fewer interruptions, often less competition for instrument time etc.). However, this does come at a price: less face time and interaction with the rest of the team (knowledge transfer and working relationships), the need for stronger planning for when lab-work can be carried out safely (lone working is a no-no), and top-notch communication and scheduling of the instruments (to avoid friction and ensure all the team are able to collect their data within deadlines). 

As the day draws to an end, it is invaluable to take a few minutes to reflect on what was accomplished and any outstanding plans. It is also useful to take stock of any surprises and reshuffle future tasks accordingly. 

The very early mornings are often hectic, doubly so if there is a breakdown or complication to deal with.  Having a clear plan in place can rescue a stalled start or pre-build in some good momentum for the next working day.   

Lastly before leaving, a quick check on how much traffic to expect, press play on a good audiobook, podcast, or some chill music, then off home for a workout, a nice meal and family time! 

What do you enjoy the most about your job? 

Mentoring and small-scale tutoring of students is the most rewarding, especially when they are keen to learn. I especially enjoy enabling those lightbulb moments, having the chance to walk alongside them during their journey and being on hand when things inevitably don’t go quite to plan! 

Research-wise, solving crystal data is particularly satisfying.  Turning raw, cold numbers from a collection into a 3D/explorable model of the sample, might sound like a strange joy to a non-chemist but to us, it’s amazing!  To see, with absolute certainty, right down to the molecular level – no other analytical technique comes close.  The insight and understanding gained is invaluable for future development.  Relating structure and bonding to macro-scale properties, chrematistics and behaviours; inferring design ideas from results into plans for synthesising new materials with potentially even more interesting properties… it's marvellous! 

What is the hardest part of your job?  

It can be a challenge switching between desk work and time in the lab. It is often difficult to gauge how long a lab task might take, especially if it is a new procedure.  It is difficult to get into a flow state when straddling two spheres of work and trying to schedule in other things around such unknowns often leads to frustration, especially when deadlines are looming. 

Few are keen on paperwork and bureaucracy, while they are often important and necessary, they are rarely pleasant or welcome. Triaging e-mail inboxes, and writing formal documents, proposals and papers can be time-consuming and draining, especially when you are not a naturally gifted wordsmith. 

What are some of your hobbies/extracurricular activities 

I am a born again Christian so invest a lot of time into related studies and fellowship with my local church.  As well as actively developing my spiritual health, I am also keen on personal fitness and enjoy callisthenics, hiking and orienteering… but not running (I loathe running with a passion, it is as dull as dishwater! This might explain why the faces on so many joggers look depressed?)   

I enjoy music, cooking good food, and have been known to play the odd video game.  I am also growing my love of books too. This is something I’ve had to be a bit more intentional about.  I have a learning difficulty and my reading endurance could be better.  Persevering with this has paid many dividends and opened so many great treasures of wisdom and adventure! 

 

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Research Software Camps: Technical Careers 1

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Research Software Camps: Technical Careers 1

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Denis Barclay

Denis Barclay

Communications Officer

Posted on 20 November 2024

Estimated read time: 9 min
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Research Software Camps: Technical Careers 1

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As part of the Research Software Camps: Digital Skills for Research Technical Staff, we are reposting a series of case studies developed and originally published by MI TALENT. This series aims to highlight the many paths that may lead towards a technical career.

Aline Nixon

ALINE NIXON 

Research Nurse/Senior Technician University of Nottingham
  • Present: Senior Human Physiology Technician/Research Nurse, University of Nottingham
  • 2007: MSc University of Nottingham (part time by dissertation)
  • 2006: Staff Nurse (Neuro ITU/HDU), Sheffield Teaching Hospitals NHS Trust
  • 2005: Staff Nurse (Neurology and Neurosurgery), Nottingham University Hospitals NHS Trust
  • 2004: PGDip (Nursing), University of Nottingham
  • 2001: BSc (Hons), University of Newcastle

WHAT LED YOU TO BECOME A TECHNICIAN? 

Initially it was a steppingstone for a year to get some research experience. I had in my mind I was on a pathway to a nurse specialist role (I had my sights set on an epilepsy nurse specialist but any of the neuro nurse specialist roles interested me – ironically, I was approached by the neuro team to apply for this role when I was on maternity leave with number 2 but it wasn’t the right time to be going up to full time hours and starting a new job with a 6 month old and another on the way). The autonomy I sought in the specialist role whilst still applying clinical/technical skills rather than moving down a management pathway has been fulfilled in many ways in the technical role I took on and have evolved over time here.

HOW HAS YOUR CAREER PROGRESSED (WHERE ARE YOU NOW)? 

My role has expanded, and my expertise has become more specialised with experience. I am heavily relied on by the group to execute many of the specialist techniques that are essential for our research. My range of technical skills and responsibilities has broadened and expanded over the 14 years I have been here. In terms of level within the job family this increased level of responsibility and expertise is not reflected in my career pathway and I am still in the level 4 technical role that I was employed into.

WHAT WERE THE MOST USEFUL ACTIVITIES THAT HELPED YOU PROGRESS IN YOUR CAREER? 

Coming into the role with clinical experience and a Masters degree (the research element of which was very much selfdirected) provided a strong foundation for my current role. 

Since being in my current role a number of opportunities have supported my progress which have included being supported to undertake two masters level modules in sonography at the University of Derby (this cemented the theory underpinning the practical ultrasonography techniques that I have learnt to execute in my current role). 

  • Opportunity to work collaboratively with other groups such as SPMIC and clinical researchers. 
  • Opportunity to learn specific techniques e.g. retrograde cannulation, deep vein cannulation, euglycemic clamp and hyperinsulinemic clamp protocols, IVGTT, ultrasonography, DEXA operator. 
  • Responsibility of IRMER practitioner for the two DEXA facilities across the faculty. 

Being assigned to a specific study where I am recognised by the researcher as being the expert that will deliver a particular technical element of a protocol or support the delivery of the protocol based on my clinical/scientific experience. Studies where I have gained the most are where I have been partnered with a researcher (usually a PhD student) who requires my expertise to execute the study and could not achieve this independently. For example a Paediatric Crohn’s study required my technical expertise in siting the retrograde cannulas which were tricky due to their small vessels. This study also required my clinical experience for recruitment which was essential for liaising with the ambulatory care unit and the clinicians involved in the study. A more recent study in the MRI where a feed was delivered via NG tube was also a good development opportunity. This required the feed to be delivered over an hour but it hadn’t been considered by the academics that the feed pumps that could deliver the feed over a set time were not MRI compatible. I took on the responsibility to solve this problem and set up a bespoke system using a pressure bag that is usually used in the hospital critical care setting to maintain pressure on fluid bags when patients have arterial lines in situ. The system required various giving sets and connectors that I pieced together through liaising with the medical rep from the feed pump company and an enteral feed nurse specialist in the hospital. The control and experimental feeds were different viscosities so I spent some time in the lab calculating the drip rate for each feed so that it could be delivered to time. It was all a satisfying puzzle to solve and without it the protocol couldn’t have been executed. These sorts of opportunities are also good for strengthening technical skills. 

WHAT ARE YOUR CAREER HIGHLIGHTS AND WHAT HAVE YOU ENJOYED THE MOST? 

A trip to the Faroe Islands for two weeks to execute a collaborative study last year with a Danish research group. Myself and another colleague from our research group were invited to run the hyperinsulinemic clamp element of the protocol in a group of patients with a genetic disorder. It was long days in the lab on 10 of the 14 days I was there working from 8 till 8. However the protocol was stimulating, the company of the team and the patients was exceptional, and the scenery of this beautiful country that I observed on my 4 days off was amazing. 

The many patient cohort studies are an element that I particularly enjoy, translating my scientific expertise into clinical cohorts is satisfying coming from a clinical background. These studies are fortunately becoming more frequent in our group. I did particularly enjoy the NG tube study in the MRI for many reasons including the level of technical/clinical skills that the protocol called for, the method development challenges, and the team I worked with. I think that it is often the team and the volunteers that you are working with that bring the enjoyment to the role. It is the practical delivery of protocols in human studies that I particularly enjoy. The current post COVID study I am delivering with one of our research fellows at the moment is particularly enjoyable. Again this is a study where my clinical/ technical skills are required, I am working with a group of fantastic volunteers and clinicians, and I have the opportunity in this study to learn a new technique for me as we are measuring motor unit function with iEMG using needle electrodes.

DO YOU HAVE ANY FUTURE CAREER ASPIRATIONS AND IF SO WHAT ARE THEY? 

I would like my unique technical/clinical skill set combination to be recognised as a level 5 role and have the opportunity to develop translational human physiology research protocols into patient cohorts further. I feel my dual role sitting across the scientific and clinical world contributes something that technicians without a clinical background are not able to provide. By the same token research nurses who support the research of clinicians do not have the scientific insight that I have to execute our human physiology protocols to the same standards. I go backwards and forwards as to whether a PhD is something that I might embark on in the future. I am still undecided whether this is necessary to enhance my role as I have no desire to follow the academic pathway and run my own research group but I can see strengths I could gain from undertaking a PhD. It would have to be a specific PhD opportunity if I were to follow this route. I am quite happy following the technical specialist route which lends itself to my strengths. 

WHAT CAREER ADVICE WOULD YOU GIVE TO YOUR YOUNGER SELF? 

I think when you leave school you are given the impression that there are distinct careers to follow but my experience is that the route into some careers is not this straight forward. I had very clear plans at school that I would train to be a speech therapist and would follow this career pathway. This I did and I gained a degree in Speech and Language Sciences from Newcastle University which had the best reputation at the time for training in this vocation. However on completing my degree I then went on and trained as a nurse and became very focused on becoming a neurosciences nurse specialist utilising the head and neck/ neuro academic background from my undergraduate degree and applying it in the critical care environment. I fell into a research role which was supposed to be a stepping stone for a year and this is where I have stayed for the majority of my career. 

It is good to have goals and career aspirations but I think what I would say to my younger self is that nothing is set in stone and sometimes opportunities present themselves that you can’t plan for. Embracing these opportunities as they arise is definitely something I would recommend. Learning and training opportunities are always beneficial and even if their application may not be clear at the time in your planned career path it is good to remember that many of the skills we acquire along our path in life are transferable across a range of contexts.

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Research Software Camps: A Day in the Life of a Research Software Engineer

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Research Software Camps: A Day in the Life of a Research Software Engineer

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Philippa Broadbent

Philippa Broadbent

Senior Research Software Engineer

Posted on 19 November 2024

Estimated read time: 5 min
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Research Software Camps: A Day in the Life of a Research Software Engineer

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As part of the Research Software Camps: Digital Skills for Research Technical Staff, we collaborated with professionals in their field to create a new series titled "A Day in the Life of a...". This series aims to highlight the responsibilities of these roles and provide insight into their daily activities. In this article by Philly Broadbent (Research Software Engineer, University of Southampton), we learn more about what a day in the life of an RSE looks like.

How would you describe your role to others? 

I usually say that I develop software to support academic research, and I also teach researchers basic programming skills.  

Talk us through a normal day as a Research Software Engineer (RSE) 

I usually start my day by catching up on Slack messages and emails, flagging anything urgent. I check my to-do list and add any new tasks from emails or ongoing projects - I’ve been using Todoist for a few years now, and it really helps me stay on top of things.  Next, I look over my calendar to see what meetings or training sessions I have coming up. At 10 am, the Southampton Research Software Group (SRSG) has a quick stand-up meeting. It’s a chance for each of us to share our plans for the day and ask for any advice. 

After that, my mornings can go in a few directions. Sometimes, I’m working on a research software project, writing code to support different departments around the university. As the training lead for the SRSG, I might also be organizing an upcoming training session for a Doctoral Training Centre. Other times, I deliver the training myself, like teaching our beginner’s R course. Teaching is one of my favourite parts of the job, it’s really rewarding to see people build confidence in programming. 

At lunchtime, I make it a point to get away from my desk. I usually take my whippet, Ronnie, out for a walk, which is a nice break from screens. Then I grab some lunch and get a post-lunch coffee before jumping back into work. My lunch break doesn’t always happen at the same time, it depends on my schedule, so I take it when I can find a natural pause, either between meetings or after finishing a task. 

After lunch, I take another look at my to-do list, adjust priorities if I need to, and see what’s left on my calendar. Afternoons in this role can look totally different each day.  For example, I might be diving back into tasks for a research software project - as well as directly writing code, this could also include working on software documentation, updating project boards, or testing code to make sure everything’s running smoothly. Alternatively, sometimes I’ll be planning future training sessions, handling logistics, or delivering training. 

I aim to finish by 5 p.m., although I sometimes work a bit later if there’s a deadline or a bug that I’m determined to solve. At the end of the day, I check any last messages, update project boards with whatever I’ve worked on, and plan out my tasks for the next day. This way, I can jump right in the next morning with a clear idea of what’s next. 

What do you enjoy the most about your job?  

I enjoy meeting researchers from all areas of the university and learning a little about their field of expertise while working on the software project.  

I also enjoy the technical side of things—constantly learning new programming languages, tools, and frameworks. Our team is super supportive, and it’s great to work with people who are open to sharing ideas and helping each other.  

Knowing that my work directly helps researchers do their work better and faster is also really satisfying. It’s nice to feel like what I’m doing has a positive impact on the research community. 

What is the hardest part of your job?  

One of the tough parts of being an RSE is that you often need to jump into projects outside your area of expertise. Working across different disciplines and technologies can be a challenge because it means constant learning. Research software requirements can also be a bit of a moving target.  They can change as the project develops, which means you must be flexible and ready to adapt.  

What are some of your hobbies/extracurricular activities? 

Outside work, I play badminton for a local club. It’s a sport I’ve played since I was young, and it’s a great way to get some exercise, enjoy some competition, and socialise.  I also enjoy playing the piano and clarinet.  I find that music gives me a creative outlet and a nice change from the technical work I do during the day, helping me to unwind and recharge. 

 

 

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Free resources for technical staff: Career development and research software training

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Free resources for technical staff: Career development and research software training

Author(s)
Aleksandra Nenadic

Aleksandra Nenadic

Training Team Lead

Selina Aragon

Selina Aragon

Associate Director of Operations

Posted on 18 November 2024

Estimated read time: 8 min
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Free resources for technical staff: Career development and research software training

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This blog post is part of the Research Software Camps: Digital Skills for Research Technical Staff.

Here we list some of the free and open information and training resources available to technical staff and Research Software Engineers (RSEs) to aid learning on various topics around career development, introductory software development, FAIR software, research data management and analysis, teaching and lesson development skills, and more.

This blog is an update of our previous posts: “Training resources for researchers that want to learn to code” and "Free training resources to upskill on research software topics". Note that this reference resource is not an exhaustive list - if you’d like a training resource mentioned here, please get in touch.

Some of the courses listed below are being delivered at the Research Software Camp: Digital Skills for Research Technical Staff, 18-29 November 2024. Check the Research Software Camp's programme for more information.

Information resources 

The Technician Commitment is a university and research institution initiative, led by a steering board of sector bodies, hosted by the UK Institute for Technical Skills & Strategy. The Commitment aims to ensure visibility, recognition, career development and sustainability for technicians working in higher education and research, across all disciplines. Universities and research institutes are invited to become signatories of the Technician Commitment and pledge action to tackle the key challenges affecting their technical staff. Scroll down to learn more.

The UK Institute for Technical Skills and Strategy (ITSS) is home of the Technician Commitment and funded by Research England. It campaigns and advocates for the technical community in higher education, research and innovation in the UK.

The ITSS Technician Career Development Programme is open to technical professionals in higher education and research who are feeling unsure about their future career path and how to progress.

The Herschel programme for Women is designed for technicians who identify as women to help address the lack of women in technical management and leadership roles.

TALENT is a project which leads and influences change to advance status and opportunity for technical skills, roles and careers in UK higher education and research. TALENT concludes in February 2025 when parts of its work will transfer to the UK Institute for Technical Skills and Strategy (ITSS).

Research Software Resources

Jargon Busting Resources

If you are a beginner at developing code for your research or work, an excellent place to start is to familiarise yourself with the terminology used by the computational research communities. This is an important step as our learners come from different backgrounds, and may not be native English speakers – a term in one domain may mean something else entirely in another.

The Turing Way’s HandBook to reproducible, ethical and collaborative data science contains a very useful and comprehensive glossary of terms.

The Carpentries Glosario is another open-source and multilingual glossary of data science terms.

The Carpentries workshops often start with a jargon-busting session to make sure everyone understands the terminology used - one such example is Library Carpentry’s Jargon Busting.

Computational Skills Resources

Beginners

If you are a researcher who's begun writing code/software for research, who perhaps aspires to improve their skills and how to apply them, and perhaps needs help understanding some research software-related problems - try the following introductory resources on software development, data management and analysis and open and reproducible research.

ResourceTopic(s)Domain(s)
Software Carpentry; Data Carpentry; Library CarpentryR, Python, shell, Git, spreadsheets, OpenRefine, regular expressions, data analysis and visualisation, etc.Various domains; general
The Carpentries Resources - Spanish Translations Translations of The Carpentries R, Python, shell, etc. courses to Spanish  Various domains; general

Good enough scientific computing practices;

Managing academic software development

Project management using GitHubGeneral
Getting started with data in RR programming languageGeneral
Getting started with R, RStudio, and R MarkdownR programming languageGeneral

Mastering Shiny

 

Interactive web applications with RGeneral


Happy Git and GitHub for the useR

 

Git, GitHub for R usersGeneral
Building websites with Jekyll and GitHub pagesMarkdown, GitHub Pages websites, JekyllGeneral
Programming HistorianPython, data management and visualisation, mapping, web scraping, network analysis, etc.Humanities; information management
R, Open Research, and ReproducibilityR, open and reproducible researchPsychology; general
Open Intro to PythonPython, open and reproducible researchPsychology; general
Introductory Statistics for Public HealthR, statistics, data analysis, data sciencePublic health; biomedicine, biosciences
Data Science training programme for Health and Biosciences researchersR, Python, statistics, data analysis, data sciencePublic health; biomedicine, biosciences
The Turing Way Handbook

Open research, reproducibility, research (software) project design and management, guides for communication, collaboration

ethical research, Community Handbook

General
RDMkitData management/analysis skills, FAIR dataBiosciences
Library Carpentry: Fair Data and SoftwareFAIR data & softwareHumanities; information management

Research Software Engineering with Python:

Building software that makes research possible

shell, Git, testingGeneral
ARCHER2 introductory training coursesFoundational coding and data analysis skills, HPCGeneral
Basics of software engineering skills in R for scientistsCode modularity, documentation, and validation/testingGeneral

Beginner to Intermediate

For researcher developers and early career Research Software Engineers who have already attended some foundational training, the following beginner-intermediate resources may be of use to further their skills.

ResourceTopic(s)Domain(s)
The Missing Semester of Your Computer Science Education

Shell Tools and Scripting

Editors (Vim)

Data Wrangling

Command-line Environment

Version Control (Git)

Debugging and Profiling

Metaprogramming

Security and Cryptography

Potpourri

General
Choosing an open source license Software licencingGeneral
Python Data Science Handbook by Jake VanderPlasData scienceGeneral
Carpentries IncubatorAn open repository for sharing community-developed lessons on various topicsVarious domains; general

FAIR data cookbook

 

 

An online, open and live resource for the Life Sciences with recipes that help you to make and keep data Findable, Accessible, Interoperable and Reusable; in one word FAIR.

 

General
Five recommendations for FAIR softwareA collaboration between the Netherlands eScience Center and DANS.General
Super Computing Wales trainingHPCGeneral
Data Carpentry HPC lessonHPCGenomics
DiRAC TrainingHPCGeneral
HPC CarpentryHPCGeneral
Level Up Your Python course by Henry SchreinerPythonGeneral
DZone tutorialsVarious topicsGeneral
Introduction to BinderHubBinder, BinderHubGeneral
Docker IntroductionDocker container, reproducible computational environmentsGeneral
Singularity IntroductionSingularity container, reproducible computational environmentsGeneral
Cloud computing intro for genomicsCloud computingGenomics
Byte-sized RSE Short interactive tutorial sessions where you can learn key skills to improve how you write and manage your research software in just 1 hour on various topics (IDEs, testing, Git, Continuous Integration, etc.)General
ELIXIR's TeSS training portal Courses, events, videos, presentations, learning pathways, handbooks, etc.Life Sciences
HDR UK training Health data science training and learningBio/health sciences
The Good Research Code HandbookGood and reproducible research practicesGeneral
Imperial Research Computing and Data Science training programmeVarious courses on computing fundamentals and intermediate topicsGeneral

Intermediate

Check out the resources below for more experienced RSEs and researchers developers who started working on larger, more complex research software projects and are looking at the next steps to improve their skills further to overcome challenges in such projects, particularly around collaborating on research software development in teams.

ResourceTopic(s)Domain(s)
Beuzen & Timbers: Python PackagesPython packagingGeneral
Intermediate Research Software skillsSoftware design and development in teams, PythonGeneral
CodingWithJamesMurphy YouTube channelPythonGeneral
CodeRefineryDifferent topics around RSE practices for researchers who already write code: collaborative git, testing, modular code development, etc.General
Archer2 intermediate & advanced training coursesIntermediate & advanced data science, HPC, MPI, OpenMPGeneral
FAIR Software workshopTools and practices for producing and sharing quality, sustainable and FAIR (Findable, Accessible, Interoperable and Reusable) research software to support open and reproducible research.General

Teaching and Training Development Skills

If you already have an RSE skills background, and have some experience with delivering teaching or training or some prior experience in building materials for knowledge transfer or training, and aspire to improve your teaching or lesson creation skills to train others (perhaps within local research domain groups or more widely as part of a project), the following training resources are for you.

ResourceTopic(s)Domain(s)
Diàtaxis: A systematic framework for technical documentation authoringWriting technical documentation, how-to guides and tutorialsGeneral
Carpentries Lesson DevelopmentPedagogical skills on developing effective lessons collaborativelyGeneral
Carpentries Instructor TrainingPedagogical skills on teaching tech to novices, instructor trainingGeneral
Carpentries Lesson development study groupsPedagogical skills on developing effective lessons collaborativelyGeneral
CodeRefinery’s Instructor TrainingPedagogical skills on teaching tech to novices, instructor trainingGeneral
ELIXIR's Train the TrainerPedagogical skills on teaching tech to novices, instructor trainingGeneral
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The Research Software Camp: Digital Skills for Research Technical Staff starts today

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The Research Software Camp: Digital Skills for Research Technical Staff starts today

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Kyro Hartzenberg

Kyro Hartzenberg

Events Manager

Posted on 18 November 2024

Estimated read time: 1 min
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The Research Software Camp: Digital Skills for Research Technical Staff starts today

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Today marks the beginning of the Research Software Camp: Digital Skills for Research Technical Staff. This exciting programme focuses on exploring the role of technicians in research, career pathways and recognition of their contributions to research.

Over the next few days, the Software Sustainability Institute (SSI) will be hosting introductory courses to Python and R, as well as a “FAIR Research Software” course (delivered over four half-days), which will teach the tools and practices for producing and sharing quality, sustainable and FAIR research software to support open and reproducible research.

This Research Software Camp will draw to a close on Thursday 28 November, with a panel discussion, covering “Recognition and challenges in Technical Staff career pathways”. 

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Selina Aragon discusses Research Software Camp on Technically Edinburgh Podcast

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Selina Aragon discusses Research Software Camp on Technically Edinburgh Podcast

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Denis Barclay

Denis Barclay

Communications Officer

Posted on 5 November 2024

Estimated read time: 1 min
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Selina Aragon discusses Research Software Camp on Technically Edinburgh Podcast

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SSI Associate Director of Operations Selina Aragon joined hosts Lee Murphy and Charli Corcoran on the Technically Edinburgh podcast to discuss all things research software and introduce our upcoming Research Software Camp (RSC). You can listen to the episode on Spotify or below:

 

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Registration now open for Research Software Camp: Digital Skills for Research Technical Staff

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Registration now open for Research Software Camp: Digital Skills for Research Technical Staff

Author(s)
Kyro Hartzenberg

Kyro Hartzenberg

Events Manager

Posted on 4 November 2024

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Registration now open for Research Software Camp: Digital Skills for Research Technical Staff

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A selection of free online workshops and panel discussion, part of the Research Software Camp: Digital Skills for Research Technical Staff, are now open for registration. Most workshops are aimed at a beginner level and no previous knowledge or experience is required. 

This year, the RSC will delve into the role of technical staff at UK universities, career pathways, and recognition of technical staff contributions to research. The 2024 winter edition of RSC will take place between Tuesday 19 and Friday 29 November. 

View and register for all events on Eventbrite or by following the links below below:

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Instructor training workshop announced as part of the Research Software Camp

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Instructor training workshop announced as part of the Research Software Camp

Author(s)
Aleksandra Nenadic

Aleksandra Nenadic

Training Team Lead

Posted on 17 October 2024

Estimated read time: 2 min
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Instructor training workshop announced as part of the Research Software Camp

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We are delighted to announce the Carpentries Instructor Training workshop will take place on 19-22 November 2024, 1-5pm GMT, as part of the Research Software Camp: Digital Skills for Research Technical Staff

Register your interest to take part. Spaces are limited and we will allocate this on a first-come-first-serve basis. The organising team will contact participants in early November 2024. 

Please note attendees must have some previous exposure to Carpentries workshops, either as a student, helper, observer or co-instructor - to help set the things we will teach at the workshop in the right context.

What is Instructor Training?

Instructor Training teaches evidence-based approaches and pedagogy for teaching computational and data skills to novices effectively. It is part of the official training for becoming a certified Carpentries instructor. It also:

  • Teaches how to create a positive environment for learners at workshops and classes and motivate your learners.
  • Provides opportunities to practise and build your own teaching skills.
  • Prepares you to use these teaching skills in Carpentry workshops (but are also useful across any teaching you may do).
  • Helps you become an integrated member of the Carpentries community.

Find out more about the Research Software Camps and SSI training services

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Save the date for the Research Software Camp: Research Software Skills for Technicians

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Save the date for the Research Software Camp: Research Software Skills for Technicians

Author(s)
Selina Aragon

Selina Aragon

Associate Director of Operations

Posted on 7 August 2024

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Save the date for the Research Software Camp: Research Software Skills for Technicians

RSC logo, man in fron of filing cabinet

We’re very excited to announce that the next Research Software Camp (RSC) will run for two weeks from Monday 18 to the Friday 29 November 2024. The topic will be Research Software Skills for Technicians. 

Our exciting programme will focus on exploring the role of technicians in research, career pathways and recognition of their contributions to research.

Join us for the Research Software Camps, a two-week exploration filled with diverse online events held at different times throughout each week. Dive into our carefully curated collection of online resources, which include engaging discussion forums, informative blog posts, and helpful guides. All of the sessions and resources will be made freely available. 

This event is aimed at all technical staff working in academia or research who want to learn to code or improve their skills to help others with coding. We invite everyone to join the panel discussions and talks where no previous knowledge of research software is required. 

Get ready to learn and connect with our community as we delve into this topic together!

HomeEvents and workshops

Research Software Camp: Digital Skills for Research Technical Staff

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Research Software Camp: Digital Skills for Research Technical Staff

Organiser (s)
Selina Aragon

Selina Aragon

Associate Director of Operations

Events details
Location: 

online

Dates:

 18 | 29 November 2024

Research Software Camp: Digital Skills for Research Technical Staff

RSC logo, man in front of filing cabinet

 

Our  Research Software Camp will take place from 18 to 29 November 2024 and the theme is "Research Software Camp: Digital Skills for Research Technical Staff". Over the course of these two weeks, we will delve into the role of technical staff at UK universities, career pathways, and recognition of technical staff contributions to research. 

This event is aimed at all technical staff working in academia or research who want to learn to code or improve their skills to help others with coding. All events are open to researchers who are considering a technical career and Research Software Engineers (RSEs). 

We invite everyone to join the panel discussions and talks where no previous knowledge of research software is required. 

All of our workshops, discussions and online resources will be made freely available.

Schedule

Week 1 (18-22 November)

DateTimeInformation & register
19 November14:00-16:30 GMTCreación de paquetes de R para proyectos de investigación (principiantes)
20 November14:00-17:00 GMTData Visualisation in Python (beginners)
19-22 November13:00-17:00 GMTInstructor Training (intermediate)

Week 2 (25-29 November)

DateTimeInformation & register
25 November11:00 - 13:00 GMTFAIR Software workshop requirements drop-in session
26-29 November09:15 - 13:00 GMTFAIR Software workshop (intermediate)
27 November13:00-16:00 GMTFrom spreadsheets to R (beginners)
28 November15:00-16:00 GMTPanel Discussion: Recognition and challenges in Technical Staff career pathways

Check out our Eventbrite collection to register directly.

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