The purpose of this article is, therefore, to make the case for computational data-augmented HSSA education to adopt Jupyter notebooks as a central pedagogical tool, given the technology is widely held as the gold-standard for teaching and learning STEM tools and methods, hence interdisciplinary courses should take advantage of the many transferable benefits on offer. These utilities are well-documented in the official handbook \citep{al2019}.
In the next section, we present the first of two sets of data in support of this case, a regional sample of courses that represent some of the early adopters, i.e., computational data-transformed HSSA education at the undergraduate and secondary level designed to harness the pedagogical tooling power of Jupyter notebooks. This demonstrates what is considered achievable and desirable for interdisciplinary HSSA study for students at these two stages of education with this choice of educational technology.
The Art of the Possible: a sample of interdisciplinary HSSA courses using Jupyter notebooks
Using publicly available information supplemented with knowledge of my work, I compiled a sample of twenty courses that meet the interdisciplinary and tooling specification advocated by the article, within the regional scope of the US and UK: