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Join us as we speak with three different guests, all UC Berkeley Data Science alumni, who have gone on to pursue higher education. Ranging from learning sciences to epidemiology, our guests share their experiences, challenges, and insights into how their data science education prepared them for their current paths.

Ashley Quiterio, a PhD student in Learning Sciences at Northwestern University, delves into the intersection of data science and education, highlighting the transformative potential of data-driven approaches in shaping learning environments.

“Try everything and try different things. I mentioned all these different roles [I did during undergrad], where I was trying to see where I fit, deciding what I like about data education. There's all these different lenses and different ways of thinking about where you fit. So I'd encourage people to try that out, early and often. Data science is such an interdisciplinary field that you're not going to be lacking opportunities.” — Ashley Quiterio

Anna Nguyen, a PhD student in Epidemiology and Clinical Research at Stanford University, shares her journey from data science to public health, emphasizing the importance of interdisciplinary collaboration in addressing complex health challenges.

“Regardless of what anyone says, there's no pure cut way of getting into grad school. Pursuing opportunities that allow you to really explore your interests and displaying a willingness to learn is probably the best way to prepare for a masters or a PhD program. I think I definitely overestimated how much time I had in undergrad. And the time was so limited and valuable, so it's really not worth doing things that you don't enjoy in that limited time.” — Anna Nguyen

Rodrigo Palmaka, a Masters student in Statistics at UC Berkeley, offers perspectives on computational pathology and statistical research, illustrating the versatility of data science skills in diverse research domains.

“I think I always sought to focus on the fundamentals—not overfit or pigeonhole myself too much—and give myself some flexibility to, you know, be able to adapt to the next big thing.” — Rodrigo Palmaka

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“UC Merced opened in 2005, so we were starting from a very different place than lots of campuses are. So I try very hard to be really intentional about when we think about hiring people; we want to be very aware of ways that unconscious bias plays out in in hiring. When we invite people to give seminars, we try to invite people from variety of backgrounds and campuses. And so I think that being at UC Merced—a new campus with a really strong emphasis on diversity—it's very much something that’s important to the students.”

Join us in conversation with Suzanne Sindi, Professor of Applied Mathematics and Chair of the Department at UC Merced, as she shares her journey in incorporating data science concepts into her teaching, highlighting the importance of engaging students through real-world applications and interdisciplinary approaches. Suzanne discusses her involvement in diversity initiatives, such as the SIAM Activity Group in Equity, Diversity, and Inclusion, and how it shapes her teaching philosophy and fosters a more inclusive learning environment. We also touch on the challenges and opportunities of data science education in diverse settings, such as UC Merced's Central Valley location, and learn about strategies for preparing students to navigate the evolving landscape of mathematical and computational disciplines.

“So something like the mean or average value, are words that, you know, have meanings outside of math. And so now you're trying to use this in a context, like in sort of a scientific context. And one of the things I hadn't appreciated is, if you're working with people who potentially don't come from homes where they speak English at home, they don't have maybe the same context for some of those words in those terms.”

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“We are definitely a Hispanic enrolling institution, but the TIPS project is aiming to embrace that ‘serving’ term, and just the ideal of serving our Hispanic students. Through the TIPS project, there's a ton of professional development — very deep, profound professional development. We want an entire department to participate in the TIPS pathway because the department is a unit of change, meaning that the entire community and culture of that department will change, rather than just having a few people who are interested in DEI initiatives.”

Join us in discussion with Dr. Omayra Ortega, a professor at Sonoma State University, as we delve into the evolving landscape of data science education. From her journey as a mathematician with a background in music to her current endeavors in mathematical epidemiology and data science, Dr. Ortega shares insights into the intersectionality between gender, ethnicity, and inclusion in the data science community. As a former president of the National Association of Mathematicians and a passionate advocate for underrepresented groups in STEM, Dr. Ortega discusses the importance of fostering diversity and equity in data science education.

“If you're a data science educator, make friends with other data science educators because I'm sure they need help. They need your ideas, your models for how you run your degree program, for how you run your classes, and best practices. Go to those lovely workshops that are organized at UC Berkeley every summer and spring — if you're in California, join CADSE.”