Jenkins, the Computational Macroeconomics course instructor (Index 0) has written a paper on this course in which he states that the student feedback, which was provided by everyone on the course, indicated the course was valuable, interesting, and enjoyable \cite{jenkins}. Against these successfully achieved learning objectives, Jenkins shares his views on using Jupyter for his course: "From a pedagogical perspective, the Jupyter Notebook is a fantastic tool that makes it easy to teach...The Notebook is a wonderful instructional tool because it allows me to write notes and instructions in HTML that students can read in advance and then we complete the Notebook together in class." \cite{jenkins}. Jenkins additionally emphasises that one of the contributions of this written paper is supporting better teaching by describing how to take advantage of Jupyter notebooks' versatility.
Nelson, whose instruction includes both the Digital Methods for Social Sciences and Humanities and Text Analysis for Digital Humanists and Social Scientists courses (Index 8 and 9), expresses similar sentiment on her website about using these tools to teach \cite{nelsona}. Speaking in the context of her overall passion for teaching programming to social scientists and humanities scholars, which can be assumed include her courses in our sample, Nelson remarks "I have found Jupyter Notebooks are, by far, the most powerful pedagogical tool to teach programming to students to any level, but particularly those with no programming background." As such, she also, like Jenkins, makes a strong recommendation to use this technology to teach applied programming
Powerful tool for effective learning