Current norms for the teaching and mentoring of higher education are rooted in obsolete practices of bygone eras. Improving the transparency and rigor of science is the responsibility of all who engage in it. Ongoing attempts to improve research credibility have, however, neglected an essential aspect of the academic cycle: the training of researchers and consumers of research. Principled teaching and mentoring involve imparting students with an understanding of research findings in light of epistemic uncertainty, and moreover, an appreciation of best practices in the production of knowledge. We introduce a Framework for Open and Reproducible Research Training (FORRT). Its main goal is to provide educators with a pathway towards the incremental adoption of principled teaching and mentoring practices, including open and reproducible research. FORRT will act as an initiative to support instructors, collating existing teaching pedagogies and materials to be reused and adapted for use within new and existing courses. Moreover, FORRT can be used as a tool to benchmark the current level of training students receive across six clusters of open and reproducible research practices: ‘reproducibility and replicability knowledge’, ‘conceptual and statistical knowledge’, ‘reproducible analyses’, ‘preregistration’, ‘open data and materials’, and ‘replication research’. FORRT will strive to be an advocate for the establishment of principled teaching and mentorship as a fourth pillar of a true scientific utopia.[working document here: https://tinyurl.com/FORRTworkingDOC]

Open scholarship has transformed research, introducing a host of new terms in the lexicon of researchers. The Framework of Open and Reproducible Research Teaching (FORRT) community presents a crowd-sourced glossary of open scholarship terms to facilitate education and effective communication between experts and newcomers.

In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by higher standards of scientific evidence, increased interest in open practices, and promotion of transparency. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Currently, the impact of integrating an open and reproducible approach into the curriculum on student outcomes is not well articulated in the literature. Therefore, in this paper, we provide the first comprehensivereview of how integrating open and reproducible scholarship into teaching and learning may impact students, using a large-scale, collaborative, team-science approach. Our review highlighted how embedding open and reproducible scholarship may impact: (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.

Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.

The preprint is about how participatory research movement and neurodiversity movement can benefit the open scholarship movement and vice versa, leading to a more generalisable and accurate science of human behaviour and cognition.