Implementation of an Open Science Instruction Program for Undergraduates

Hanna, Sharon L.; Pither, Jason; Vis-Dunbar, Mathew

doi:10.1162/dint_a_00086

Cited by 9 publications

(9 citation statements)

References 6 publications

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“…There was also further evidence in our review of the effects of embedding open and reproducible science across full modules, syllabi and assessments. For example, Hanna et al [108] designed an undergraduate module that introduced students to open research and reported that students (n = 72) expressed a general positive attitude towards open practices after taking the module, in a free-text module evaluation using qualitative comments. Hanna et al [108] also identified that key benefits, in terms of student attitudes, were for transparency, collaboration and research progress.…”

Section: Students' Attitudes Towards Sciencementioning

confidence: 99%

“…For example, Hanna et al [108] designed an undergraduate module that introduced students to open research and reported that students (n = 72) expressed a general positive attitude towards open practices after taking the module, in a free-text module evaluation using qualitative comments. Hanna et al [108] also identified that key benefits, in terms of student attitudes, were for transparency, collaboration and research progress. Qualitative analysis focused on students' motives to publish their work using open practices.…”

Section: Students' Attitudes Towards Sciencementioning

confidence: 99%

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Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

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In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

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Section: Students' Attitudes Towards Sciencementioning

confidence: 99%

Section: Students' Attitudes Towards Sciencementioning

confidence: 99%

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

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“…While OS programming at the university level is becoming more common and libraries have been involved in offering OS training [ 27 , 28 ], examples of health sciences librarians (HSLs) providing OS training are not well reported in the published literature. These gaps have been highlighted in a recent scoping review examining HSL's support for OS [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

Integrating open science education into an undergraduate health professional research program

Read

Lieffers²,

Massie³

2023

jmla

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Objective: Open science (OS) is a global movement focused on improving research equity, reproducibility, and transparency of research outputs in publicly funded research. This paper describes how a librarian collaborated with teaching faculty and a research program coordinator to integrate an OS curriculum into an undergraduate professional practice course and assess students’ perceptions of OS after participating. Methods: A librarian developed an OS-specific curriculum for an undergraduate professional practice course in Nutrition. This course is part of the First Year Research Experience (FYRE) program, which is integrated into 13-week undergraduate courses to introduce students to core elements of the research process in their first year of study by carrying out a research project. The OS curriculum included an Introduction to OS class, a requirement that students share their research outputs in the Open Science Framework, and an assignment asking students to reflect on their experience learning about and practicing OS. Twenty-one of 30 students consented to having their reflection assignment undergo thematic analysis. Results: Students indicated transparency, accountability, accessibility to research outputs, and increased efficiency as positive attributes of OS. The time commitment, fear of being scooped, and concerns over having research be misinterpreted were considered negative attributes. 90% (n=19) of students indicated that they intend to practice OS in the future. Conclusion: Based on strong engagement from the students, we believe that this OS curriculum could be adapted to other undergraduate or graduate student contexts where a research project is required.

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“…This has led to discussions related to teaching undergraduate students about the factors that have contributed to the 'replication crisis', which is the growing concern about the lack of successful replications of published research (Chopik et al, 2018;Haas & Rouse, 2020). Similarly, there have been efforts to address QRPs in student research (Sacco & Brown, 2019;Strand & Brown, 2019;Wagge et al, 2019), and considerations of how to integrate this approach across teaching curricula (Frank & Saxe, 2012;Frankowski, 2021;Galati & Markant, 2018;Hanna et al, 2021;Sarafoglou et al, 2020). Likewise, there have been recent proposals to respond to these concerns through development of best practice guides (e.g., Morling & Calin-Jageman, 2020;Stojmenovska et al, 2019) and dissemination of novel ways to teach open scholarship methods and concepts (Jekel et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

Shaw

Pownall

Aldoh

et al. 2021

Scholarship of Teaching and Learning in Psychology

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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.

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Implementation of an Open Science Instruction Program for Undergraduates

Cited by 9 publications

References 6 publications

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Integrating open science education into an undergraduate health professional research program

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

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