FORRT brings the open scholarship and reproducible science movements to teaching and mentoring, in the pursuit for the best conceivable practices in higher education. Our aspiration is to build, together with educators, a pathway towards the incremental adoption of open and reproducible science tenets in education. We believe the integration of these tenets should not be seen as an additional layer to existing proposals for reform but rather one that can unite them.
Instead of encouraging an atmosphere of competition, we are compiling best practices in teaching open science, scientific literacy, and related topics, while advocating for structural change to foster a collaborative and conducive environment. FORRT supports endeavors to seriously examine current practices in higher education around the perceived relative importance of different academic activities and elevating teaching-related activities within those hierarchies.
With FORRT, educators in higher-education have increased opportunities to shape the minds and future of the consumers of science and the next generation of academics. Numerous scholars consider as a significant part of their responsibilities to contribute to the next generations’ edification and professional development – i.e., broadening their horizons, imparting expertise into the acquisition of knowledge independently, fostering the conditions to discover connections of seemingly unrelated phenomena, helping develop the tools and self-confidence necessary to challenge outdated dogma and its roots on current societal and educational institutions. FORRT will help educators in accomplishing these downstream goals. At its best, FORRT should be the answer to the question “what are the best conceivable educational practices in higher education and how to achieve it in light of the Credibility Revolution and the rise of Open Scholarship movement?” Unrelated, but equally important, FORRT hopes to contribute to the sustainability of the grassroots movement for the improvement of science and help foster social justice through the democratization of scientific educational resources and pedagogies.