Framework for
Open and
Reproducible
Research
Training

Logo of FORRT is a fort.

Publications, Preprints & Policy



FORRT’s Glossary


In response to the varied and plural new terminology introduced by the open scholarship movement, which has transformed academia’s lexicon, we have produced a community and consensus-based Glossary to facilitate education and effective communication between experts and newcomers. FORRT members have written a manuscript entitled A Community-Sourced Glossary of Open Scholarship Terms presenting the beta 0.1 version of our glossary of open scholarship terms.

Status: Our paper is published 🎉🥳 in Nature Human Behaviour. Cite as:

Parsons, S., Azevedo, F., Elsherif, M. M., Guay, S., Shahim, O. N., Govaart, G. H., Norris, E., O’Mahony, A., Parker, A. J., Todorovic, A., Pennington, C. R., Garcia-Pelegrin, E., Lazić, A., Robertson, O. M., Middleton, S. L., Valentini, B., McCuaig, J., Baker, B. J., Collins, E., … Aczel, B. (2022). A Community-Sourced Glossary of Open Scholarship Terms. Nature human behaviour, 6(3), 312-318. https://doi.org/10.1038/s41562-021-01269-4.

[Here’s the Open Access link to the copy-edited version at the publisher’s website, and here’s the postprint which is the same as the published version (but OA and not copy-edited).]

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The Role of Pedagogical Communities


We have written a manuscript entitled Towards a culture of open scholarship: The role of pedagogical communities describing (a) the the need to integrate open scholarship principles into research training within higher education; (b) the benefit of pedagogical communities and the role they play in fostering an inclusive culture of open scholarship; and (c) call for greater collaboration with pedagogical communities, paving the way for a much needed integration of top-down and grassroot open scholarship initiatives.

Status: Our paper is published 🎉🥳 in BMC Research Notes. Cite as:

Azevedo, F., Liu, M., Pennington, C. R., Pownall, M., Evans, T. R., Parsons, S., Elsherif, M. M., Micheli, L., Westwood, S., & FORRT. (2021). Towards a culture of open scholarship: The role of pedagogical communities. BMC Research Notes, 15(1), 1-5. https://doi.org/10.1186/s13104-022-05944-1


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Neurodiversity & Open Science in Academia


We have written a manuscript entitled Bridging Neurodiversity and Open Scholarship: How Shared Values Can Guide Best Practices for Research Integrity, Social Justice, and Principled Education explaining that Neurodiversity is fundamental to the understanding of human behaviour and cognition and that neurodivergent individuals are often stigmatised, devalued, and objectified. The authors describe systematic barriers, issue with disclosure, directions on prevalence and stigma, intersection of neurodiversity and open scholarship, and provide recommendations that can lead to personal and systematic changes to improve acceptance of neurodivergent individuals. We also present the perspectives of neurodivergent authors, the majority of whom have personal lived experiences of neurodivergence(s), and discusses how research and academia can and should be improved in terms of research integrity, inclusivity and diversity.

Status: Our paper is preprinted 🎉🥳 in MetaArxiv. Cite as:

Elsherif, M. M., Middleton, S. L., Phan, J. M., Azevedo, F., Iley, B. J., Grose-Hodge, M., … Dokovova, M. (2022, June 20). Bridging Neurodiversity and Open Scholarship: How Shared Values Can Guide Best Practices for Research Integrity, Social Justice, and Principled Education. https://doi.org/10.31222/osf.io/k7a9p. https://doi.org/10.31222/osf.io/k7a9p


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FORRT’s Lesson Plans


Despite the growing awareness of the benefits of training reproducible methods within undergraduate and postgraduate curricula, there remains a lack of systematic incorporation of open scholarship practices in taught courses across Higher Education. While the potential reasons for this are diverse, one reason may be the dearth of available ready-to-use educational resources. To support instructors aiming to bridge that gap, FORRT’s community built open educational resources that can be integrated into taught courses ‘out of the box’. As creating or changing course content can be onerous and time-consuming, we aimed to make evidence-based, high-quality lesson plans and activities available to teaching faculty, thus reducing the labour required to develop and implement open scholarship content. We compiled lesson plans and activities, and categorized them based on their theme, learning outcome, and method of delivery, which are made publicly available here: FORRT’s Lesson Plans.

The preprint can be found here (https://psyarxiv.com/fgv79/).

Status: This paper is published 🎉🥳 in Scholarship of Teaching and Learning in Psychology. Cite as:

Pownall, M., Azevedo, F., Aldoh, A., Elsherif, M. M., Vasilev, M. R., Pennington, C. R., … Parsons, S. (in press). Embedding open and reproducible science into teaching: A bank of lesson plans and resources. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000307.

Here’s the Open Access version at PsyArxiv https://doi.org/10.31234/osf.io/fgv79.

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FORRT’s Impact of Open Scholarship on Students (Systematic Review)


We have written a manuscript entitled The impact of open and reproducible scholarship on students’ scientific literacy, engagement, and attitudes towards science: A review and synthesis of the evidence. describing the available (empirical) evidence of the impact (and importance) of integrating open scholarship into higher education, its benefits and challenges on three specific areas: students’ (a) scientific literacy; (b) engagement with science; and (c) attitudes towards science.

The preprint can be found here (osf.io/9e526).

Status: Our manuscript is currently under review. Cite as:

Pownall, M., Azevedo, F., König, L. M., Slack, H. R., Evans, T. R., Flack, Z., … F. (2022, April 8). The impact of open and reproducible scholarship on students’ scientific literacy, engagement, and attitudes towards science: A review and synthesis of the evidence. https://doi.org/10.31222/osf.io/9e526

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FORRT’s Manifesto


We have written a manuscript entitled Introducing a Framework for Open and Reproducible Research Training (FORRT) describing the importance of integrating open scholarship into higher education, its benefits and challenges, as well as about FORRT initiatives aiming to support educators in this endeavor.

The preprint can be found here (osf.io/bnh7p).

Status: Our manuscript is currently under review. Cite as:

Azevedo, F., Parsons, S., Micheli, L., Strand, J., Rinke, E., … & FORRT (2019, December 13). Introducing a Framework for Open and Reproducible Research Training (FORRT). https://doi.org/10.31219/osf.io/bnh7p


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Policy | Building Community


FORRT responded to the the call from the UK House of Commons Science and Technology Committee on for evidence on reproducibility and research integrity, and the roles different institutions play in this arguing that one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. Our argument boils down to ‘If you want to go fast, go alone. If you want to go far, go together.’

The submission can be found here.

Status: Our submission is currently being considered by the UK’s Parliament Science and Technology Committee. Cite as:

Azevedo, F., Liu, M., Pennington, C. R., Pownall, M., Evans, T. R., Parsons, S., Elsherif, M. M., Micheli, L., Moreau, D., & FORRT. (2021). Towards a culture of open scholarship: The role of pedagogical communities. (Report No. RRE0080). Written evidence on reproducibility and research integrity. UK Parliament. [ UK Parliament, PDF, html]


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Policy | Briefing Note for Degree Accrediting Societies


We have written to UKRN (UK’s Reproducibility Network) and the British Psychological Society (BPS) a short note on our organization and goals, as well as providing 3 (three) recommendations:

  1. We ask that degree accrediting societies and higher education institutions endorse FORRT as a valuable tool for educators. Both as an educational self-assessment of current teaching content, and as a resource for successful implemented pedagogies.
  2. We ask that degree accrediting societies and higher education institutions support and promote the opening of teaching materials, to support educators to integrate principles of open and reproducible research in their own teaching and mentoring materials.
  3. We ask that representatives from degree accrediting societies and higher education institutions meet with FORRT to discuss partnerships and shared educational aspirations with FORRT.

The briefing note can be found here.

Status: Our briefing note was informative to UKRN & the British Psychological Society. Cite as:

Parsons, S., Azevedo, F., & FORRT (2020). Briefing note for degree accrediting societies. Framework for Open and Reproducible Research Training. https://forrt.org/publications


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Ongoing Projects


Currently, we are preparing three additional manuscripts.

  • As part of FORRT’s Reversals & Replication initiative, Helena Hartmann, Alaah Aldoh, Meng Liu, Shilaan Alzahawi, Mahmoud Elsherif, Gavin Leech, Flavio Azevedo and others, are in the initial stages of writing a manuscript on Reversals in Social Sciences. As an open, crowd-sourced project, we are actively seeking collaborators wishing to help us with manuscript writing and project management. If you want to contribute or learn more about the project, join the project’s Slack channel, or email us at reversals@forrt.org.

  • As part of FORRT’s Impact on Students initiative, Madeleine Pownall and Flavio Azevedo, along with a team of 80+ authors from the community, are writing up a manuscript on The impact of open and reproducible scholarship on students’ attitudes, outcomes, and engagement: A review and synthesis of the evidence. If you want to learn more about the project, see this announcement on social media, join the project’s Slack channel, or email us at impact@forrt.org.

  • As part of FORRT’s Summaries initiative, Tamara Kalandadze, Leticia Micheli, Mahmoud Elsherif, Flavio Azevedo and others are writing a manuscript on Integrating Open Scholarship into Teaching and Mentoring: Introducing Community-Sourced Summaries of Open Scholarship literature. As an open, crowd-sourced project, we are open to adding collaborators wishing to help us with manuscript writing and project management. If interested, please contact the authors via the project’s Slack channel, or email us at summaries@forrt.org.

  • As part of FORRT’s Glossary initiative, Sam Parsons, Flavio Azevedo, and others invite you to help us continue to improve this resource. We are interested in a wide range of contributions to improve existing definitions, extend the scope of the terms, as well as translating terms to improve accessibility. If interested, we have opened four live working documents (see the landing page for instructions and links to working documents). Please read the instructions for contributors. We have prepared these to help guide constructive feedback and facilitate a smooth editorial process. You can also contact the authors via the project’s Slack channel, or email us at glossary@forrt.org.


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