Educator: Research Consumption Stage

• In Event: Open Science 201: Research Life Cycle From Various Stakeholder Perspectives

Abstract

This panelist will talk from the perspective of a college educator, discussing how open science practices are relevant to teaching college students, course design, and learning objectives. Attendees will leave the session ready to:
Create a plan for integrating open science discussions/practices into their pedagogy.
Create a plan for updating open science discussions.
Integrate critical lenses/perspectives into open science discussions/practices.
Find community among educators interested in open science pedagogy.

A. Relevant Terms
Relevant terms will include research production, research consumption, credibility, empowerment, and critical thinking.

B. Background Information
I have been teaching about open science since 2017, primarily to undergraduate and masters students; I have also led workshops on qualitative open science practices. The degree to which open science is covered differs by course: overviews are provided in content courses like introduction to psychology, media psychology, and community psychology, whereas more detailed coverage occurs in methods courses.

C. Expected Challenges and Barriers
Determining the level at which material is covered: Not all courses require in-depth open science discussions, but I have found it relevant to most classes. Some students may have had me for multiple courses, meaning I need to provide opportunities for them to delve deeper into the issues.
Maintaining hope about the state/future of science: Covering only the problems with science can leave students feeling disillusioned. The bigger challenge is to show students there are people working to address these issues, how those issues may be addressed, and how they can get involved (e.g., reading more about open science, doing research, completing an internship with organizations like the Psychological Science Accelerator).
Maintaining a critical eye: In line with Seymour Sarason’s (1997) reflections on the dangers that arise during the creation of settings, students should not be encouraged to blindly accept new open science dogma. Despite the movement’s excitement over reforms, not all open science practices (e.g., open data, preregistration) will be ethical or feasible in all settings (Steltenpohl et al., 2021). Students should have a critical eye toward suggested “solutions” to issues we face within science.
Staying abreast of current discussions without burning out: One of the side effects of teaching about reform as it is happening is that it is very easy to become overwhelmed with all of the suggested reforms, debates, and new guidelines.

D. Tips of The Trade
Consider how open science discussions/material fit student learning outcomes and what you know of students’ career goals.
Focus both on how we can evaluate trustworthiness and how we can be trustworthy. Students will both consume and produce knowledge during their careers, even if they are not researchers.
Find community with other educators who share similar values so you have a space to vent, share strategies, ask questions, and stay abreast of updates.
Remember that like science, pedagogy is iterative. Do not expect to get things perfect the first time.

Author

• Crystal N. Steltenpohl, The Dartmouth Institute for Health Policy & Clinical Practice