The motivation behind the article was that I always like to see examples of assessments for inspiration beyond death by essay and report. There are plenty of ways for adapting the approach to other contexts, so hopefully people find it useful.

There is a big new section on previous research in teaching and assessment approaches for reproducibility and replicability, while providing more context behind the degree/course it features in.

We’re lucky at Glasgow Psychology as we have a bequest fund we can apply to. Not a specific amount but have to apply / make the case for the conference. Priority goes to people who haven’t been awarded it within a couple of years if it’s reaching the yearly limit.

Our argument is that you *can* embed reproducible research skills in every degree; you just need the right support in place. Your students might just surprise you in what they're capable of learning and valuing.

@debruine.bsky.social
@philmcaleer.bsky.social
@drhelenapaterson.bsky.social

The motivation behind our chapter was that people can be dismissive for how we teach R and data skills when our undergraduate degree is 4 years with high entry requirements. However, that breaks down when we teach those skills to postgraduate conversion students over two 10-week courses.

Some 😂 Some IT settings are more forgiving than others.

For our conversion degree, I’ve added some resources on creating experiments for when they get to their dissertation, and this will be perfect to add!