Add Robertson et al. and pub date

Author: BartlettJE

papers/2026-supervise-projects.qmd

@@ -0,0 +1,11 @@
+---
+title: "How to...supervise open and efficient student research"
+author: [Robertson, A., Creaven, A-M., Ahern, E., Button, K., Nordmann, E.]
+categories: [pedagogy, open research, education]
+doi: 10.4337/9781035359066.00019
+venue: Teaching Open Science
+url: https://osf.io/preprints/psyarxiv/pj56r_v1
+date: 2026-05-21
+abstract: |
+  Research projects that are conducted as part of a degree support students to develop essential skills in project management, data analysis, and scientific communication. However, these projects can be resource-intensive, place an undue burden on certain populations, such as those with rare conditions, and often make limited contributions to wider knowledge. Incorporating open science approaches into the design and delivery of student research projects can help address these challenges. This chapter uses case studies and practical examples to demonstrate how supervisors can enhance efficiency in data collection and analysis (e.g., pooling data and using pre-existing data). It also examines the role of openness and transparency in student research projects and considers potential ethical implications. The examples provided will be useful for supervisors seeking to enhance students’ dissertation experience and embed some aspects of open science into their supervision.
+---

papers/2026-teach-reproduce.qmd

@@ -5,7 +5,7 @@ categories: [pedagogy, research methods, education]
 doi: 10.4337/9781035359066.00011
 venue: Teaching Open Science
 url: https://osf.io/preprints/psyarxiv/g5ehx_v1
-date: 2026-05-01
+date: 2026-05-21
 abstract: |
   Academics have increasingly recognised the benefit of reproducible research practices, alongside the importance of supporting students to develop such skills from the start of their degree. However, reproducible research is often considered more in the domain of professional research rather than an essential part of the curriculum. Commonly cited barriers are a lack of time within already busy curricula and a failure to recognise the benefits to all students as future consumers of research. In this chapter, we demonstrate how you can teach reproducible research skills at all levels of Higher Education. We will outline how we built and assessed a curriculum incorporating reproducible research skills for different programmes, and the opportunities and challenges that each target audience provides. In short, we aim to convince educators that all students can develop reproducible research skills given the right support and resources.
 ---