PSYC850

CREP’s mission is to provide training, support, and professional growth opportunities for students and instructors completing replication projects, while also addressing the need for direct and direct+ replications of highly-cited studies in the field. Hosted on the Open Science Framework

The Collaborative Replications and Education Project (CREP; http://osf.io/wfc6u) is a framework for undergraduate students to participate in the production of high-quality direct replications. Staffed by volunteers (including the seven authors of this paper) and incorporated into coursework, CREP helps produce high-quality data using existing resources and provides structure for research projects from conceptualization to dissemination. Most notably, student research generated through CREP make an impact: data from these projects are available for meta-analyses, some of which are published with student authors.The call for direct replications of published psychological research has been pronounced and sustained in recent years (e.g., Lindsay, 2015), yet accomplishing this in light of the current incentive structure for faculty is challenging (Nosek, Spies, & Motyl, 2012). There is pressure for faculty to publish original research in high-impact journals and report significant effects (Franco, Malhotra, & Simonovits, 2014), and so replication work often does not get the attention that it requires or deserves (Martin & Clarke, 2017). CREP harnesses the potential of student research to answer this call.CREP background CREP’s primary purpose is educational: to teach students good scientific practices by performing direct replications of highly cited works in the field using open science methods. The focus on students is what sets CREP apart from other large-scale collaboration...

Teaching resources are documents that can pertain to any aspect of teaching. Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more.

Teaching resources are documents that can pertain to any aspect of teaching. Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more.

Discovering that you are a certain “type” can be fun, thrilling, reassuring—and seriously misleading. Why do popular personality tests still draw us in?