Replications are important to science, but who will do them? One proposal
is that students can conduct replications as part of their training. As a
proof-of-concept for this idea, here we report a series of 11
pre-registered replications of findings from the 2015 volume of
Psychological Science, all conducted as part of a graduate-level course.
Congruent with previous studies, replications typically yielded smaller
effects than originals: The modal outcome was partial support for the
original claim. This work documents the challenges facing motivated
students in reproducing previously published results on a first attempt. We
describe the workflow and pedagogical methods that were used in the class
and discuss implications both for the adoption of this pedagogical model
and for replication research more broadly.