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<p>The Frequently Asked Questions are modified as we go. </p> <ul> <li>Why the CREP, and not other initiatives, like PsychFileDrawer, or some special issue?</li> </ul> <p><strong><em>CREP Team:</em></strong> As an instructor you can receive support from the CREP's large advisory board in teaching methods to your students. In addition, it is more likely to get an overall solid sample by collaborating with other student research teams in the world. Typically, bachelor student groups cannot obtain the large sample sizes preferred by many researchers on their own. By collaborating with the CREP, it is possible to have large "student-sourced" sample sizes. Currently, we have some teaching protocols available and we will have more extensive research/teaching protocols available with the help of the world renowned experts on teaching and research in the CREP advisory boards. This way, we can provide instructors and students with the very best resources to learn about research via replication</p> <ul> <li><em>How do you recruit students?</em></li> </ul> <p><strong><em>CREP Team</em></strong>: Jon Grahe recruits students by saying the following to his class:</p> <blockquote> <p>Hey when you are considering projects, here is another possible project, or list of projects. When students conduct research questions they should ask questions that are personally meaningful, but for many undergraduate course projects are completed the data never contributes to science. My goal is to provide you with "authentic" research experiences where your data will go further, maybe get published. There are no promises in science, but generating data that someone else wants to see has value. Like other projects you should try to send this to WPA or an undergraduate journal, but a Ph.D. researcher wants to see these data that you generate and if possible, publish with them. If you are interested, review these materials (see CREP OSF site). If you have your own idea that you want to test, do that. Please do not choose this project if you are not really interested. November/May will be hellish if you choose a project that you are not interested in. It is better to ask questions you want to answer.</p> <p>By conducting these studies, we are engaging in bigger science. The field is finally ready to see that undergraduate researchers can contribute. We need to provide strong samples form multiple locations to demonstrate that UG replication is valid. I speak about problems in the field and the solutions that are possible by engaging in more replication and valuing high quality methodology. While any data we generate that eventually contributes to the field is an authentic experience, these collaborative projects are transformative research projects. Transformative research is that which tries to radically improve our understanding or change paradigms. It is time to change paradigms, and you can contribute. Read through the topics, see if there is something that you would be interested in pursuing.</p> </blockquote> <p>Grahe also ascertains that all students see that he's inviting them all to ask their questions and don't prefer scaffolded projects. </p> <ul> <li><em>Which students participate?</em></li> </ul> <p><strong><em>CREP Team:</em></strong> OBSERVATIONS from 2.5 years of administration of collaborative projects.</p> <p>50% choose a Authentic or Collaborative Project: They have slightly more struggles. They need actual IRB approval rather than department level (instructor approval) which is allowed for research for teaching purposes. The Direct Replication criteria for the CREP is challenging, but they seem excited about it. What Jon Grahe finds to be typical when offering these projects in his methods classes is that both ends of the spectrum of students are attracted to these studies. At one end, the high achieving students see potential in potential publication. However, the weakest students also gravitate to the scaffolded research projects. They think it will be "easier" or that they should do it because I'm excited about it. However, these students experience the same struggles as the others. They don't read, they don't pay attention to the IRB process, they struggle with time management and project management. Also, it is important to recognize that the other 50 % that don't choose these projects also range between the extremes. Grahe's two best students in the past two years have done their own projects instead of choosing a "scaffolded project". On the other side, four groups avoided these projects because they wanted to "avoid" the scary IRB process or wanted to ask "simpler" questions. In short, we cannot predict quality of student by who chooses to participate. </p> <ul> <li><em>What about the badges for solid scientific practices?</em></li> </ul> <p><strong><em>CREP Team:</em></strong> We really encourage you to prepare your data, so that they meet the standards for OSF's Badges for Open Science (Open Data, Open Materials, and Pregistration). You can find more information on the badges here: <a href="https://osf.io/tvyxz/wiki/home/" rel="nofollow">https://osf.io/tvyxz/wiki/home/</a>. Please note that the CREP team does not award badges. Badges are typically awarded by journals, like The Journal of Social Psychology (see <a href="http://www.tandfonline.com/doi/abs/10.1080/00224545.2014.853582#.UyXaEFFdWgR" rel="nofollow">http://www.tandfonline.com/doi/abs/10.1080/00224545.2014.853582#.UyXaEFFdWgR</a> for more information on why badges help stimulate solid scientific practices). </p> <ul> <li><em>What about output and keeping track of contributions?</em></li> </ul> <p><strong><em>CREP Team:</em></strong> When it comes time to write the meta-analysis, We highly encourage the students and their advisors to write up the data to send in for publication (several open access journals, like Plos One or Frontiers, are willing to accept replications, as well as PoPS and JESP). In case the students and their advisors decide to write up the data for publication, the authorship order will be determined by their contribution. If no students/instructors are willing/have time to write up the data, then the CREP board will assure that the data will be properly reported. </p> <ul> <li><em>What about drawing conclusions from the data?</em></li> </ul> <p><strong><em>CREP Team:</em></strong> We encourage students and instructors to take care in drawing conclusions from their replications. A single replication study with a small sample has limited potential in terms of drawing conclusions (for more in depth information on this point, see here: <a href="http://www.sciencedirect.com/science/article/pii/S0022103113001819" rel="nofollow">http://www.sciencedirect.com/science/article/pii/S0022103113001819</a>). The CREP has a huge advantage, in that we can conduct replications across labs, with large samples. Together, we can make a more solid conclusion on the basis of all the available data. </p> <ul> <li><em>I have questions that you have not answered here, including questions that pertain to the progress of my study (preparation materials, data analysis, registration, and so forth)</em></li> </ul> <p><strong><em>CREP Team:</em></strong> Email us at CREP.Psych@gmail.com </p>
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