# SAA2021 Workshop: Teaching integrity in empirical archaeology [Ben Marwick](http://faculty.washington.edu/bmarwick/) & Liying Wang Monday, 12 April, 2021 3:00–5:00 p.m. Eastern Daylight Time ## Overview and aims This workshop, presented at the Society of American Archaeology Annual Meeting is designed for archaeologists and educators who are interested in integrating principles of transparency and reproducibility into teaching archaeology. It is sponsored by [Project TIER](https://www.projecttier.org/) and the [SAA Open Science in Archaeology Interest Group](https://osf.io/2dfhz/). We will introduce participants to protocols for conducting and documenting empirical research that ensures the reproducibility of all computational results, and then present a range of pedagogical strategies and curricular resources for teaching these methods to students in a variety of educational settings. The objective is to help instructors develop plans for teaching reproducible research practices that will be feasible and effective in their particular contexts, so that they are fully prepared to implement the methods presented at the workshops when they return to their home institutions. Participants will also be introduced to opportunities to collaborate with the [SAA Open Science in Archaeology Interest Group](https://osf.io/2dfhz/) in the development and dissemination of curricular resources for practicing and teaching transparent research methods. The ultimate goal is to foster the development of a community of educators committed to the idea that transparency and reproducibility should be integrated into all levels of research training for students in archaeology. At the end of the workshop participants will: 1. Understand two common workflows for reproducible research. - The [TIER Protocol](https://www.projecttier.org/tier-protocol/): introduces standards of documentation that ensure transparency and reproducibility. - [Dynamic documents](http://static.latexstudio.net/wp-content/uploads/2014/03/DDR-Yihui-Xie-Chap1-3.pdf): This workflow involves writing a single document containing the text of a report with chunks of statistical code inserted. This approach is rapidly gaining popularity in many quantitative fields. 2. Be familiar with effective teaching strategies and tools for reproducible research. Discussion of strategies that can be adapted to serve in diverse environments -- differing, for example, in class size, preparedness of students, access to data and computing resources, and the amount of time available to devote to reproducibility. Demonstrations of one or more file-sharing platforms (e.g., OSF, GitHub, etc.), and of how they can be used to radically transform the nature of collaboration. 3. Understand the pedagogical benefits of teaching reproducible research methods. These benefits have to do both with developing the professional skills of the next generation of researchers, and with reinforcing fundamental principles of inquiry, argument, and integrity that are essential elements in the education of all students, regardless of their later career paths. ## Contents of the workshop 1. **Introductions and overview** ([slides](https://osf.io/dgauj/)) 2. **Definitions and protocols** ([slides](https://osf.io/4vxq5/)) 3. **Tools and teaching techniques** ([slides](https://osf.io/6g3ru/)) 4. **Assignments and applications** ([slides](https://osf.io/anb4j/)) ## Related reading Ball, R., & Medeiros, N. (2012). Teaching Integrity in Empirical Research: A Protocol for Documenting Data Management and Analysis. The Journal of Economic Education, 43(2), 182–189. https://doi.org/10.1080/00220485.2012.659647 Beckman, M. D., Çetinkaya-Rundel, M., Horton, N. J., Rundel, C. W., Sullivan, A. J., & Tackett, M. (2020). Implementing version control with Git and GitHub as a learning objective in statistics and data science courses. Journal of Statistics Education, 0(ja), 1–35. https://doi.org/10.1080/10691898.2020.1848485 Broman, K. W., & Woo, K. H. (2018). Data Organization in Spreadsheets. The American Statistician, 72(1), 2–10. https://doi.org/10.1080/00031305.2017.1375989 Janz, N. (2016). Bringing the Gold Standard into the Classroom: Replication in University Teaching. International Studies Perspectives, 17(4), 392–407. https://doi.org/10.1111/insp.12104 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1 Leo Porter, Cynthia Bailey Lee, Beth Simon, and Daniel Zingaro. 2011. Peer instruction: do students really learn from peer discussion in computing? In Proceedings of the seventh international workshop on Computing education research (ICER '11). Association for Computing Machinery, New York, NY, USA, 45–52. DOI:https://doi.org/10.1145/2016911.2016923 Marwick, B. 2021. ARCHY 208: Introduction to Archaeological Data Science. Syllabus. https://canvas.uw.edu/courses/1433382 Marwick, B. et al. 2021 Scholarly Publications in Archaeology that Include R Code, https://github.com/benmarwick/ctv-archaeology#publications-that-include-r-code Marwick, B., Wang, L.-Y., Robinson, R., & Loiselle, H. (2019). How to Use Replication Assignments for Teaching Integrity in Empirical Archaeology. Advances in Archaeological Practice, 1–9. https://doi.org/10.1017/aap.2019.38 The Turing Way Community, Becky Arnold, Louise Bowler, Sarah Gibson, Patricia Herterich, Rosie Higman, … Kirstie Whitaker. (2019, March 25). The Turing Way: A Handbook for Reproducible Data Science (Version v0.0.4). Zenodo. https://the-turing-way.netlify.app/ & http://doi.org/10.5281/zenodo.3233986