Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes.

YesIn recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.UKRI/ESRC rapid call grant, ealth Research Board Applying Researchinto Policy and Practice Fellowship, John Templeton Foundation (grant ID: 62631), Northern Ireland Department for the Economy Research Studentshi

Effects of altitude and topography on species richness of vascular plants, bryophytes and lichens in alpine communities

Question: What is the relationship between species richness of vascular plants, bryophytes and macrolichens, and two important gradients in the alpine environment, altitude and local topography? Location: Northernmost Fennoscandia, 250–1525 m a.s.l. corresponding to the range between timberline and mountain top. Methods: The vegetation was sampled in six mountain areas. For each 25 vertical metres, the local topographic gradient from wind-blown ridge to snowbed was sampled in quadrats of 0.8 m × 0.8 m. Patterns in species richness were explored using Poisson regression (Generalized Linear Models). Functional groups of species, i.e. evergreen and deciduous dwarf-shrubs, forbs, graminoids, mosses, hepatics and lichens were investigated separately. Results: Functional groups showed markedly different patterns with respect to both altitude and topography. Species richness of all vascular plants showed a unimodal relationship with altitude. The same was true for graminoids, forbs and lichens analysed separately, but forb richness peaked at much higher altitudes than total richness. The richness of dwarf-shrubs decreased monotonically with altitude, whereas richness of mosses and liverworts showed an increasing trend. Significant interactions between altitude and local topography were present for several groups. The unimodal pattern for total plant species richness was interpreted in terms of local productivity, physical disturbance, trophic interactions, and in terms of species pool effects. Conclusions: Patterns in local species richness result from the action of two opposing forces: declining species pool and decreasing intensity of competition with altitude