{"id":1419,"date":"2014-12-11T08:00:32","date_gmt":"2014-12-11T16:00:32","guid":{"rendered":"http:\/\/mozscienceblog.wpengine.com\/?p=1419"},"modified":"2019-02-28T12:40:42","modified_gmt":"2019-02-28T20:40:42","slug":"open-science-goes-to-university","status":"publish","type":"post","link":"https:\/\/blog.mozilla.org\/foundation-archive\/mozilla-science\/open-science-goes-to-university\/","title":{"rendered":"Open Science goes to University"},"content":{"rendered":"

An old favorite of mine, Michael Faraday, started the Royal Institution Christmas Lectures as a way to introduce a novel topic in science to a public underserved by science education almost 200 years ago, in a very old swing at opening up the academy a little. The open science movement is faced with a similar problem today: how can we equip undergrads and grad students with the code and data skills they need to do open research, that are often not part of most curricula?<\/p>\n

Shauna Gordon-McKeon<\/a> and I have been discussing lately what would be involved in introducing the ideas, skills and practices of open science to university students in an event like her successful Open Source Comes to Campus<\/a> series; more on this forthcoming event as it develops, but thinking along those lines today, I started wondering what open science education would look like as part of university curriculum and life.<\/p>\n

There are plenty of questions to answer here, not the least of which is, ‘exactly what do we mean when we say we want to teach open science?’. This bears plenty of discussion, but we can at least start from the simple goal of enabling students to create reusable research objects, meant to be shared publicly and collaborated on, supporting automated and reproducible analyses<\/em>.<\/p>\n

These are pretty bedrock open science values, but calling out even these limited basics begins to illustrate the constellation of things I’d like us to bring to students in a course offering:<\/p>\n