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Foreword: Engaging Students' Curiosity as Research Creators | |
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Preface | |
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Acknowledgments | |
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About the Authors | |
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Teams | |
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The Undergraduate Research Experience | |
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Team-Based Learning and Teaching | |
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The Evolution of Expertise | |
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Research in the Lab or the Classroom? | |
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Laboratory-Based Research | |
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Classroom-Based Research | |
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Principles of Effective Collaboration | |
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Vision | |
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Togetherness | |
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Ownership | |
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Conclusion | |
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The Idea | |
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Idea Generation | |
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The Need for Creativity | |
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Metaphor as a Powerful Tool: An Example | |
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The Quasselstrippe | |
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Putting Effective Brainstorming Into Practice | |
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Keep a Written Record | |
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Identify an Area of Interest | |
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Brainstorm Individually | |
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Monitor the Group's Dynamics | |
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Avoid Groupthink | |
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Take Time to Pause and Reflect | |
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Conclusion | |
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Theories, Predictions, and the Literature | |
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Theories Are Clear and Concise Explanations | |
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Initially, Keep Your Idea Abstract | |
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The Pitfalls of "the Literature" | |
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The Nuts and Bolts of a Successful Literature Search | |
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Using Databases Such as PsycINFO | |
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Beginning the Search | |
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Knowing When (and How) to Be Strategic | |
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Utilizing the Team to Identify Themes | |
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From Theory to Prediction | |
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Testability of the Prediction | |
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Characteristics of Strong Hypotheses | |
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Utility of the Data | |
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Conclusion | |
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Ethics | |
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The Goals and Ethics of Science | |
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The Formation of Ethics Committees | |
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Research Is Not Reality TV … or Is It? | |
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Protecting Research Participants | |
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Informed Consent | |
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Weighing Risks and Benefits | |
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The Ability to Withdraw Without Penalty | |
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The Debriefing and the Use of Deception | |
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Two Types of Harm | |
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The Nuts and Bolts of an IRB Application | |
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Ethics in Action | |
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Conclusion | |
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Experimental Design | |
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Designing Your Study | |
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Lesson 1: Avoid Complexity | |
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Lesson 2: Utilize the Design Team | |
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Translating Your Plan Into an Elegant Methodology | |
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Experimental Control | |
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Randomization and Counterbalancing | |
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Selecting Measures | |
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Coding Participant Behavior | |
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Utilizing Existing Measures | |
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Creating Your Own Measures | |
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An Application of Measurement Concepts | |
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Investigatings Moderators | |
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Conclusion | |
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Statistics and Data | |
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Beginner's Mind | |
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First of All, Don't Panic! | |
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Statistics as "Principled Argument" | |
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The Basics: Statistics' Three Sacred Tools | |
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The Mean | |
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Standard Deviation | |
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Standard Error | |
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Putting These Tools Together | |
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Advanced Statistics: A Matter of Correlation | |
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The General Linear Model | |
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Statistical Mediation and Partial Correlation | |
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Statistics and Experimental Design | |
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Working With Data | |
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Conclusion | |
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Piloting a Study | |
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What Is a Pilot Study? | |
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Testing Research Materials | |
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The Experimental Manipulation | |
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The Outcome Measures | |
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Identifying Logistical Problems | |
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Training Experimenters | |
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Conducting a Careful Pilot Study | |
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Location | |
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Compensation | |
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The Script and the Extended Debriefing | |
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Using Piloting Feedback | |
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Learning From Experience | |
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Conclusion | |
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Conducting a Study | |
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Avoiding Threats to Internal Validity | |
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Be Organized | |
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Minimize Differences Among Experimenters | |
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Minimize Demand Characteristics | |
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Distribute Participants Across Experimenters | |
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Control the Experimental Environment | |
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Primer on Running Participants | |
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Prepare and Stick to a Script | |
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Memorize Your Opening and Closing | |
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Be Polite and Professional | |
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Appear Confident and Competent | |
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Arrive Early | |
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Wear a "Lab Coat" | |
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Expect Delays and No-Shows | |
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Expect the Occasional Snafu | |
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Document, Document, Document | |
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Reveal Any Deception With Compassion | |
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Participant Recruitment | |
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Challenges Associated With Participant Recruitment | |
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Convenience Sampling | |
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Participant Compensation and Scheduling | |
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Studies Conducted "in the Field" or Online | |
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Challenges Associated With Field Studies | |
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Online Studies | |
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Coordinating Your Team's Efforts | |
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Conclusion | |
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Presentations | |
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The Pitfalls in Presenting | |
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Principles of Good Presentations | |
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Organizing Your Presentation | |
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Provide a Compelling Context | |
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Shape the Context Into a Hypothesis | |
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Describe Your Methods Vividly | |
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Tell a Clear and Concise Story With Your Data | |
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Choose Visual Depictions of Data That Enhance Understanding | |
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Leave the Listener Satisfied, but Craving More | |
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The Reality of Null Results | |
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The Nuts and Bolts of Presenting Your Research | |
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Creating and Delivering an Effective Research Talk | |
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Structuring Your Presentation | |
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Using PowerPoint | |
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Using Presenter Notes | |
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Presentational Style | |
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Refining Talks Through Practice | |
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Editing as a Team | |
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Practice, Practice, Practice | |
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Creating an Effective Poster Presentation | |
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Step 1: Writing Up the Text | |
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Step 2: Selecting the Graphs and Visuals | |
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Step 3: Formatting the Poster | |
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Step 4: Printing the Poster | |
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Step 5: Preparing Handouts | |
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Step 6: Practice! | |
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Conclusion | |
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Research Write-Ups | |
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Collaborative Writing | |
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Using Deadlines | |
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Importance of Regular, Well-Spaced Deadlines | |
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Setting Deadlines as a Team | |
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Creating Outlines | |
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Gather References | |
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Organize Writing Tasks | |
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Outline Each Section of the Paper | |
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Introduction | |
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Methods | |
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Results | |
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Discussion | |
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Overcoming the Challenges of Group Writing | |
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Peer Editing | |
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Who Should Edit Your Paper? | |
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When Should You Solicit Peer Feedback? | |
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What Instructions Should You Give Your Peer Editor? | |
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How Should You Incorporate Feedback? | |
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The Mechanics of Good Writing | |
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Tone and Style | |
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Verb Tense | |
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Headings | |
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Statistics | |
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Citations and Quotations | |
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References | |
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Avoiding Plagiarism | |
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Avoiding Biased Language | |
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Conclusion | |
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Student-Initiated Research | |
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Successful Self-Initiated Projects | |
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The Mentoring Relationship | |
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Identify a Pool of Potential Mentors | |
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Read Potential Mentors' Syllabi and Publications | |
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Approach a Potential Mentor With Your Ideas | |
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Refine, Respond, and Revisit | |
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Commit to a Mentoring Relationship | |
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Developing the Project | |
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Peer Mentoring | |
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Receiving Mentoring From Equally Experienced Peers | |
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Providing Mentoring to Less Experienced Peers | |
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Finding Funding for Student-Initiated Research | |
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Conclusion | |
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The New You | |
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Reflecting on Your Experiences | |
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Assessing Your Experiences | |
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Feedback From Peers | |
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Feedback From Mentors | |
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Integrating Feedback | |
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The Challenge of Self-Assessment | |
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Marketing Yourself to Employers | |
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Informational Interviews | |
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Cover Letters, Resumes, and Interviewing | |
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Marketing Yourself to Graduate Programs | |
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Types of Graduate Degrees | |
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The Process of Applying | |
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Transcripts, Exams, and CVs | |
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Recommendation Letters | |
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The Personal Statement | |
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Waiting, Interviewing, Waiting, and Deciding | |
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How You Have Changed | |
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Conclusion | |
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Appendix: Researcher's Toolbox | |
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Index | |