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Entering Research (2nd Edition)

A Curriculum to Support Undergraduate and Graduate Research Trainees

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WH Freeman

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Paperback - 9781319263683

10 July 2019

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For students whose experience with science has been primarily in the classroom, it can be difficult to identify and contact potential mentors, and to navigate the transition to a one-on-one, mentor-student relationship. This...

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For students whose experience with science has been primarily in the classroom, it can be difficult to identify and contact potential mentors, and to navigate the transition to a one-on-one, mentor-student relationship. This is especially true for those who are new to research, or who belong to groups that are underrepresented in research. The Entering Research curriculum offers a mechanism to structure the independent research experience, and help students overcome these challenges.

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Extensive collection of activities contributed by research training program colleagues from across the country

Seven Areas of Trainee Development provide a conceptual framework for text




Incorporating material on trainee development. Specifically, the authors have introduced seven areas of trainee development, which provides a conceptual framework for this edition

Research training program colleagues from across the country have contributed activities and other material to this edition

The scope has broadened to include graduate materials and materials that address important issues not addressed in the first edition, such as researcher identity, research self-efficacy, and equity and inclusion awareness and skills



Chapter 1: The Entering Research Framework
Chapter 2: Active Learning: Facilitating, Not Teaching
Facilitator Roles 
Facilitating Groups 
Handling Facilitation Challenges
Chapter 3: Building a Trainee Curriculum Using Backward Design
Custom Curricula
Complete Curricula
Complete Curriculum #1 10-Week Summer Research Program for Undergraduate Students
Complete Curriculum #2 15-Week Seminar for Novice Undergraduate Students
Complete Curriculum #3 15-Week Seminar for Intermediate Undergraduate Students
Complete Curriculum #4 15-Week Seminar for Novice Graduate Students
Chapter 4: Strategies and Tools for Assessing Trainee Learning and Evaluating Implementations
Designing an Assessment and Evaluation Plan
Choosing Assessment and Evaluation Tools
Rubric Index
Post-Activity Mini-Reflection
Entering Research Implementation Evaluation Survey
Entering Research Learning Assessment (ERLA) Surveys
Chapter 5: The Entering Research Activities
Summary of Entering Research Activities
Introductory Activities
Constructive and Destructive Group Behaviors
Setting the Stage for Inclusive Discussions
Addressing Conflict
Aligning Mentor and Trainee Expectations
Article Organization, Comprehension, and Recall 96 Case Study: Authorship
Case Study: Awkward Mentor
Barriers to Effective Communication
Bias Literacy: Fair Play Video Game
Challenges Facing Diverse Teams
Communicating Research Findings 1: Poster Presentations Communicating Research Findings 2: Oral Presentations
Communicating Research Findings 3: Developing Your Presentation Communicating Research to the General Public
Coping Efficacy
Counter-Storytelling
Case Study: Credit Where Credit Is Due
Developing a Curriculum Vitae 
Discussion of the Nature of Science
Discussion with Experienced Undergraduate Researchers
Diversity in STEM 
Elevator Sentences
Establishing Your Ideal Thesis Committee
Ethics Case: Discussion with Mentor
Finding a Research Mentor
Finding Potential Research Rotation Groups and Mentors
Fostering Your Own Research Self-Efficacy
Case Study: Frustrated
Funding Your Research
General Public Abstract
Importance of Reading in Graduate School
Interviewing for Graduate School
Case Study: Keeping the Data
Letter of Recommendation 
Mentor Biography 
Mentor Interview about Making Research Posters 
Messages Sent and Received 
Mini-Case Studies: Sticky Situations 
Mini-Grant Proposal 
My Mentoring and Support Network 
Networking 1: Introduction to Networking 
Networking 2: What Should Your Network Look Like? 
Networking 3: Your Brand 
Networking 4: Planning for Networking Opportunities and Engaging in Purposeful Interactions
Case Study: Overwhelmed 
Personal Statement 
Prioritizing Research Mentor Roles 
Privilege and White Fragility 
Professional Development Plans 
Reflecting on Your Mentoring Relationship 
Research Articles 1: Introduction 
Research Articles 2: Guided Reading 
Research Articles 3: Practical Reading Strategies 366 Research Careers: The Informational Interview 
Research Documentation: Can You Decipher This? 
Research Documentation Process 
Research Experience Reflections 1: Entering Research? 
Research Experience Reflections 2: Reflection Exercise 
Research Experience Reflections 3: Research Experience Exit Interview 
Research Group Diagram 
Research Group Funding 
Research Rotation Evaluation 
Research Writing 1: Background Information and Hypothesis or Research Question 
Research Writing 2: Research Project Outline and Abstract 
Research Writing 3: Project Design 
Research Writing 4: Research Literature Review and Publishing Process 
Research Writing 5: The Peer-Review Process 
Research Writing 6: Research Proposal 
Research Writing 7: Research Paper 
Case Study: Responding to Feedback 
Safety Training Checklist 
Science and Society 
Science Literacy Test 
Science or Pseudoscience? 
Searching Online Databases 
Case Study: Selection of Data 
Steps to Researcher Independence 
Stereotype Threat 
Summer Undergraduate Research Programs 
The Next Step in Your Career 
The Power of Social Persuasion 
Case Study: The Sharing of Research Materials 
Three Mentors 
Three-Minute Research Story 
Tips for Technical Writers 
Truth and Consequences Article 
Undergraduate Thesis 1: Components of an Undergraduate Research Thesis 540 Undergraduate Thesis 2: Thesis Writing Discussion Panel 
Undergraduate Thesis 3: Developing a Thesis Writing Plan 
Universalism in STEM: Case Study and Analysis 
Visiting Peer Research Groups 
What Happens to Research Results? 
Case Study: “Whatever you do, don’t join our lab.” 
Why Diversity Matters in STEM Research 
Your Research Group’s Focus 

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Janet L. Branchaw is an Assistant Professor of Kinesiology in the School of Education and the Faculty Director of the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin–Madison (UW–Madison). She earned her B.S. in Zoology from Iowa State University and her Ph.D. in Physiology with a focus on cellular neurophysiology from the University of Wisconsin–Madison. Most recently she is leading UW–Madison’s Howard Hughes Medical Institute Inclusive Excellence project to catalyze institutional change to support 2- to 4-year STEM transfer students.

Amanda R. Butz is the Director of Evaluation and Research for the Wisconsin Institute for Science Education and...

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Janet L. Branchaw is an Assistant Professor of Kinesiology in the School of Education and the Faculty Director of the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin–Madison (UW–Madison). She earned her B.S. in Zoology from Iowa State University and her Ph.D. in Physiology with a focus on cellular neurophysiology from the University of Wisconsin–Madison. Most recently she is leading UW–Madison’s Howard Hughes Medical Institute Inclusive Excellence project to catalyze institutional change to support 2- to 4-year STEM transfer students.

Amanda R. Butz is the Director of Evaluation and Research for the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin–Madison. She received her Ph.D. in Educational Psychology from the University of Kentucky, where her research focused on academic motivation, self-efficacy, and the beliefs and aspirations of rural potential first-generation college students.

Amber R. Smith is the Associate Director of the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin–Madison (UW–Madison). She earned her B.S. in Biology from Carroll College and her Ph.D. in Plant Breeding Plant Genetics from the University of Wisconsin–Madison. As a postdoctoral fellow at the Institute for Biology Education (now WISCIENCE), Smith developed first-year transition programs for Biology students at UW–Madison before continuing her educational development work as an instructional consultant in the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. At CRLT she led inclusive teaching professional development trainings for graduate student instructors, postdoctoral fellows, and faculty.

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