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Much of the information about undergraduate research is written by professors for professors. This article gives the students a voice, as 5 students from the University of Central Florida give their insights on what practices made their research experiences worthwhile.

Short metacognitive activities at the end of class are great ways to give coherence to learning and give insights for planning the next session.

Not only in science, but in all disciplines, we need to question the narratives about talent and moments of revelation and instead talk about hard, sustained work. How do you talk to students who are waiting, instead of working, for a subject to "click"?