Writer's Digest, Judge, 21st Annual Self-Published Awards: "I thought this book was great. The authors have taken a revered Asian source of wisdom and turned it on its ear to make it fun and relevant to the modern day. Using clever, tongue-in-cheek and contemporary words and phrases juxtaposed with the often dreary and sometimes cut-throat modern business environment, the authors retain the timeless truths of the original I Ching to offer insight and meaningful advice for current business situations. I was impressed that the authors restrained themselves from making it too blatantly funny, like a spoof of the original, because it would have lost the underlying truths and valuable insights and advice that they provide. But the book is funny, and very enjoyable to read. I think everyone reading the book will be able to see themselves or someone they know in the scenarios and will certainly identify with the external and internal forces that impact work life. I also liked that despite the humor, there is a lot of no-nonsense, practical advice--the authors' business savvy and ability to deliver excellent customer service comes through, but so does the authors' seeing a situation for what it is and not allowing clients or others to take advantage of them or manipulate them. This book hits a great balance between entertainment and advice for practical application, and it is written in easily understood language so could be enjoyed by a wide audience. It would be a fun resource to use for team building or as a teaching tool for a lighthearted introduction to the business world."

Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful. Table of Contents Front Matter Summary 1 Introduction 2 Heterogeneity of Undergraduate Research Experiences: Characterizing the Variability 3 Undergraduate Research Experiences in the Larger System of Higher Education: A Conceptual Framework 4 Research Documenting Student Participation in UREs 5 The Role of Mentoring 6 Faculty Impact and Needs 7 Need for Research About UREs 8 Considerations for Design and Implementation of Undergraduate Research Experiences 9 Conclusions and Recommendations Appendix A: STEM Participation Rates Appendix B: Committee Questions to Undergraduate Institutions and Selected Responses Appendix C: Committee and Staff Biographies