Mentoring and the responsible conduct of research: Reflections and future Stephanie J. BirdRobert L. Sprague Editorial Introduction Pages: 451 - 453
Mentors, advisors and supervisors: Their role in teaching responsible research conduct Stephanie J. Bird OriginalPaper Pages: 455 - 468
Commentary on ‘Mentors, advisors and supervisors: Their role in teaching responsible research conduct’: It really does take a village Julia A. Frugoli ReviewPaper Pages: 469 - 470
Graduate students and mentors: The need for divine intervention Judith P. Swazey ReviewPaper Pages: 483 - 485
Help from faculty: Findings from the acadia institute graduate education study Melissa S. AndersonElo Charity OjuTina M. R. Falkner OriginalPaper Pages: 487 - 503
How many degrees of separation? Preparation, proximity and professionalism C. K. Gunsalus ReviewPaper Pages: 505 - 506
Influences on the ethical beliefs of graduate students concerning research Robert L. SpragueJessica DawGlyn C. Roberts OriginalPaper Pages: 507 - 520
Mentoring and ethical beliefs in graduate education in science Rachelle D. Hollander ReviewPaper Pages: 521 - 524
Mentoring and the impact of the research climate Glyn C. RobertsMaria KavussanuRobert L. Sprague OriginalPaper Pages: 525 - 537
Commentary on ‘mentoring and the impact of the research climate’ John Gardenier ReviewPaper Pages: 538 - 540
Group mentoring to foster the responsible conduct of research Caroline Whitebeck OriginalPaper Pages: 541 - 558
Promoting responsible conduct in research through “survival skills” workshops: Some mentoring is best done in a crowd Beth A. FischerMichael J. Zigmond OriginalPaper Pages: 563 - 587
Preparation for professional self-regulation John M. BraxtonLeonard L. Baird OriginalPaper Pages: 593 - 610