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Background: Lab manuals help researchers and students share a common understanding of the rules, guidelines, and expectations related to being involved with a research laboratory. However, no formal guidelines direct the creation of lab manuals in psychology. Objective: In this study, we conducted qualitative analyses of 10 psychology lab manuals to provide some broad guidelines for crafting a lab manual that would improve the research experience for undergraduate students. Method: Taking an inductive approach, a team of researchers created codes from the contents of the manuals, and then derived themes from those codes. Results: Themes included lab philosophy and direction, expectations and roles in the lab, communication inside and outside the lab, ethics, preparing for research, conducting research, presenting research, networking, and benefits of undergraduate research. Conclusion: We defined and provided specific examples of each theme for consideration by educators and discussed limitations of our approach. Teaching Implications: Ultimately, these themes could serve as a modest outline from which teacher-scholars can create their lab manuals from scratch or to revise/expand current manuals. 

This paper describes the types of social comparison used by Hispanic students at a Hispanic Majority Institution through two studies ( N = 406). We found that students engaged in upward identification more often than downward identification, downward contrast, and upward contrast. However, when comparing themselves on an academic measure, downward identification and upward contrast became relatively more frequent. Additionally, downward identification tended to predict higher self-reported confidence about academic abilities than other types of social comparison.