Assessment of student and faculty mentor perceptions of an international undergraduate research program in physical geography

References

• Addams, H. (2000). Q methodology. In H.Addams & J.Proops (Eds.), Social discourse and environmental policy: An application of Q methodology (pp. 14–40). Cheltenham: Edward Elgar.
   Google Scholar
• Adhikari, A., & Nolan, D. (2002). But what good came of it at last? How to assess the value of undergraduate research. Notices of the American Mathematical Society, 49, 1252–1257.
   Google Scholar
• Ahlm, K. (1997). A researcher's guide to key assessment principles and techniques. Council on Undergraduate Research Quarterly, 18, 70–72.
   Google Scholar
• Barlow, A., & Villarejo, M. (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41, 861–881.
   Web of Science ®Google Scholar
• Barnett, R. (2000a). Supercomplexity and the curriculum. Studies in Higher Education, 25, 255–265.
   Web of Science ®Google Scholar
• Barnett, R. (2000b). Reading the university in an age of supercomplexity. Buckingham: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experiences. Journal of Higher Education, 74, 210–230.
   Web of Science ®Google Scholar
• Baxter Magolda, M. B. (1999). Creating contexts for learning and self-authorship. Nashville, TN: Vanderbilt University Press.
   Google Scholar
• Behar-Horenstein, L. S., Roberts, K. W., & Dix, A. C. (2010). Mentoring undergraduate researchers: An exploratory study of students' and professors' perceptions, mentoring and tutoring. Partnership in Learning, 18, 269–291.
   Google Scholar
• Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Buckingham: SRHE and Open University Press.
   Google Scholar
• Blackmore, P., & Cousin, G. (2003). Linking teaching and research through research-based learning. Educational Developments, 4, 24–27.
   Google Scholar
• Boyle, P., & Boice, B. (1998). Systematic mentoring for new faculty teachers and graduate teaching assistants. Innovative Higher Education, 22, 157–179.
   Google Scholar
• Brannstrom, C. (2011). A Q-method analysis of environmental governance discourses in Brazil's Northeastern soy frontier. The Professional Geography, 63, 531–549.
   Web of Science ®Google Scholar
• Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29, 261–273.
   Web of Science ®Google Scholar
• Clark, D. (1996). The changing national context of fieldwork in geography. Journal of Geography in Higher Education, 20, 385–390.
   Web of Science ®Google Scholar
• Cunningham, J. B., & Eberle, T. (1993). Characteristics of the mentoring experiences: A qualitative study. Personnel Review, 22, 54–66.
   Web of Science ®Google Scholar
• Dobrow, S. R., & Higgins, M. C. (2005). Developmental networks and professional identity: A longitudinal study. Career Development International, 10, 567–583.
   Google Scholar
• Eden, S., Donaldson, A., & Walker, G. (2005). Structuring subjectivities? Using Q methodology in humangeography. Area, 37, 413–422.
   Web of Science ®Google Scholar
• Gonzalez-Espada, W. J., & Zaras, D. S. (2006). Evaluation of the impact of the NWC REU program compared with other undergraduate research experiences. In Symposium on education (Vol. 49, pp. 1–9). Atlanta, GA: American Meteorological Society.
   Google Scholar
• Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29, 709–726.
   Web of Science ®Google Scholar
• Hackett, E. J., Croissant, J., & Schneider, B. (1992). Industry, academe, and the values of undergraduate engineers. Research in Higher Education, 33, 275–295.
   Web of Science ®Google Scholar
• Hathaway, R., Nagda, B., & Gregerman, S. (2002). The relationship between undergraduate research participation to graduate and professional educational pursuit: An empirical study. Journal of College Student Development, 43, 614–631.
   Web of Science ®Google Scholar
• Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29, 183–201.
   Web of Science ®Google Scholar
• Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research-teaching nexus: A case study of students' awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47, 235–246.
   Web of Science ®Google Scholar
• Hefferan, K. P., Heywood, N. C., & Ritter, M. E. (2002). Integrating field trips and classroom learning into a capstone undergraduate research experience. Journal of Geography, 101, 183–190.
   Web of Science ®Google Scholar
• Houser, C., Brannstrom, C., Quiring, S., & Lemmons, K. K. (2011). Study abroad field trip improves test performance through engagement and new social networks. Journal of Geography in Higher Education, 35, 513–528.
   Web of Science ®Google Scholar
• Houser, C., Lemmons, K., & Cahill, A. (2013). Role of the faculty mentor in an undergraduate research experience. Journal of Geoscience Education, 61, 297–305.
   Google Scholar
• Hudspith, B., & Jenkins, H. (2001). Teaching the art of inquiry. Halifax: Society of Teaching and Learning in Higher Education.
   Google Scholar
• Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal and professional development. Science Education, 91, 36–74.
   Web of Science ®Google Scholar
• Jenkins, A., Blackman, T., Lindsay, R., & Paton-Saltzberg, R. (1998). Teaching and research: Student perspectives and policy implications. Studies in Higher Education, 23, 127–141.
   Web of Science ®Google Scholar
• Kardash, C. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92, 191–201.
   Web of Science ®Google Scholar
• Kent, M., Gilbertson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21, 313–332.
   Web of Science ®Google Scholar
• Livingstone, I., Matthews, H., & Castley, A. (1998). Fieldwork and dissertations in geography. Cheltenham: Geography Discipline Network.
   Google Scholar
• Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3, 270–277.
   PubMedGoogle Scholar
• Mabrouk, P. A., & Peters, K. (2000). Student perspectives on undergraduate research experiences in chemistry and biology. Council on Undergraduate Research Quarterly, 21, 25–33.
   Google Scholar
• Morley, R. L., Havick, J. J., & May, G. S. (1998). An evaluation of the Georgia Tech summer undergraduate program of research in electrical engineering for minorities. Journal of Engineering Education, 87, 321–325.
   Google Scholar
• Morrison-Beedy, D., Aronowitz, T., Dyne, J., & Mkandawire, L. (2001). Mentoring students and junior faculty in faculty research: A win–win scenario. Journal of Professional Nursing, 17, 291–296.
   PubMed Web of Science ®Google Scholar
• Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education, 22, 55–72.
   Web of Science ®Google Scholar
• National Science Foundation. (1989). Shaping the future, Vol. II: Perspectives on undergraduate education in science, mathematics, engineering, and technology (NSF Publication No. 98–128). Arlington, VA: Author.
   Google Scholar
• Pawson, E., & Teather, E. K. (2002). “Geographical expeditions”: Assessing the benefits of a student-driven fieldwork method. Journal of Geography in Higher Education, 26, 275–289.
   Web of Science ®Google Scholar
• Pini, B., Previte, J., & Haslam-McKenzie, F. (2007). Stakeholders, natural resource management and Australian rural local governments: A Q methodological study. Local Government Studies, 33, 427–449.
   Web of Science ®Google Scholar
• Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience of higher education. Buckingham: SRHE and Open University Press.
   Google Scholar
• Russell, S. H. (2005). Evaluation of NSF support for undergraduate research opportunities: Survey of STEM graduates. Contributors: C. Ailes, M. Hancock, J. McCullough, J. D. Roessner, and C. Storey. Menlo Park, CA: SRI International. Retrieved from http://csted.sri.com/reportarchive.
   Google Scholar
• Sabatini, D. A. (1997). Teaching and research synergism: The undergraduate research experience. Journal of Professional Issues in Engineering Education and Practice, 123, 98–102.
   Web of Science ®Google Scholar
• Schowen, K. B. (1998). Research as a critical component of the undergraduate educational experience. Assessing the value of research in the chemical sciences (pp. 73–81). Washington, DC: National Academy Press. National Research Council Report.
   Google Scholar
• Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88, 493–534.
   Web of Science ®Google Scholar
• Stephenson, W. (1935). Technique of factor analysis. Nature, 136, 297.
   Google Scholar
• Tueth, M. W., & Wikle, T. A. (2000). The utility and organization of a college field course: Examining national park management. Journal of Geography, 99, 57–66.
   Web of Science ®Google Scholar
• Turner, N., Wuetherick, B., & Healey, M. (2008). International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research-based teaching and learning. Journal of Academic Development, 13, 199–211.
   Google Scholar
• Ward, C., Bennett, J., & Bauer, K. (2002). Content analysis of undergraduate research student evaluations. Retrieved from http://www.udel.edu/RAIRE/.
   Google Scholar
• Woolley, J. T., & McGinnis, M. V. (2000). The conflicting discourses of restoration. Society and NaturalResources, 13, 339–357.
   Web of Science ®Google Scholar
• Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2002a). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91, 151–157.
   Google Scholar
• Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2002b). Faculty perspectives regarding the undergraduate research experience in science and engineering. Journal of Engineering Education, 91, 291–297.
   Google Scholar