Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates

References

• Archer, M. S. 2007. Making our way Through the World: Human Reflexivity and Social Mobility. Cambridge: Cambridge University Press.
   Google Scholar
• Armstrong, M., and V. Shanker. 1983. “The Supervision of Undergraduate Research: Student Perceptions of the Supervisor Role.” Studies in Higher Education 8 (2): 177–183. doi: 10.1080/03075078312331379044
   Web of Science ®Google Scholar
• Beckman, M., and N. Hensel. 2009. “Making Explicit the Implicit: Defining Undergraduate Research.” CUR Quarterly 4: 40–44.
   Google Scholar
• Boyer Commission. 1998. Re-inventing Undergraduate Education: A Blueprint for America’s Research Universities. Stony Brook, NY: Carnegie Foundation for University Teaching.
   Google Scholar
• Brew, A. 2003. “Teaching and Research: New Relationships and Their Implications for Inquiry-Based Teaching and Learning in Higher Education.” Higher Education Research and Development 22 (1): 3–18. doi: 10.1080/0729436032000056571
   Google Scholar
• Brew, A. 2013. “Understanding the Scope of Undergraduate Research: A Framework for Curricular and Pedagogical Decision-making.” Higher Education 66 (5): 603–618. doi: 10.1007/s10734-013-9624-x
   Web of Science ®Google Scholar
• Brew, A., and D. Boud. 1995. “Teaching and Research: Establishing the Vital Link with Learning.” Higher Education 29 (3): 261–273. doi: 10.1007/BF01384493
   Web of Science ®Google Scholar
• Brew, A., and J. Cahir. 2014. “Achieving Sustainability in Learning and Teaching Initiatives.” International Journal for Academic Development 19 (4): 341–352. doi: 10.1080/1360144X.2013.848360
   Google Scholar
• Brew, A., and E. Jewell. 2012. “Enhancing Quality Learning Through Experiences of Research-based Learning: Implications for Academic Development.” International Journal for Academic Development 17 (1): 47–58. doi: 10.1080/1360144X.2011.586461
   Google Scholar
• Cook-Sather, A., C. Bovill, and P. Felten. 2014. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Dolan, E., and D. Johnson. 2009. “Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors.” Journal of Science Education and Technology 18 (6): 487–500. doi: 10.1007/s10956-009-9165-3
   Web of Science ®Google Scholar
• Greenawald, D. A. 2010. “Faculty Involvement in Undergraduate Research: Considerations for Nurse Educators.” Nursing Education Perspectives 31 (6): 368–371.
   PubMedGoogle Scholar
• Grobman, L. 2010. “Researching the Conflicts: Undergraduate Research and the Introductory Literature Curriculum.” Teaching English in the Two Year College 37 (4): 372–383.
   Google Scholar
• Hajdarpasic, A., A. Brew, and S. Popenici. 2015. “The Contribution of Academics’ Engagement in Research to Undergraduate Education.” Studies in Higher Education 40 (4): 644–657. doi: 10.1080/03075079.2013.842215
   Web of Science ®Google Scholar
• Hattie, J., and H. W. Marsh. 1996. “The Relationship between Research and Teaching: A Meta-analysis.” Review of Educational Research 66 (4): 507–542. doi: 10.3102/00346543066004507
   Web of Science ®Google Scholar
• Healey, M. 2005. “Linking Research and Teaching to Benefit Student Learning: Research Context, Developments and Future Directions.” Journal of Geography in Higher Education 29 (2): 183–201. doi: 10.1080/03098260500130387
   Web of Science ®Google Scholar
• Healey, M., C. Bovill, and A. Jenkins. 2015. “Students as Partners in Learning.” In Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice, edited by J. Lea, 141–162. Maidenhead: McGraw Hill, Open University Press.
   Google Scholar
• Healey, M., and A. Jenkins. 2009. Developing Undergraduate Research and Inquiry. York: Higher Education Academy.
   Google Scholar
• Healey, M., F. Jordan, B. Pell, and C. Short. 2010. “The Research–Teaching Nexus: A Case Study of Students’ Awareness, Experiences and Perceptions of Research.” Innovations in Education and Teaching International 47 (2): 235–246. doi: 10.1080/14703291003718968
   Web of Science ®Google Scholar
• Hu, S., K. Scheuch, and J. G. Gayles. 2009. “The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities.” Innovative Higher Education 34 (3): 173–183. doi: 10.1007/s10755-009-9105-4
   Google Scholar
• Karukstis, K. K., and T. E. Elgren. 2007. Developing and Sustaining a Research-supportive Curriculum: A Compendium of Successful Practices. Washington, DC: Council on Undergraduate Research.
   Google Scholar
• Katkin, W. 2003. “The Boyer Commission Report and its Impact on Undergraduate Research.” New Directions for Teaching and Learning 2003 (93): 19–38. doi: 10.1002/tl.86
   Google Scholar
• Kellett, M., R. Forrest, N. Dent, and S. Ward. 2004. “‘Just Teach us the Skills Please, We’ll do the Rest’: Empowering Ten-Year-Olds as Active Researchers.” Children and Society 18 (5): 329–343. doi: 10.1002/chi.807
   Google Scholar
• Kuh, G. D. 2008. High-impact Educational Practices: What They Are, Who has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Laursen, S., A.-B. Hunter, E. Seymour, H. Thiry, and G. Melton. 2010. Undergraduate Research in the Sciences: Engaging Students in Real Science. New York: Jossey-Bass.
   Google Scholar
• Lei, S. A., and N.-K. Chuang. 2009. “Undergraduate Research Assistantship: A Comparison of Benefits and Costs from Faculty and Students’ Perspectives.” Education 130 (2): 232–240.
   Google Scholar
• Lopatto, D. 2009. Science in Solution: The Impact of Undergraduate Research on Student Learning. Tucson, AZ: Research Corporation for Science Advancement.
   Google Scholar
• Malachowski, M. R. 2003. “A Research-Across-the-Curriculum Movement.” New Directions for Teaching and Learning 2003 (93): 55–68. doi: 10.1002/tl.88
   Google Scholar
• Middlehurst, R., and L. Elton. 1992. “Leadership and Management in Higher Education.” Studies in Higher Education 17 (3): 251–264. doi: 10.1080/03075079212331382527
   Web of Science ®Google Scholar
• Moore, L. S., F. Avant, and S. F. Austin. 2008. “Strengthening Undergraduate Social Work Research: Models and Strategies.” Social Work Research 32 (4): 231–235. doi: 10.1093/swr/32.4.231
   Web of Science ®Google Scholar
• Neary, M., and J. Winn. 2009. “The Student as Producer: Reinventing the Student Experience in Higher Education.” In The Future of Higher Education: Policy, Pedagogy and the Student Experience, edited by L. Bell, M. Neary, and H. Stevenson, 192–210. London: Continuum.
   Google Scholar
• Popenici, S., and A. Brew. 2013. “Reading Walls on University Corridors: Transitional Learning Spaces in Campus.” In Discourse, Power, and Resistance Down Under: Volume 2, edited by M. Vicars and T. McKenna, 145–156. Rotterdam: Sense Publishers.
   Google Scholar
• Potter, S. J., E. Abrams, L. Townson, and J. E. Williams. 2011. “Mentoring Undergraduate Researchers: Faculty Mentors Perceptions of the Challenges and Benefits of the Research Relationship.” Journal of College Teaching & Learning (TLC) 6 (6): 17–30. doi: 10.19030/tlc.v6i6.1131
   Google Scholar
• Spronken-Smith, R., R. Walker, J. Batchelor, B. O’Steen, and T. Angelo. 2011. “Enablers and Constraints to the use of Inquiry-based Learning in Undergraduate Education.” Teaching in Higher Education 16 (1): 15–28. doi: 10.1080/13562517.2010.507300
   Web of Science ®Google Scholar
• Steinberg, S. R., and J. L. Kincheloe. 1998. Students as Researchers: Creating Classrooms That Matter. London: RoutledgeFalmer.
   Google Scholar
• Turner, N., B. Wuetherick, and M. Healey. 2008. “International Perspectives on Student Awareness, Experiences and Perceptions of Research: Implications for Academic Developers in Implementing Research-based Teaching and Learning.” International Journal for Academic Development 13 (3): 191–211. doi: 10.1080/13601440802242333
   Google Scholar
• Van der Rijst, R. M., G. J. Visser-Wijnveen, N. Verloop, and J. H. V. Driel. 2013. “Undergraduate Science Coursework: Teachers’ Goal Statements and how Students Experience Research.” Innovations in Education and Teaching International 50 (2): 178–190. doi: 10.1080/14703297.2012.760872
   Web of Science ®Google Scholar
• Wagner, C., M. Garner, and B. Kawulich. 2011. “The State of the art of Teaching Research Methods in the Social Sciences: Towards a Pedagogical Culture.” Studies in Higher Education 36 (1): 75–88. doi: 10.1080/03075070903452594
   Web of Science ®Google Scholar
• Wayment, H. A., and K. L. Dickson. 2008. “Increasing Student Participation in Undergraduate Research Benefits Students, Faculty, and Department.” Teaching of Psychology 35 (3): 194–197. doi: 10.1177/009862830803500307
   Web of Science ®Google Scholar
• Willison, J., and K. O’Regan. 2007. “Commonly Known, Commonly not Known, Totally Unknown: A Framework for Students Becoming Researchers.” Higher Education Research & Development 26 (4): 393–409. doi: 10.1080/07294360701658609
   Google Scholar
• Wilson, A., S. Howitt, K. Wilson, and P. Roberts. 2012. “Academics’ Perceptions of the Purpose of Undergraduate Research Experiences in a Research-Intensive Degree.” Studies in Higher Education 37 (5): 513–526. doi: 10.1080/03075079.2010.527933
   Web of Science ®Google Scholar
• Zimbardi, K., and P. Myatt. 2014. “Embedding Undergraduate Research Experiences Within the Curriculum: A Cross-Disciplinary Study of the Key Characteristics Guiding Implementation.” Studies in Higher Education 39 (2): 233–250. doi: 10.1080/03075079.2011.651448
   Web of Science ®Google Scholar