The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection

References

• Andersen, A. S., Wulf-Andersen, T., & Heilesen, S. B. (2015). The evolution of the Roskilde Model, Denmark. CUR Quarterly, 36(2), 22–27. Retrieved from http://www.cur.org/download.aspx?id=3281
   Web of Science ®Google Scholar
• Bastiaens, E., van Tilburg, J., & van Merriënboer, J. (Eds.). (2016). Research-based learning case studies from Maastricht University. Dordrecht: Springer.
   Google Scholar
• Baume, D., & Popovic, C. (2016). Introduction – Some issues in academic development. In D. Baume & C. Popovic (Eds.), Advancing practice in academic development (pp. 1–16). London: Routledge.
   Google Scholar
• Beckham, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. Council for Undergraduate Research Quarterly, 29(4), 40–44.
   Google Scholar
• Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Princeton University, Carnegie Foundation for the Advancement of Teaching. Retrieved from depts.washington.edu/gs630/Spring/Boyer.pdf
   Google Scholar
• Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Stony Brook: State University of New York at Stony Brook. Retrieved from http://www.umass.edu/research/system/files/boyer_fromRussell.pdf
   Google Scholar
• Brew, A. (2002). Research and the academic developer: A new agenda. International Journal for Academic Development, 7(2), 112–122.10.1080/1360144032000071332
   Google Scholar
• Brew, A. (2007, April 19–21). Research and teaching from the students’ perspective. International policies and practices for academic enquiry: An international colloquium held at Marwell conference centre, Winchester, UK.
   Google Scholar
• Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618.10.1007/s10734-013-9624-x
   Web of Science ®Google Scholar
• Brew, A., & Cahir, J. (2014). Achieving sustainability in learning and teaching initiatives. International Journal for Academic Development, 19(4), 341–352.10.1080/1360144X.2013.848360
   Google Scholar
• Brew, A., & Jewell, E. (2012). Enhancing quality learning through experiences of research-based learning: Implications for academic development. International Journal for Academic Development, 17(1), 47–58.10.1080/1360144X.2011.586461
   Google Scholar
• Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568.10.1080/13562517.2016.1273216
   Web of Science ®Google Scholar
• Brew, A., Mantai, L., & Miles, A. (in submission). Towards inclusive knowledge-building communities: An Australian university case study/example.
   Google Scholar
• Brown, R. (2010, April 22). The only impact worth having. Times Higher Education. Retrieved from http://www.timeshighereducation.co.uk/comment/letters/only-impact-worth-having/411339.article
   Google Scholar
• Coate, K., Barnett, R., & Williams, G. (2001). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2), 158–174.10.1111/hequ.2001.55.issue-2
   Google Scholar
• Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching & learning: A guide for faculty. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Crawford, K., Horsley, R., Hagyard, A., & Derricott, D. (2015). Pedagogies of partnership: What works? York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/resource/pedagogies-partnership-what-works
   Google Scholar
• CUR. (n.d.). About the Council on Undergraduate Research. Retrieved from http://www.cur.org/about_cur/
   Google Scholar
• D’Andrea, V. (2016). Engaging the international scholarly and policy community through active dialogue on the research-teaching nexus. In P. John & J. Fanghanel (Eds.), Dimensions of marketization in higher education (pp. 175–185). London: Routledge.
   Google Scholar
• Deike, W., Gess, C., & Rue, J. (2014). Increasing students’ research interests through research-based learning at Humboldt University. CUR Quarterly, 35(1), 27–33. Retrieved from http://www.cur.org/download.aspx?id=3064
   Google Scholar
• Durning, B., & Jenkins, A. (2005). Teaching/research relations in departments: The perspectives of built environment academics. Studies in Higher Education, 30(4), 407–426.10.1080/03075070500160046
   Web of Science ®Google Scholar
• Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press. Retrieved from http://discovery.ucl.ac.uk/1558776/1/A-Connected-Curriculum-for-Higher-Education.pdf10.14324/111.9781911576358
   Google Scholar
• Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4–14.10.1080/1360144X.2013.751691
   Google Scholar
• Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726.10.1080/0307507042000287212
   Web of Science ®Google Scholar
• Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 30–42). Maidenhead: McGraw-Hill/Open University Press.
   Google Scholar
• Healey, M., Bovill, C., & Jenkins, A. (2015). Students as partners in learning. In J. Lea (Ed.), Enhancing learning and teaching in higher education: Engaging with the dimensions of practice (pp. 141–163). Maidenhead: McGraw Hill, Open University Press.
   Google Scholar
• Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
   Google Scholar
• Healey, M., & Jenkins, A. (2003). Discipline-based educational development. In H. Eggins & R. Macdonald (Eds.), The scholarship of academic development (pp. 47–57). Milton Keynes: Open University Press.
   Google Scholar
• Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/node/3146
   Google Scholar
• Healey, M., Jenkins, A., & Lea, J. (2014). Developing research-based curricula in college-based higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/resources/detail/heinfe/Developing_research-based_curricula_in_CBHE
   Google Scholar
• HEFCE. (2017). Initial decisions on the research excellence framework. Retrieved from http://www.hefce.ac.uk/pubs/rereports/year/2017/ref201701/
   Google Scholar
• Helfand, D. (2016). Mucking abut in the mess: Research-based education at Quest University Canada. CUR Quarterly, 36(3), 28–33. Retrieved from http://www.cur.org/DOWNLOAD.ASPX?ID=3282
   Google Scholar
• Hensel, N. (Ed.). (2012). Characteristics of excellence in undergraduate research (COEUR). Washington, DC: Council on Undergraduate Research. Retrieved from http://www.cur.org/assets/1/23/COEUR_final.pdf
   Google Scholar
• HEQC. (1997). Academic quality audit: The University of Exeter. London: Author.
   Google Scholar
• Hodge, D. C., Nadler, M. K., Shore, C., & Taylor, B. A. P. (2011). Institutionalizing large-scale curricular change: The Top 25 project at Miami University. Change, 43(5), 28–35.10.1080/00091383.2011.599290
   Google Scholar
• Jenkins, A., & Healey, M. (2010). Undergraduate research and international initiatives to link teaching and research. CUR Quarterly, 30(2), 36–42. Retrieved from http://www.cur.org/quarterly/mar10/spring10jenkins.pdf
   Google Scholar
• Jenkins, A., & Healey, M. (2015). International perspectives on strategies to support faculty who teach students via research and inquiry. CUR Quarterly, 35(4), 31–37. Retrieved from http://www.cur.org/download.aspx?id=3147
   Google Scholar
• Jenkins, A., & Healey, M. (2016). Reshaping understandings, practices and policies to enhance the links between teaching and research. In P. John & J. Fanghanel (Eds.), Dimensions of marketization in higher education (pp. 164–174). London: Routledge.
   Google Scholar
• Jenkins, A., Healey, M., & Zetter, R. (2007). Linking teaching and research in departments and disciplines. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/node/3890
   Google Scholar
• Kearns, S. E., Miller, R. K., & Kerns, D. V. (2004). Designing from a blank slate: The development of the initial Olin College curriculum. Educating the engineer of 2020: Adapting engineering education to the new century (pp. 98–113). Washington, DC: The National Academies Press. Retrieved from https://download.nap.edu/catalog.php?record_id=11338
   Google Scholar
• Knapper, C.K. (Ed.) (2007). Experiences with inquiry learning: Proceedings of a symposium at McMaster University 1-3 October 2004. Hamilton: McMaster University, Centre for Leadership in Learning.
   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
• Kuh, G. D. (2017). Foreword. In B. Eynon & L. M. Gambino (Eds.), High impact ePortfolio practice: A catalyst for student, faculty, and institutional learning (pp. vii–xi). Virginia, VA: Stylus Publishing.
   Google Scholar
• Kuh, G. D. & O’Donnell, K. (Eds.). (2013). Ensuring quality and taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Levy, P. (2011). Embedding inquiry and research into mainstream higher education: A UK perspective. CUR Quarterly, 32(1), 36–42. Retrieved from http://www.cur.org/DOWNLOAD.ASPX?ID=2803
   Google Scholar
• MIT. (2017). Undergraduate Research Opportunities Program. Retrieved from http://uaap.mit.edu/research-exploration/urop
   Google Scholar
• National Science Foundation. (2006). Strategic plan: Investing in America’s future. Arlington, VA: Author.
   Google Scholar
• Neary, M. (2014). Student as producer: Research-engaged teaching frames university-wide curriculum development. CUR Quarterly, 35(2), 28–34. Retrieved from http://www.cur.org/DOWNLOAD.ASPX?ID=3070
   Google Scholar
• Research and Teaching Forum. (2006). Response to reform of higher research and funding. Submitted to David Sweeney, Director for Research for HEFCE.
   Google Scholar
• Roxå, T., & Mårtensson, K. (2015). Microcultures and informal learning: A heuristic guiding analysis of conditions for informal learning in local higher education workplaces. International Journal for Academic Development, 20(2), 193–205.10.1080/1360144X.2015.1029929
   Web of Science ®Google Scholar
• Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359–376.10.1080/13611267.2015.1126162
   Web of Science ®Google Scholar
• Shanahan, J. O., Walkington, H., Ackley, E., Hall, E. E., & Stewart, K. A. (2017). Award-winning mentors see democratization as the future of undergraduate research. CUR Quarterly, 37(4), 3–8.
   Google Scholar
• Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., … Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching and Learning Inquiry, 1(2), 105–118. Retrieved from http://www.jstor.org/stable/10.2979/teachlearninqu.1.2.105
   Google Scholar
• University of Adelaide. (n.d.). Small group discovery experience. Retrieved from https://www.adelaide.edu.au/learning/strategy/sgde/
   Google Scholar
• Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. York: HE Academy. Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/Students%20as%20researchers_1.pdf
   Google Scholar
• Walkington, H. (2016). Students as researchers. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/walkington-students-as-researchers.pdf
   Google Scholar
• Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393–409.10.1080/07294360701658609
   Google Scholar
• Zimbardi, K., & Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: A cross-disciplinary study of the key characteristics guiding implementation. Studies in Higher Education, 39(2), 233–250.10.1080/03075079.2011.651448
   Web of Science ®Google Scholar