References
- Ahn, B., & Cox, M. F. (2016). Knowledge, skills, and attributes of graduate student and postdoctoral mentors in undergraduate research settings. Journal of Engineering Education, 105(4), 605–629.10.1002/jee.v105.4
- Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., … Dolan, E. L. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE Life Sciences Education, 13(1), 29–40.10.1187/cbe.14-01-0004
- Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25–55). Mahwah, NJ: Erlbaum.
- Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.10.1080/03057640902902252
- Behar-Horenstein, L. S., Roberts, K. W., & Dix, A. C. (2010). Mentoring undergraduate researchers: An exploratory study of students’ and professors’ perceptions. Mentoring & Tutoring: Partnership in Learning, 18(3), 269–291.10.1080/13611267.2010.492945
- Brew, A. (2001). Conceptions of research: A phenomenographic study. Studies in Higher Education, 26(3), 271–285.10.1080/03075070120076255
- Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3–18.10.1080/0729436032000056571
- Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618.10.1007/s10734-013-9624-x
- Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
- Brush, E., Cox, M., Harris, A., & Torda, L. (2010). Undergraduate research as faculty development. CUR Quarterly, 31(1), 11–15.
- Corwin, L. A., Graham, M. J., & Dolan, E. L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE Life Sciences Education, 14(1), 1–13.
- Desai, K. V., Gatson, S. N., Stiles, T. W., Stewart, R. H., Laine, G. A, & Quick, C. M. (2008). Integrating research and education at research-extensive universities with research-intensive communities. AJP: Advances in Physiology Education, 32(2), 136–141.10.1152/advan.90112.2008
- Dolan, E., & Johnson, D. (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), 487–500.10.1007/s10956-009-9165-3
- Gonzalez, C. (2001). Undergraduate research, graduate mentoring, and the university’s mission. Science, 293(5535), 1624–1626.10.1126/science.1062714
- Harrison, M., Dunbar, D., Ratmansky, L., Boyd, K., & Lopatto, D. (2011). Classroom-based science research at the introductory level: Changes in career choices and attitude. Cell Biology Education, 10(3), 279–286.10.1187/cbe.10-12-0151
- Healey, M., Flint, A., & Harrington, K. (2014, July). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy.
- Healey, M., O’Connor, K. M., & Broadfoot, P. (2010). Reflections on engaging students in the process of learning teaching and assessment: An institutional case study. International Journal for Academic Development, 15(1), 19–32.10.1080/13601440903529877
- 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(1), 36–74.10.1002/(ISSN)1098-237X
- Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41–53.10.1080/1360144X.2015.1113537
- John, J., & Creighton, J. (2013). ‘In practice it doesn’t always work out like that.’ Undergraduate experiences in a research community of practice. Journal of Further and Higher Education, 37(6), 750–768.10.1080/0309877X.2012.684037
- Kuh, G. D. (2008). High-impact educational practices. Washington, DC: Association of American Colleges and Universities.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.10.1017/CBO9780511815355
- Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281.10.1080/03075070802049202
- Lee, V. S. (2012). What is inquiry-guided learning? New Directions for Teaching and Learning, 2012(129), 5–14.10.1002/tl.v2012.129
- Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1–6.
- Lopatto, D. (2003, March). The essential features of undergraduate research. Council on Undergraduate Research Quarterly, 24, 139–142.
- Lopatto, D. (2009). Science in solution: The impact of undergraduate research on student learning. Tucson, AZ: Research Corporation for Science Advancement.
- Malachowski, M. (1996). The mentoring role in undergraduate research projects. Council on Undergraduate Research Quarterly, 12, 91–94.
- Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., … Woo, J. (2016). Navigating the threshold of student–staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15.10.1080/1360144X.2015.1113538
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
- Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, undergraduate research, and identity development: A conceptual review and research agenda. Mentoring & Tutoring: Partnership in Learning, 23(5), 411–426.10.1080/13611267.2015.1126165
- Prince, M., & Felder, R. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.10.1002/jee.2006.95.issue-2
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
- Shor, I., & Freire, P. (1987). What is the ‘Dialogical Method’ of Teaching? Journal of Education, 169(3), 11–31.10.1177/002205748716900303
- Smith, R. A. (2001). Formative evaluation and the scholarship of teaching and learning. New Directions for Teaching and Learning, 2001(88), 51–62.10.1002/(ISSN)1536-0768
- Thiry, H., & Laursen, S. L. (2011). The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20(6), 771–784.10.1007/s10956-010-9271-2
- Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.10.1177/1098214005283748
- Wallin, P., Adawi, T., & Gold, J. (2017). Linking teaching and research in an undergraduate course and exploring student learning experiences. European Journal of Engineering Education, 42(1), 58–74.10.1080/03043797.2016.1193125
- Zachary, L. J. (2002). The role of teacher as mentor. New Directions for Adult and Continuing Education, 93, 27–38.10.1002/ace.v2002:93