General

"Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact", edited by Mary K. Boyd and Jodi Wesemann

Engaging undergraduate students in research, scholarship, and creative activity is a proven and powerful practice for enhancing educational outcomes and expanding frontiers of knowledge. This book is a rich collection featuring institutions that are maximizing the impact of this practice by including: · underrepresented ethnic and racial minorities, · students with disabilities, · females, · students of lower socioeconomic status, · first- and second-year students, and · others not traditionally involved in the development of new knowledge. Examples of high-quality, inclusive programs from community colleges, primarily undergraduate institutions, minority-serving institutions, comprehensive universities, and research universities will help faculty, staff, and administrators enhance: · the lives of their students, · the direction of their scholarship, and · the impact of their disciplines and institutions.

Association of American Colleges and Universities. (2004). Taking responsibility for the quality of the Baccalaureate Degree: a Report from the greater Expectations Project on Accreditation and Assessemnt. Washington: Association of American Colleges and Universities.

Includes learning outcomes that accreditors and industry expect from students with degrees in a useful table that compares the expected learning outcomes from different agencies. Retrieved from: http://www.sonoma.edu/aa/assess_effectiveness/taking_responsibility_for_ug_degree.pdf [17 February 2010]. See also: http://www.aacu.org/About/schneider/documents/2009_SACS_handouts.pdf

Bell, L., Stevenson, H., & Neary, M. (2009). The future of higher education: Policy, pedagogy and the student experience. London: Continuum.

This book explores policy, pedagogy and the student experience at a conceptual level, enabling university staff to place their own work within a wider theoretical framework and to develop their own understandings of some of the key controversies that surround teaching and learning in higher education. The book is divided into three parts: Part 1 explores key policies that have shaped higher education since the late twentieth century, and traces the impact that these policies have had on the extent and nature of higher education provision. Part 2 explores how these emerging policies, and the need for higher education institutions to respond to them, have produced a radical re-evaluation of what higher education is and how it might best be delivered at an institutional level. Part 3 gives consideration to pedagogy and the student experience in contemporary higher education. Chapters on "Learning landscapes: designing a classroom of the future" and "The student as producer: reinventing the student experience in higher education" should be of particular interest to those interested in developing and enhancing research-based learning experiences for students.

Boyer Commission. (1999). Reinventing Undergraduate Education: A blueprint for America's Research Universities. Stony Brook, NY: Carnegie Foundation for University Teaching.

Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education. 66 (5) 603–618.

Critically analyses frameworks in existence to understand undergraduate research and establishes the Undergraduate Research Decision-making wheel to assist universities and individuals in implementing research experiences for undergraduates

Brew, A. & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education.

This paper reports on the findings of a qualitative study exploring academics’ perceptions of the challenges and barriers to implementing undergraduate research. Academics were asked about perceived constraints and enablements, how they defined undergraduate research, the forms of undergraduate research used, and they were encouraged to provide examples. Perceived constraints included particular institutional policies and structures, academics’ mindsets and lack of skills and questions of time and money. It was found that different definitions of undergraduate research lead to different practices and varying opportunities for further development. This paper presents different forms of engagement in undergraduate research allied to these different definitions and it draws on interviewees’ ideas about what has been enabling in their context to suggest possible strategies for institutions to move forward.

Brew, A., & Saunders, C. (2020). Making sense of research-based learning in teacher education. Teaching and Teacher Education (87) 102935

Research-based learning challenges teacher educators to rethink pedagogical strategies, particularly so in a context where views about the role of research in pre-service teachers' professional development are contested. The views of academics implementing a research-based learning course in teacher education are examined through qualitative semi-structured interviews in order to understand how learning autonomy is fostered. Variation was found in what teacher educators thought the course was intended to achieve and in their teaching strategies. The basis for pedagogical decision-making appeared to be their own research learning experiences. Implications for teacher education and for implementing research-based learning more generally are discussed.

Cejda, B. D., & Hensel, N. (2009). Undergraduate research at community colleges. Washington, DC: Council on Undergraduate Research.

This book is the culmination of 6 conversations involving participants from 27 community colleges, 13 four-year institutions, and 8 outside entities such as, business and industry, governmental agencies, and other non-profit organizations such as museums. At each conversation, large- and small-group discussions focused on three broad questions related to student research: What is currently happening regarding undergraduate research at community colleges? In what kind of research activities would community colleges like to involve undergraduates? How could CUR and NCIA help community colleges realize their goals for students’ participation in undergraduate research? The book is available to download at: http://www.cur.org/urcc/

Council on Undergraduate Research. (2003) Slide show 'All about CUR' [Web Page]. Retrieved 28 October 2004 from: www.cur.org/slide/cur.html

Farrand-Zimbardi, K., van der Burg, N. M. D., and Myatt, P., (2010) Undergraduate Students‟ Research Experiences: Bridging the gap between teaching and research in a research-intensive university. Report for The University of Queensland Strategic Teaching and Learning Grants Scheme, 118 pages.

This is a report produced following a Strategic Teaching and Learning project to examine the diversity of undergraduate research opportunities available to students across the University of Queensland.i It is a useful resource illustrating the variety of ways undergraduate research experiences can be incorporated into the curriculum, how they can be assessed and what student outcomes may be expected. One page descriptions exist for more than 70 activities across 7 faculties. The report is available on this website. Search for The University of Queensland.

Fung, D. (2016). Engaging students with research through a connected curriculum: An innovative institutional approach. CUR Quarterly, 38(2), 30-35.

This article discusses a strategic initiative at University College, London designed to engage students in various forms of research and inquiry.

Goodnew, B., Wheeler, A., Hall, P., & Slater (2003). Mobilising students for genome research for bacterial genome finishing. American Society for microbiology, 69,12,584-586. Retrieved from http://www.facultyprograms.org/documents/Goodner.ASMNewsDec03ArticleandHiramschematic.pdf [17 February 2010]

Brad W Goodner and colleagues at Hiram College, Ohio, USA have been strengthening undergraduate education through interdisicplinary hands-on learning. They have been developing undergraduate biochemistry, genetics, microbiology and molecular biology courses where every experiement is designed to help complete a bacterial genome project. This brief article details the process and there is a poster attached.

Guerin, C., Bartholomew, P., & Nygaard, C. (Eds.). (2015). Learning to research: Researching to learn. Faringdon, Oxon, UK: Libri Publishing.

The book explores the integration of research into learning and teaching at all levels of higher education. It showcases innovative ways of researching to learn, exploring how students learn through doing research, how they conceptualise the knowledge of their fields of study and how they experiment and reflect on the results produced. The book explores the links between research, teaching and learning in a wide variety of contexts in different countries.

Hajdarpasic, A., Brew, A., & Popenici, S. (2015). The contribution of academics’ engagement in research to undergraduate education. Studies in Higher Education. Vol. 40, No. 4, 644–657.

An Australian study of responses of 200 undergraduates discusses the effects of implementing undergraduate research and shows that students believe that academics’ engagement in research deepens student understanding, increases enthusiasm for learning and teaching, encourages postgraduate study, develops skills useful for employment and enhances undergraduate research activities. The article argues that academics’ engagement with research is a key contributor to making higher education ‘higher’ and effectively increases the value of education to the student.

Healey, M., & Jenkins, A. (Eds ). (2009). Developing undergraduate research and inquiry. York, UK: Higher Education Academy.

This book explores key issues around the nature of undergraduate research and inquiry, considers the potential of opportunities for and strategies to support student engagement in research, looks at different national policy approaches to this area, and draws upon extant evidence of impact. The authors provide a useful range of case studies and exemplars that may be usefully adapted and applied, together with suggestions for further research in this large and important element of students’ learning experiences. It is written for: Academic staff (or faculty in North America) who are interested in engaging their students in research, either as part of the curriculum or as co-researchers; —— Course leaders, department heads and staff with faculty and institutional responsibilities for research and teaching and learning who wish to develop strategies and practices to support undergraduate students undertaking and understanding the nature of research; —— Staff engaged in educational and research development in universities, including Academy staff in the Subject Centres and in Academy York, who support staff in developing linkages between research and teaching; —— Institutional and national higher education policy makers, including professional bodies and those giving research grants, who are concerned to develop policies to encourage undergraduates to become involved with research [quoted from pp 2-3 of the booklet]. It is available on line at http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf

Kellett, M. (2010). Rethinking children and research: Attitudes in contemporary society. London. Continuum Books.

This book focuses on research on children, research with children and research by children. The chapter on children and young people as researchers should be essential reading for anyone making the case for undergraduate research in their university or college of higher education.

M. Murtonen,M. & Balloo, K. (2019). Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills. London, PalgraveMacmillan. 

The book introduces a new broad theory of scientific thinking for higher education, redefining higher-order thinking abilities as scientific thinking skills. The book includes discussion of the challenges faced when educators and students attempt to teaching and learn these skills.

McLean, M. (2008). Pedagogy and the university: Critical theory and practice. London: Continuum.

Engaging undergraduates in research and inquiry raises critical questions about what kind of pedagogy is appropriate. In this book, Monica McLean suggests that what form of pedagogy should be used at university is a complex and important issue and so too is the question of how the university should develop. Drawing on the theories of Habermas she provides important new insights about these questions, which she argues are inextricably linked.

Ozay, S.B. (2011). The dimensions of research in undergraduate learning, Teaching in Higher Education. pp.1-12. Routledge: UK http://dx.doi.org/10.1080/13562517.2011.641009

This peer reviewed article provides a synthesis of perspectives and educational debates that support the argument for, and benefits of, providing research-enhanced learning for undergraduate students. It adopts Healey and Jenkins' (2009) framework for the dimensions of research in undergraduate learning and aims to illustrate the various ways that research can be integrated with teaching to benefit learning.

Reading, Writing, & Research: Undergraduate Students as Scholars in Literary Studies Edited by Laura L. Behling

This book documents multiple methods and procedures that could be adapted for all students to become engaged in the essential questions of our fields. Reading, Writing, and Research: Undergraduate Students as Scholars in Literary Studies is essential reading for beginning campus discussions for bringing a research-based teaching methodology to all our undergraduate courses in community colleges, liberal arts colleges, and undergraduate programs in research universities

Steinberg, S. R., & Kincheloe, J. L. (1998). Students as researchers: creating classrooms that matter. London: RoutledgeFalmer .

Students at all levels are considered knowledge producers. This visionary book considers student research from primary classrooms to undergraduate level. The authors argue that a good education should prepare students to be able to 'read the world' in a way that enables them to change it. Students learn to recognise how power operates to create oppressive conditions for some groups. Engaging students in research is to develop new ways of knowing that are able to challenge common views of reality.

Taylor, P., & Wilding, D. (2010). Rethinking the values of higher education: the student as collaborator and producer? Undergraduate research as a case study. Gloucester, UK. Quality Assurance Agency for Higher Education.

This paper arises from discussions in the UK surrounding notions of engagement. It argues for undergraduate research as a key aspect of meaningful engagement and 'the student as producer'. At the University of Warwick, students - undergraduate and postgraduate - are engaging in a research project to examine provision for the development of graduate attributes across the curriculum. The paper also includes further information about the undergraduate research journal: Reinvention.

Transformative Research at Predominately Undergraduate Institutions Edited by Kerry K. Karukstis and Nancy Hensel

A report on a June 2009 summit on transformative research held by CUR and funded by the National Science Foundation, Research Corporation for Science Advancement, and the American Chemical Society Petroleum Research Fund. A monograph from the summit with examples of transformative research.

Undergraduate Research at Community Colleges Edited by Brent D. Cejda National Council of Instructional Administrators

In 2006, the Council on Undergraduate Research (CUR) and the National Council of Instructional Administrators (NCIA) received a two-year planning grant from the Advanced Technological Education program (ATE award #0603119) of the National Science Foundation. The key component of this planning grant was a series of regional conversations about undergraduate research at community colleges. This chapter describes the process of conducting the conversations and provides a summary of those discussions. The primary goal of our CUR/NCIA planning grant was to develop a basic understanding of the status of undergraduate research in community colleges. In the process of developing this understanding, we wanted to identify potential partners from community colleges, four-year colleges and universities, business and industry, government agencies, and non-profit organizations. We also wanted to develop resources that will broaden the involvement of community college students in undergraduate research. To accomplish our goal, we worked with a steering committee to organize and develop a series of regional conversations. Six conversations were held between October 2006 and October 2007. In chronological order, discussions were convened at Harold Washington College (Chicago, IL), Georgia Perimeter College (Lawrenceville, GA), Mt. San Antonio College (Walnut, CA), Redlands Community College (El Reno, OK), North Seattle Community College (Seattle, WA), and Bunker Hill Community College (Boston, MA). For each conversation we identified a facilitator, an individual knowledgeable about undergraduate research, and a local contact—someone to assist with the identification of potential participants for the conversation, as well as the logistical aspects necessary to conduct it. Our goal was to have between 20 and 25 individuals at each conversation. Within each group, the ideal was to include faculty members and administrators from at least four community colleges and two four-year institutions, as well as two "outside" individuals. The outside individuals were drawn from business and industry, governmental agencies, and other non-profit organizations such as museums. In total, the conversations involved participants from 27 community colleges, 13 four-year institutions, and 8 outside entities. After each conversation, the facilitator, the local contact, the Executive Officer of CUR and the Executive Director of NCIA held a debriefing. As a result of the initial debriefings, we made a number of logistical changes. The initial conversations were two days in length, and a number of participants were not able to attend both days. As a result, we shortened the schedule for three of the conversations to facilitate attendance of the participants throughout the entire event. Based on feedback from the participants at the earlier events, we included in the final three conversations current or former community college students who had participated in research activities. In each instance, the students made brief presentations about their research and commented on the importance of participation in undergraduate research to their educational growth and development. At each conversation, the facilitator guided large- and small-group discussions focusing on three broad questions related to student research: •What is currently happening regarding undergraduate research at community colleges? •In what kind of research activities would community colleges like to involve undergraduates? •How could CUR and NCIA help community colleges realize their goals for students’ participation in undergraduate research? The facilitator summarized primary points from large-group discussions and gained consensus regarding the importance of these points among the participants. Recorders did the same for each small-group discussion, and a sharing session at the end of each small-group session created opportunities for expanded discussion among the total group of participants. All points were captured using laptop computers, and the files were then combined to prepare a report for each conversation. The participants received the report and had the opportunity to provide additional comments.

Wei, C. A., & Woodin, T. (2011). Undergraduate research experiences in biology: alternatives to the apprenticeship model. CBE-Life Sciences Education, 10(2), 123-131.

This is the first in a series of articles exploring some of the approaches advocated in the American Association for the Advancement of Science’s (AAAS) Vision and Change in Un- dergraduate Biology Education (AAAS, 2011a), an effort within the biology community to address the needs of undergrad- uate education in the life sciences (Woodin et al., 2009, 2010) in response to the dramatic and rapid transformations in bi- ology in recent decades (National Research Council, 2009). The Vision and Change report describes a number of ways to meet the needs of the 21st-century undergraduate. Here, we address one of the changes advocated in that report— the call to “introduce the scientific process to students early, and integrate it into all undergraduate biology courses.” We review a representative sampling of recent innovations inte- grating scientific research experiences within the biology cur- riculum.

Assessment

Cambridge, D., Cambridge, B., & Yancey, K. B.(2009). Electronic Portfoliios 2.0: Emergent research on implementation and impact. New York: Stylus.

This book includes results of studies evaluating the use and impact of eportfolios. It includes evidence on the effects on student reflection, integrative learning, establishing identity, organisational learning and designs for learning supported by technology. It also includes evidence of how institutions have responded to the challenges of introducing eportfolios. It should be of interest to anyone considering using eportfolios in the context of assessing students research and inquiry experiences

Benefits

Hunter, A-B., Weston, T. J., Laursen, S. L., & Thiry, H. (2009). URSSA: Evaluating student gains from undergraduate research in the sciences. CUR Quarterly, 29 (3) 15-19.

This article provides background to the Undergraduate Research Student Self-Assessment instrument (URSSA) and discusses the results of using it. The article discusses how it was developed and validated, its advantages and limitations. For further information about URSSA see: http://www.mq.edu.au/ltc/altc/ug_research/database.php?stext=urssa&search=1&stype=any

Hunter, A.-B., Laursen, S. L., & Seymour, E. (2006). Becoming a Scientist: The Role of Undergraduate Research in Students' Cognitive, Personal, and Professional Development. Science Education, 10 (1), 36-74.

Part of the study of 4 USA colleges. This paper is an earlier version to the book to be released in 2010. It discusses the first round of student data and the faculty data. It explores the idea of communities of practice and scientific apprenticeship. One student said: "I learned how science is done". The article includes a list of gains according to faculty and students. Identity development and professional socialization are framed as a process of negotiated meaning-making within a community of practice. There's a shift when faculty notice that students begin to work independently, take ownership of the research project, become more willing to think creatively, or make decisions about the next steps in the research. The novelty of interacting with faculty as colleagues was a major source of students' growing confidence.

Laursen, S., Hunter, A.-B.,  Seymour, E.,  Thiry, H., & Melton, G. (Eds.). (2010). Undergraduate Research in the Sciences: Engaging students in real science. New York: Jossey-Bass.

Lopatto, D. (2004a). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3, 270 - 277.

Lopatto, D. (2004b). What undergraduate research can tell us about research on learning. Retrieved 30 March 2005, from: www.pkal.org/template2.cfm?c id=1002

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 (1), 55-72.

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. Wiley InterScience, DO1 10.1002/sce.10131.

Ward, C., Bennett, J. S., & Bauer, K. W. (no date). Content analysis of undergraduate research student evaluations. Retrieved 11 january 2010 from: http://www.udel.edu/RAIRE/Content.pdf

To examine the educational effectiveness of the undergraduate research experience, a content analysis was conducted on 183 randomly selected free-form evaluation letters (1-4 pages long) written during the period 1985 to 1995 by undergraduate research students in engineering and the sciences. Students perceived their learning to be greater through research than through ordinary classes. They reported increased technical skill, ability to act independently, insight into graduate study and career possibilities, understanding of the value of team work, ability to work with setbacks and/or ambiguity, desire to learn, ability to think creatively and/or synthetically, self confidence, communication skills, and understanding of where “knowledge” comes from. [Abstract from article]

Definitions

Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining Undergraduate research.   
CUR Quarterly, Summer Vol 29,4, 40-44. Council on Undergraduate Research: Retrieved from: http://cur.org

A cross-institution team working on the Carnegie Foundation for the Advancement of Teaching and Learning, Leadership Project on Undergraduate Research and the Scholarship of Teaching and learning established a working definition of undergraduate research. When considered by the team they found that there were a number of tensions associated with the definition. These are explored in this paper, thus providing a map of the different dimensions of undergraduate research.

Engagement

Krause, K. L. , & Coates, H. (2008). Students' engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493-505.

Based on a study of first year students in Australian universities, this paper argues that student engagement should be understood in broad terms and that these should be included in any measurement of it. Efforts to improve levels of engagement in first-year must take account of its multifaceted nature. This article provides an interesting Australian perspective to inform the use of undergraduate research in the improvement of student engagement.

Kuh, G. D. (2009). High Impact Educational Practices: What they are, who has access to them and why they matter. Washington, DC: Association of American Colleges and Universities.

Having analysed the results of the USA National Survey of Student Engagement (NSSE), George Kuh has defined ten educational practices which have substantial educational benefits for students. This booklet sets out these practices and then provides evidence from his analysis. One of the high impact educational practices is undergraduate research. In the context of the introduction of the Australian Survey of Student Engagement (AUSSE), this booklet should be of interest to anyone seeking to maximise students' experiences.

Models

Bender, C., Ward, S., & Wells, M. A. (1994). Improving undergraduate biology education in a large research university. Molecular Biology of the Cell, 5, 129-134.

The campus-wide Undergraduate Biology Research Program (UBRP) at the University of Arizona improves undergraduate science education by providing student opportunities for independent research in science. Within the supportive community of a research laboratory, undergraduates, and those aspiring to scientific careers, work and research together. The program promotes departmental cooperation, interdisciplinary collaboration and improvements in undergraduate science. For further information about this program see http://www.ubrp.arizona.edu/

Boyd, M. K., & Wesemann, J.L. (2009).Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact. Washington, DC: Council on Undergraduate Research.

This book asks how undergraduate research can be extended to a broader range of students. Those who could benefit the most from undergraduate research are not engaging in it. This book has as its vision the broadening of participation to institutions, academics and students who have not traditionally been involved. This includes underrepresented ethnic and racial groups, students with disabilities, women, students of low socioeconomic status, and first and second year students.The book includes many examples of inspiring programs. The themes in each chapter are linked to other chapters with similar themes to facilitate navigation through this fascinating book. It is available from www.cur.org/publications.html

Chang, H. (2006). Turning an undergraduate class into a professional research community. Teaching in Higher Education, 10(3), 387-394.

Garde-Hansen, J., & Calvert, B. (2007). Developing a research culture in the undergraduate curriculum. Active Learning in Higher Education, 8 (2), 105-116.

Huggins, R., Jenkins, A., & Scurry, D. (2007). Undergraduate research in selected US universities: Report on us visit - institutional case studies. York, UK: Higher Education Academy. Retrieved 18 January 2010 from: http://www.heacademy.ac.uk/resources/detail/undergraduate_research_in_selected_us_universities Oxford Brookes University February 2007

Contains information about undergraduate research schemes in selected US universities from a UK perspective. Also contains a number of website references.

Jenkins, A. (2001). Adaptation of US Undergraduate Research Schemes for Mainstream Development in the UK and other International Contexts: Principles and Policies. Warwick, UK: University of Warwick Reinvention Centre. Retrieved 18 January 2010 from: http://www2.warwick.ac.uk/fac/soc/sociology/rsw/undergrad/cetl/resources

This project investigated how to adapt these principles and practices for UK and other international contexts: in particular how to develop policies which ensure that all (or most) students in a wide range of Higher Education institutions benefit' [quoted from document].

Karukstis, K. K. and Elgren, T. E. (Eds.). (2007). Developing and Sustaining a research-supportive curriculum: A compendium of successful practices. Washington, DC: Council on Undergraduate Research.

This book is packed full of useful examples of research being used in curricula. At almost 600 pages there is sure to be something of interest for everyone thinking of developing undergraduates' experiences of research. There are sections on teaching and learning strategies; developing students' research skills; infrastructure to enhance a research-supportive curriculum; innovative multi-disciplinary courses; facilities, resources and institutional practices; and administrators' perspectives. Each section contains detailed examples and shorter 'highlights'. A Guide to using the Compendium and listing examples by discipline is also available.

Kauffman, L. & Stocks, J. (Eds.). (no date). Reinvigorating the undergraduate experience: Successful models supported by NSF's RAIRE Program. Washington, DC: Council on Undergraduate Research.

This 40-page booklet summarizes twenty successful models for undergraduate research, both in the classroom and as mentored undergraduate research outside the classroom. Each chapter includes challenges and how they were overcome. Some special topics are: research across the disciplines, peer mentors and teaching fellows, problem-based learning, civic responsibility and undergraduate research, research activities in the education of teachers, undergraduate research abroad, and assessment of innovative programs. The authors include academics and administrators from both US undergraduate institutions and research universities. Each chapter represents a school that won a special award from the National Science Foundation for success in integrating research and undergraduate education. [Abstract from website]. Available to purchase $US15 from: http://www.cur.org/Publications/Howtoseries.html#RUE

Wood, W. B. (2003). Inquiry-based undergraduate teaching in the life sciences at large research universities: a perspective on the boyer commission report. Cell Biology Education [Electronic Resource], 2, 112-116.

Research & Teaching

Brew, A. (2006). Research and Teaching: Beyond the divide. London: Palgrave Macmillan.

This book asks how universities can develop the relationship between research and teaching so that research is enhanced and teaching is improved. Using examples, conversations and critical inquiry, it suggests that inclusive scholarly knowledge-building communities of both students and academic staff should result from the development of research-enhanced and evidence-based teaching, teaching-enhanced research, and the erosion of institutional and cultural factors in higher education that currently undermine attempts to link research and teaching.

Jenkins, A, Breen, R., & Lindsay, R. with Brew, A. (2003). Reshaping Teaching in Higher Education : Linking Teaching and Research. London: Kogan Page.

This guide shows how academic research activity can be connected to academic teaching activity, to ensure that neither operates in a vacuum - and each can be enhanced by the other. Addressing issues at the individual, course and institutional level, and written for an international readership, this volume should be useful to course leaders and educational developers.

Jenkins, A. (2004). A guide to the research evidence on teaching-research relations. York, UK: Higher Education Academy. Retreived 18 January 2010 from: http://www.heacademy.ac.uk/assets/York/ documents/ourwork/research/id383_guide_to_research_evidence_on_teaching_research_relations.pdf

This Guide provides a snapshot of research evidence on the relationships between research and teaching. It focuses on one of the three facets of this relationship – how discipline-based research impacts teaching practice and student learning.' [quoted from Forward]

Jenkins, A., & Healey, M., & Zetter, R. (2007). Linking teaching and research in disciplines and departments. York, UK: Higher Eduaction Academy.

This booklet draws on a wide range of practice from different institutions to illustrate the ways in which departments can be organised to ensure that the links between teaching and research are made effective. It includes guidance on developing links and numerous case studies from different institutions and countries.

Research careers

Thrift, N. (2009). Research Careers in the UK: A review. London: Department of Business, Innovation and Skills, HMSO. Retrieved 27 January 2010 from: http://www.bis.gov.uk/wp-content/uploads/2009/10/HE-Nigel-Thrift.pdf

This report , commissioned by the UK government, identifies the need for early intervention to encourage more researchers. It encourages UK universities to do more to develop undergraduate research.

Research skills

Baxter Magolda, M. B. (1999). Creating contexts for learning and self-authorship: Constructive developmental pedagogy. Nashville, TN: Vanderbilt University Press.

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

Baxter Magolda, M. B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39(1), 31 - 42.

Baxter Magolda's research supports the contention that researchers can expect to find evidence of the epistemological shift from "absolute knowing" to "transitional knowing" in some undergraduate samples, but that, for most young adults, shifts from "transitional" to "independent knowing" or to"contextual knowing" occur largely in the years beyond college. However, she advocates constructivist-developmental pedagogies (such as UR) that provide learning contexts that encourage epistemological development in students during college. She states: "Higher education focused on knowledge acquisition has trained students to be transitional knowers: alternative higher education contexts (e.g., focused on knowledge construction) might make complex meaning-making possible at much earlier ages. . . " (Baxter Magolda, 2004,p. 39).

Wilson, J. (1970). Thinking with concepts. Cambridge: Cambridge University Press.

A key attribute of students who engage in research is that they are able to analyse ideas and concepts. In this book, John Wilson describes the techniques of conceptual analysis and gives examples of them in action. It is written as a textbook with examples to be worked through.and should be useful to anyone thinking about how to improve students' skills of critical analysis.

Scholarship of teaching

Brew, A. & Sachs, J. (Eds.) (2007). Transforming a University: The Scholarship of Teaching and Learning in Practice. Sydney, NSW: Sydney University Press.

This unique collection shows what happens when one university takes on the challenge of developing the scholarship of teaching and learning with a view to enhancing students’ learning experiences. Authors from the sciences, engineering, humanities and social sciences, and from the health sciences, demonstrate the research they have done to investigate their students’ learning. The editors, Angela Brew and Judyth Sachs, have captured the intricacies of teaching and learning in different academic domains in this collection.

Supervision

Beer, R. H. (1995). Guidelines for the Supervision of Undergraduate Research. Journal of Chemical Education, 72(8), 721 Aug.

Hammick, M. A. S. (1998). Undergraduate Research Supervision: A Gender Analysis. Studies in Higher Education 23(3), 335-47.

James, R., & Baldwin, G. (1999). Eleven practices of effective postgraduate supervisors. Melbourne, VIC: Centre for the Study of Higher Education and The School of Graduate Studies, The University of Melbourne.

This booklet is principally designed to enhance supervision in the postgraduate context. However, the eleven practices which are discussed are also valid in relation to the supervision of undergraduate research projects.

Jones J. (1992). Undergraduate Students and Research. In Zuber-Skerritt O (Ed), Starting Research - Supervision And Training, (pp. 50-68). Brisbane QLD: Tertiary Education Institute, University of Queensland.