Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-31T20:17:20.693Z Has data issue: false hasContentIssue false

Foreword

Published online by Cambridge University Press:  11 August 2022

By
Mick Healey  and
Alan Jenkins
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
Get access

Summary

Over the last fifty years undergraduate research (UR) has transformed from a focus on selected students predominantly engaged in STEM (science, technology, engineering, and mathematics) disciplines at private US universities to one that challenges and transforms undergraduate curricula internationally for all, or many, students. The language used to describe UR varies between institutions, and includes terms such as ‘research-based education’ (Humboldt, Germany), ‘student as producer’ (Lincoln, UK), ‘problem-based and inquiry-based learning’ (McMaster, Canada), and ‘student as scholar’ (Miami, USA).

Keywords

undergraduate researchresearch-based educationstudent–staff partnerships
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. xx - xxvi
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. Council on Undergraduate Research Quarterly, 4, 40–44.Google Scholar
Brown, R. (2010, 22 April). The only impact worth having. Times Higher Education. www.timeshighereducation.co.uk/comment/letters/only-impact-worth-having/411339.articleGoogle Scholar
Crowe, M., & Brakke, D. (2019). Assessing undergraduate research experiences: An annotative bibliography. Scholarship and Practice of Undergraduate Research, 3(2), 21–30.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.Google Scholar
Elton, L. (2005). Scholarship and the research and teaching nexus. In Barnett, R. (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 108–118). McGraw Hill/Open University Press.Google Scholar
Fung, D. (2017). A connected curriculum for higher education. UCL Press. http://discovery.ucl.ac.uk/1558776/1/A-Connected-Curriculum-for-Higher-Education.pdfGoogle Scholar
Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning. In Barnett, R. (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 30–42). McGraw-Hill/Open University Press.Google Scholar
Healey, M., & Healey, R. L. (2019). Students as partners guide: Student engagement through partnership. Advance HE. www.mickhealey.co.uk/wp-content/downloads/2020/02/SaP-Guide-Updated.pdfGoogle Scholar
Healey, M., & Jenkins, A. (2003). Discipline-based educational development. In Eggins, H. & Macdonald, R. (Eds.), The scholarship of academic development (pp. 47–57). Open University Press.Google Scholar
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy. www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiryGoogle Scholar
Healey, M., & Jenkins, A. (2018). The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: Twenty years’ reflection. International Journal for Academic Development, 23(1), 52–64.CrossRefGoogle Scholar
Healey, M., Bovill, C., & Jenkins, A. (2015). Students as partners in learning. In Lea, J. (Ed.), Enhancing learning and teaching in higher education: Engaging with the dimensions of practice (pp. 141–163). 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. The Higher Education Academy. www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higherGoogle Scholar
Jenkins, A., & Healey, M. (2010). Undergraduate research and international initiatives to link teaching and research. Council on Undergraduate Research Quarterly, 30(2), 36–42.Google Scholar
Jenkins, A., & Healey, M. (2012). Research-led or research-based undergraduate curricula. In Hunt, L. & Chalmers, D. (Eds.), University teaching in focus: A learning-centred approach (pp. 128–144). Acer Press.Google Scholar
Jenkins, A., & Healey, M. (2015). Reshaping understandings, practices and policies to enhance teaching and research linkages. In John, P. & Fanghanel, J. (Eds.), Dimensions of marketization in higher education (pp. 164–174). Routledge.Google Scholar
Karukstis, K. K. (2019). Analysis of the undergraduate research movement: Origins, developments, and current challenges. Scholarship and Practice of Undergraduate Research, 3(2), 46–55.Google Scholar
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.Google Scholar
National Science Foundation. (1995). NSF in a changing world: The National Science Foundation’s strategic plan. National Science Foundation.Google Scholar
REF 2021 (2019). Guidance on submissions. REF 2019/01. UK Research and Innovation. www.ref.ac.uk/publications/guidance-on-submissions-201901/Google Scholar
Robertson, J., & Blackler, G. (2006). Students’ experiences of learning in a research environment. Higher Education Research and Development, 25(3), 215–229.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.CrossRefGoogle Scholar
Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & 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.Google Scholar
Turner, N., Wuetherick, B., & Healey, M. (2008). International perspectives on student perceptions of research: The role of academic development in implementing research-based teaching and learning in higher education. International Journal for Academic Development, 13(3), 161–173.Google Scholar
Walkington, H. (2016). Students as researchers. Higher Education Academy. www.advance-he.ac.uk/knowledge-hub/pedagogic-approaches-developing-students-researchers-within-curriculum-and-beyondGoogle Scholar
Zamorski, B. (2002). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7(4), 411–427.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×