Quick Links

Interesting Links and References

Internal Resources

ASAP 2012 White Paper Discussion Document: Executive Summary (2012). ASAP 2012 was developed in accordance with recommendations from other University task forces and planning exercises.

Strengths and Aspirations: A White Paper Call to Action Regarding McGill University’s Future. This is one of several documents undergirding the ASAP 2012 plan. (2006).

McGill Strategic Research Plan 2013–2017 (2013). The Strategic Research Plan (SRP) expresses McGill’s core commitments to ideas, innovation, sustainability, collaboration and partnership, and social engagement in research

The Nexus between Teaching and Research/Scholarship: Report on Sowing the Seeds of Inquiry (2008-2009).  This report provides a summary of the university‐wide initiative launched by the Deputy Provost (Student Life and Learning) and Teaching and Learning Services (TLS) to promote the links between undergraduate teaching and research/scholarship.

Key Readings

The heart of the matter: Writing, speaking, and inquiry-guided learning. Anson, C. M., & Dannels, D. P. (2004). This book documents and explores North Carolina State University inquiry-guided learning (IGL) initiative from a variety of perspectives. In V. S. Lee (Ed.), Teaching and learning through inquiry (pp. 219–228). Sterling, VA: Stylus. (Book available at McGill University Library/Humanities and Social Sciences - McLennan Bldg).

The significance of disciplinary differences. Becher, T. (1994). This paper explores some of the key distinctions between different disciplines, and the implications of such distinctions for higher education research, policy and practice. Studies in Higher Education, 19(2), 151–161.

Academic tribes and territories. Becher, T. & Trowler, P. R. (2001). This book maps academic knowledge and explores the diverse characteristics of those who inhabit and cultivate it. Buckingham, UK: McGraw-Hill/Open University Press. (Book available at McGill University Library/Humanities and Social Sciences - McLennan Bldg).

Making explicit the implicit: Defining undergraduate research. Beckman, M., & Hensel, N. (2009). This paper discusses tensions regarding the various components and practices of undergraduate research uncovered by The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) CUR Quarterly, 29(4), 40–44.

The characteristics of subject matter in different academic areas. Biglan, A. (1973). This paper looks at university organization in different academic departments. Journal of Applied Psychology, 57, 195–203.

Reinventing undergraduate education: A blueprint for America's research universities. Boyer Commission on Educating Undergraduates in the Research University. (1998). This report presents ten recommendations for the radical reconstruction of undergraduate education at research universities in the United States offered by a national commission. Stony Brook, New York: SUNY Stony Brook.  

Scolarship reconsidered: Priorities for the professoriate. Boyer, E. (1990). This landmark report proposes four types of scholarship that may occur within the university context: the scholarship of discovery, of integration, of application, and of teaching and learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Brew, A. (2003). The paper discusses different ways in which research and scholarship are conceptualized and then provides two alternative models of the relationship between teaching and research. Higher Education Research and Development, 22(1), 3-17.

Research and discovery across the curriculum. Elrod, S., Husic, D., & Kinzie, J. (2010). The article focuses on an analysis concerning the importance of undergraduate research in education, with regards to the improvement of educational quality. PeerReview, 12(2), 4–8.

Reshaping the university: new relationships between research, scholarship and teaching. Elton, L. (2005).  In this book, a distinguished set of scholars engage with challenging issues that are encountered by many universities today. Ideas are offered, and evidence is gathered of practices that suggest a re-shaping of the University may be possible. Scholarship and the research and teaching nexus, pp.108-118. Maidenhead: McGraw-Hill/Open University Press.

Ways of thinking and ways of teaching across contrasting subject areas. Entwistle, N. (2005).  This paper explores enhancing teaching-learning environments in undergraduate courses in four contrasting subject areas. ETL Project.

The relationship between teaching and research: A Meta-analysis.  This article provides a review of various models of the relationship between research and teaching in universities. Hattie, J. and Marsh, H.W. (1996). Review of Educational Research, 66(4), 507-542.

Developing undergraduate research and inquiry. Healey, M., & Jenkins, A. (2009). This publication was written as part of a series looking at the relationship between teaching and research. Its focus is on engagement in research and inquiry, and the potential implications of this in a wide variety of contexts (with respect to discipline, institution, and nation). The Higher Education Academy.

Institutional strategies to link teaching and research. Jenkins, A., & Healey, M. (2005). This publication concisely summarizes the current research on the relationship between teaching and research in the modern university. The publication provides a very comprehensive account of international and national efforts by institutions to constitute the relationship better within their policies and practice The Higher Education Academy.

Designing a curriculum that values a research-based approach to student learning. Jenkins, A. (n.d.). This Guide provides an introduction to the way a curriculum might be designed to promote the values and ethos of a research-based approach to student learning. Oxford Brookes University.

Academic Skill Development - Inquiry Seminars Can Make a Difference:  Evidence from a Quasi-experimental Study. Justice, C., Rice, J., & Warry, W. (2009). This paper describes how a single first-year inquiry seminar can have far reaching effects on academic skill development and how these skills are typically lasting. International Journal for the Scholarship of Teaching and Learning 3(1), 23p.

High-impact educational practices: What they are, who has access to them, and why they matter. Kuh, G. D. (2008). This book includes teaching and learning practices that have been widely tested and have been shown to be beneficial for college students from many backgrounds. Washington, DC: Association of American Colleges and Universities. (Book available at McGill University Library/Humanities and Social Sciences - Education Collection).

Teaching and learning through inquiry: A guidebook for institutions and instructors. This book documents and explores North Carolina State University Inquiry-guided learning (IGL) initiative from a variety of perspectives. Lee, Virginia (ed.) (2004).  Sterling, VI: Stylus Publishing.

Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies. Prince, M.J., Felder, R.M. & Brent, R. (2007). The article reviews the literature on the current state of the research-teaching nexus and then examines specific strategies for integrating teaching and scholarship. Journal of Engineering Education, 96(4), pp. 283-294.

University academics’ experience of research and its relationship to their experience of teaching. Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Middleton H., (2008). This paper discusses the relations between university teaching and research by describing the variation in the way university academics’ experience research.. Instructional Science, 36, 3–16.

The 'research-teaching nexus' and 'education through research': an exploration of ambivalences. Simons, M. & Elen, J. (2007).  This article presents and discusses the results of a literature review that was conducted in order to understand ambivalences observed in reflections on the research–teaching nexus. Studies in Higher Education 32 (5), p.617-631.

Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Willison, J., & O’Regan, K. (2007). In this paper, the authors consider both research and theory relating to undergraduate research and present the Research Skill Development framework. Higher Education Research and Development, 26(4), 393–409.