Cheryl Amundsen
Biographic Data
| ID | 1500709 |
|---|---|
| NAME | Cheryl Amundsen |
| GIVEN NAMES | Cheryl |
| FAMILY NAME | Amundsen |
| SIGNATURE | AMUNDSEN C |
| AFFILIATIONS | Simon Fraser University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development
Identity-Trajectories of Early Career Researchers
The book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent
Evaluating a teaching development grants program
Identity‐trajectory
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena…
Challenging the taken-for-granted
Taken-for-granted pedagogical practices and institutional policies are often built without evidence of effectiveness, or can result from external calls for accountability that are often accepted given the lack of evidence to challenge them. We argue the need for evidence-based perspectives to support the rethinking of such practices and policies related to doctoral education and potentially to challenge external drivers that are placing increasin…
Concept mapping to support university academics' analysis of course content
The authors’ goal in working with university academics is to support an intellectual process of close examination of instructional decisions, making explicit the rationale and intentionality underlying those decisions. Subject matter understanding is the primary point of reference in this process. The focus of the research described here is the use of an unstructured form of concept mapping to support academics in the analysis of course content a…
Evaluating University Teaching
In the chapter that Dunkin and Barnes wrote for the Handbook of Research on Teaching (1986), they made the observation that evaluation and the improvement of teaching have always been linked concepts in higher education. This assertion is questioned and it is argued that since student course ratings are the predominant way of evaluating teaching in most universities, the link between evaluation and improvement is at best, tentative. It is argued …
Identity‐trajectory
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena…
Challenging the taken-for-granted
Taken-for-granted pedagogical practices and institutional policies are often built without evidence of effectiveness, or can result from external calls for accountability that are often accepted given the lack of evidence to challenge them. We argue the need for evidence-based perspectives to support the rethinking of such practices and policies related to doctoral education and potentially to challenge external drivers that are placing increasin…
Evaluating University Teaching
In the chapter that Dunkin and Barnes wrote for the Handbook of Research on Teaching (1986), they made the observation that evaluation and the improvement of teaching have always been linked concepts in higher education. This assertion is questioned and it is argued that since student course ratings are the predominant way of evaluating teaching in most universities, the link between evaluation and improvement is at best, tentative. It is argued …
Concept mapping to support university academics' analysis of course content
The authors’ goal in working with university academics is to support an intellectual process of close examination of instructional decisions, making explicit the rationale and intentionality underlying those decisions. Subject matter understanding is the primary point of reference in this process. The focus of the research described here is the use of an unstructured form of concept mapping to support academics in the analysis of course content a…
Challenging the taken-for-granted
Taken-for-granted pedagogical practices and institutional policies are often built without evidence of effectiveness, or can result from external calls for accountability that are often accepted given the lack of evidence to challenge them. We argue the need for evidence-based perspectives to support the rethinking of such practices and policies related to doctoral education and potentially to challenge external drivers that are placing increasin…
Identity‐trajectory
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena…
Evaluating a teaching development grants program
Identity-Trajectories of Early Career Researchers
The book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent
Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development
Psychology (6 works) · Evaluation of Teaching Practices (5 works) · Pedagogy (5 works) · Political science (5 works) · Sociology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Engineering (3 works) · Epistemology (3 works) · Higher education (3 works)