Recent Publications

Recent Publications

 

 

 

 

 

“That was the best keynote I’ve ever heard” Craig Nelson on SoTL Commons presentation on ‘Students as producers and as change agents’ 8 April 2012

“I was totally inspired by your workshop, which actually led me then to develop some pedagogic scholarship on the basis of my practice.” Cristina Leston-Bandeira, NTF, 6 July 2012 about workshop three years previously.

“Mick Healey is one of the most engaging faculty professional development leaders I have encountered, and I recommend him highly as an event facilitator and international authority in undergraduate research theory and practice.” Beth Ambos, Chief Executive, Council on Undergraduate Research, Washington DC, 19 October 2013

Google Scholar Citations: 3256 (2067 since 2009); 10 publications have each been cited over 100 times

Linking discipline-based research and teaching and Engaging students in research and inquiry

2002 Research and teaching, Exchange 3, Focus Section pp 6-30 (Healey, M and Jenkins, A eds)

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 McGraw-Hill/Open University Press, 67-78

2005 Linking research and teaching to benefit student learning, Journal of Geography in Higher Education 29(2), 183-201

2005 Institutional strategies to link teaching and research. York: The Higher Education Academy (Jenkins A and Healey M) 66pp (ISBN 1-904190-91-X)

2006 Strengthening the teaching-research linkage in undergraduate courses and programmes, in Kreber, C (ed) Exploring research-based teaching, New Directions in Teaching and Learning, San Francisco: Jossey Bass/Wiley (Healey M and Jenkins A), 45-55

2007 Critiquing excellence: undergraduate research for all students, in Skelton A (ed) International perspectives on teaching excellence in higher education London: Routledge, 117-132 (Jenkins A and Healey M)

2007 Linking teaching and research in departments and disciplines York: The Higher Education Academy (Jenkins A, Healey M and Zetter R) 96pp (ISBN 978-1-905788-38-5) http://www.heacademy.ac.uk/assets/documents/teachingandresearch/LinkingTeachingAndResearch_April07.pdf

2007 UK based undergraduate research programmes Coventry: Reinvention Centre, University of Warwick and Cheltenham: University of Gloucestershire, Centre for Active Learning (Jenkins A and Healey M) 17pp www2.warwick.ac.uk/fac/soc/sociology/research/cetl/ugresearch/uk_ug_research_progs_july_2007.doc

2008 Linking research and teaching to benefit student learning: research context, developments and future directions, Journal of Geography in Higher Education 32(2), 163-166

2008 Linking discipline-based research and teaching through mainstreaming undergraduate research, Ryan N (ed) International perspectives on teaching and learning in Higher Education, Cork: National Academy for Integrating Research Teaching and Learning, University College Cork, 12-20

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), 199-211 (Turner N, Wuetherick B, and Healey M)

2008 Developing students as researchers, University and College Union Magazine October 17-19 (Healey M and Jenkins A)

2008 Valuing the links between teaching and research: the role of undergraduate research and inquiry in HEFCE’s Research Informed Teaching initiative, paper presented to SRHE Conference Liverpool 9-11 Dec (Healey M, Lynch K and Romer W)

2008 Academics’ experiences and perceptions of ‘research’ and ‘teaching’: developing the relationship between these activities to enhance student learning within different disciplines and institutions. Research Report to Higher Education Academy, York (Lucas L, Healey M, Jenkins A and Short C) http://www.heacademy.ac.uk/projects/detail/projectfinder/projects/pf2965lr

2009 Developing undergraduate research and inquiry. York: HE Academy (Healey M and Jenkins A) 152pp (ISBN 978 1 905788 99 6) http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf

2009 Developing the student as a researcher through the curriculum, in Rust C (ed) Improving Student Learning through the Curriculum, Oxford Centre for Staff and Learning Development, Oxford Brookes University, Oxford: OCSLD (Jenkins A and Healey M)

2010 The research-teaching nexus: A case study of students’ awareness, experiences and perceptions of research, Innovations in Education and Teaching International 47(2), 235-246 (Healey M, Jordan F, Pell B and Short C)

2010 The Changing Awareness, Experience and Perception of Research by Level 3 Undergraduate Students at the University of Gloucestershire, 2002-09. Cheltenham: Centre for Active Learning, University of Gloucestershire (Short C, Healey M and Romer W http://insight.glos.ac.uk/tli/activities/ntf/urproject/reports/Pages/default.aspx

2010 Undergraduate research and international initiatives to link teaching and research, CUR Quarterly 30(3), 36-42 (Jenkins A and Healey M) http://www.cur.org/quarterly/mar10/spring10jenkins.pdf

2010 The changing awareness, experience and perception of research by undergraduates: The case of final year students at a new university, 2002-09, Learning Exchange 1(1) (Short C, Healey M and Romer W)

2010 International perspectives on undergraduate research and inquiry: a scholarly discussion, posters, presentations and discussion at Pre-ISSoTL Conference Seminar 19 October, Liverpool http://www.cur.org/pre-ISSOTL.html (Healey M, Jenkins A and Hensel N eds)

2011 Mapping the journey towards self-authorship in geography, Journal of Geography in Higher Education 35(3), 351-364 (Moore N, Fournier E, Hardwick, S W, Healey M, Maclachlan J and Seeman J)

2011 Rethinking the dissertation, The Guardian 28th June http://www.guardian.co.uk/higher-education-network/blog/2011/jun/28/flexible-dissertations-for-undergraduates?INTCMP=SRCH

2011 Navigating between teaching, learning and inquiry: A continuation of the discussion begun by John Carfora and Michael Theal, Higher Education Teaching and Learning Portal 21 July http://hetl.org/ (Jenkins A and Healey M)

2011 Valuing and challenging selective undergraduate research programs, Perspectives on Undergraduate Research and Mentoring (PURM) 1(1) http://blogs.elon.edu/purm/files/2011/10/PURM-1-1-Jenkins-and-Healey.pdf (Jenkins A and Healey M)

2012 Developing and embedding inquiry-guided learning across an institution, in Lee V (ed) The Power of Inquiry as a Way of Learning in Undergraduate Education, New Directions in Teaching and Learning (Jenkins M and Healey M) (pp27-37)

2012 Research-led or research-based undergraduate curricula, in Chalmers, D and Hunt, L (eds) University teaching in focus: a learning centred approach, Camberwell, Victoria, Australia: Acer. pp128-144 (Jenkins A and Healey M)

2012 Rethinking final year projects and dissertations: Final report. York: HE Academy. (Healey M, Lannin L, Derounian J and Stibbe A with Bray S, Deane J, Hill S, Keane J and Simmons C) 39pp.

2013 Developing and enhancing undergraduate final year projects and dissertations. York: HE Academy. (Healey M, Lannin L, Stibbe A and Derounian J) 93pp

2014 Developing research-based curricula in college-based higher education. York: Higher Education Academy (Healey M, Jenkins A and Lea J) 86pp

2014 Integrating undergraduate research into the curriculum: International perspectives on capstone and final-year projects, CUR Quarterly 34(4), 26-32

2014 College-based higher education and student research and inquiry: Some challenges and opportunities for educational developers. Educational Developments 15(1), 5-8 (Healey M, Jenkins A and Lea J)

2014 Everyone should make further enquiries, Times Higher Education p.26, 10 July (Healey M, Jenkins A and Lea J)

Independent and autonomous learning

Many of the references listed under linking research and teaching and active learning are relevant to this theme

Developing the scholarship of teaching and learning

2000 Developing the scholarship of teaching through the disciplines, Higher Education Research and Development 19 (2), 169-189.  Runner-up in JGHE Biennial Award for Promoting Excellence in Teaching and Learning, 2001

2003 Discipline-based educational development, in Eggins H and Macdonald R (eds) The scholarship of academic development Open University Press: Milton Keynes (Healey M and Jenkins A), 47-57

2003 Promoting lifelong professional development in geographical education: developing the scholarship of teaching in higher education in the 21st Century, The Professional Geographer, 55 (1), 1-17

2003 Raising educational research capacity: a discipline-based approach, in Rust, C (Ed) Improving Student Learning: Theory and Practice – 10 Years On, Oxford: OCSLD, Oxford Brookes University (Cousin C, Healey M, Jenkins A, Bradbeer J, King H and other members of the Learning to Do Pedagogic Research Group), 296-306

2003 The scholarship of teaching: issues around an evolving concept, Journal on Excellence in College Teaching 14(1/2), 5-26

2004 Intellectual curiosity: a catalyst for the scholarships of teaching and learning and educational development, in Elvidge L (ed) Exploring academic development in higher education: Issues of engagement. Cambridge: Jill Roger Associates, 83-96 (Breslow L, Drew L, Healey M, Matthew B and Norton L)

2006 SoTL in the UK: Some unsung developments, The International Commons 1(1), 1, 8

2006 From Hawaii to Glasgow: INLT five years on, Journal of Geography in Higher Education 30(1), 65-75

2006 International collaboration as a way of exploring and writing about teaching and learning: a discipline-based model from Geography, The International Commons 1(2), 6-7 http://www.issotl.org/newsletter.html

2007 Book effectively documents a world-renowned case of transforming a university, The International Commons 2(3), 10-12 http://www.issotl.org/newsletter.html

2008 Discipline-based approaches to SoTL, The International Commons 3(1), 2-3 http://www.issotl.org/newsletter.html

2008 Some reflections from early ISSOTL through tomorrow, The International Commons 3(2), 3 http://www.issotl.org/newsletter.html

2008 Making a career with the scholarship of teaching and learning, in Ketteridge, S, Marshall, M and Fry, H (eds) The effective academic: a handbook for enhanced academic practice, Third Edition Kogan Page: London

2011 Excellence and scholarship in teaching: some reflections, in Hay I (ed) Inspiring academics: Learning with the world’s great university teachers. Maidenhead: Open University Press, 198-207

2012 Promoting the scholarship of academic development: tensions between institutional needs and individual practices, International Journal for Academic Development 17(1), 1-3

2013 Teaching and Learning Inquiry 1(2), 1-118.  Special Issue Writing Without Borders: 2013 International Writing Collaborative (Healey, M. & Marquis, B. eds)

2013 Exploring SoTL through international collaborative writing groups, Teaching and Learning Inquiry 1(2), 3-8 (Healey M, Marquis E and Vajoczki S)

2014 Building capacity for the scholarship of teaching and learning (SoTL) using international collaborative writing groups. International Journal for the SoTL 8(1) Paper 1. (Marquis B, Healey, M and Vine, M)

2014 International perspectives on peer review as quality enhancement, in Sachs, J and Parsell, M (eds) Peer Review of Learning and Teaching in Higher Education: International Perspectives. Springer (Healey M, Ambler T, Irhammar M, Kilfoil W and Lyons J), 201-19

2014 Building capacity for the scholarship of teaching and learning (SoTL) using international collaborative writing groups. International Journal for the SoTL 8(1) Paper 1. (Marquis B, Healey, M and Vine, M)

2014 Engagement through partnership: Students as partners in learning and teaching in higher education. York: HE Academy (Healey M, Flint A and Harrington K) 76pp

Encouraging active learning

Tennis at Oxford College 0152000 Learning cycles and learning styles: the application of Kolb’s experiential learning model in higher education, Journal of Geography, 99, 185-195 (Healey M and Jenkins A).  Runner-up in JGHE Biennial Award for Promoting Excellence in Teaching and Learning, 2001

2004 Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment (Healey M and Roberts J Eds) 140pp (ISBN: 1 86174 145 6)

2004 Active learning and the swap shop, in Healey M and Roberts J (Eds) Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment, pp1-8 (Healey M and Roberts J)

2004 ‘Teaching each other’ an example of active learning in a lecture, tutorial or workshop, in Healey M and Roberts J (Eds) Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment pp42-44

2004 Use of peer and self-assessment to distribute group marks among individual team members: Ten years experience, in Healey M and Roberts J (Eds) Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment pp116-121 (Healey M and Addis M)

2004 Improving examination performance through active engagement of students in a mid-semester peer assessment workshop, in Healey M and Roberts J (Eds) Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment pp134-137 (Healey M and Hall T)

2005 Learning styles among geography undergraduates: An international comparison, Area 37 (1), 30-42 (Healey M, Kneale P, Bradbeer J with other members of the INLT Learning Styles and Concepts Group)

2005 Researching and evaluating active and inquiry-based learning in Geography in higher education, ‘Researching and evaluating research-based learning in CETLs Symposium’, held at C-SAP, University of Birmingham, Birmingham 15 December (Healey M, Roberts C, Jenkins M)

2006 Learning styles, disciplines and enhancing learning in higher education, in Simms R and Simms S (Eds) Learning Styles and Learning: A Key to Meeting the Accountability Demands in Education, Hauppauge, NY: Nova Science Publishers, pp.115-128 (Kneale P, Bradbeer J and Healey M)

2008 Collaborative learning with students in other higher education institutions, Journal of Geography in Higher Education 32(1), 121-133 (Higgitt D, Donert K, Healey M, Klein P, Solem M and Vajoczki S)

2008 Place attachment and place identity: first-year undergraduates making the transition from home to university, Journal of Environmental Psychology 28, 362-372 (Chow K and Healey M)

2010 Reflecting on engaging students in the process and product of strategy development for learning, teaching and assessment: an institutional example, International Journal for Academic Development 15(1) (Healey M, Mason O’Connor K and Broadfoot P)

2010 Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education. London: Routledge (Healey M, Pawson E and Solem M eds)

2010 Introduction, in Healey M, Pawson E and Solem M (eds) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education. pp.1-7. London: Routledge (Healey M, Solem M and Pawson E)

2010 Reflecting on student engagement, in Healey M, Pawson E and Solem M (eds) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education. pp.208-14. London: Routledge (Pawson E, Healey M, and Solem M)

2010 Annotated references on active learning, Cheltenham: University of Gloucestershire

Developing an inclusive curriculum for all

2001 Issues in providing learning support for disabled students undertaking fieldwork. Cheltenham: University of Gloucestershire, Geography Discipline Network 65pp (Healey M, Jenkins A, Leach J and Roberts C) http://www2.glos.ac.uk/gdn/disabil/overview/index.htm

2001 Learning Support for Disabled Students Undertaking Fieldwork. Cheltenham: University of Gloucestershire, Geography Discipline Network. Six guides produced under the HEFCE Improving Provision for Disabled Students Funding Programme (Gravestock P and Healey M Eds) (ISBN: 1 86174 119 7) http://www2.glos.ac.uk/gdn/disabil/index.htm

2002 Disabled students and fieldwork: from exclusion to inclusion, Transactions of the Institute of British Geographers 27 (2), 213-231 (Hall T, Healey M and Harrison M).  Awarded JGHE Biennial Award for Promoting Excellence in Teaching and Learning, 2003

2004 Barriers to learning: a systematic study of the experience of disabled students in one university, Studies in Higher Education 29 (3), 303-318 (Fuller M, Healey M, Bradley A and Hall T)

2004 Incorporating disabled students within an inclusive higher education environment, Disability and Society, 19,455-68 (Fuller M, Bradley A and Healey M)

2004 The Experience of Learning at University by Disabled Students in Geography, Earth and Environmental Sciences and Related Disciplines. Cheltenham: University of Gloucestershire, Geography Discipline Network 32pp (Hall, T and Healey M with other members of the GDN ICP Project Team)

2005 Disabled students experience of fieldwork, Area 37(4), 446-449 (Hall T and Healey M)

2006 Listening to students: the experiences of disabled students of learning at university, in Adams, M. and Brown, S. (Eds) Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students London: RoutledgeFalmer, 32-43 (Healey M, Fuller M, Bradley A, and Hall T)

2006 Issues in Developing an Inclusive Curriculum: examples from geography, earth and environmental sciences. Cheltenham: University of Gloucestershire, Geography Discipline Network (Healey M, Jenkins A, and Leach J) http://www2.glos.ac.uk/gdn/icp/ioverview.pdf

2006 Inclusive Curriculum Project Cheltenham: University of Gloucestershire, Geography Discipline Network (Hills M and Healey M Eds) Ten guides produced under the HEFCE/DELNI Improving provision for disabled students’ initiative http://www2.glos.ac.uk/gdn/icp

2007 Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities, Higher Education 54, 615-628 (Riddell S, Weedon E, Fuller M, Healey M, Hurst A, Kelly K, and Piggott L)

2008 Reasonable adjustments and disabled students’ experiences of learning, teaching and assessment, TLA Interchange 2, 15-18 (Healey M, Roberts H, Fuller M, Georgeson J, Hurst A, Kelly K, Riddell S and Weedon E)

2009 Improving Disabled Student Learning in Higher Education: Experiences and outcomes, Routledge: London (Fuller M, Georgeson J, Healey M, Hurst A., Kelly K, Riddell S, Roberts H and Weedon E)

2009 Assessing disabled students: student and staff experiences of reasonable adjustments, in Fuller M, Georgeson J, Healey M, Hurst A, Kelly K, Riddell S, Roberts H and Weedon E Improving Disabled Student Learning in Higher Education: Experiences and outcomes, Routledge: London (Fuller M and Healey M), 60-72

Bringing about change in teaching and learning and sharing practices

Many of the references above discuss strategies for implementing change and sharing practices, these discuss some of the processes for bringing about change.

2002 A national discipline-based workshop for new lecturers in higher education. Active Learning in Higher Education 3 (2), 128-144 (Clark G, Healey M, Jenkins A, Blumhof J, Chalkley B, Gravestock P, Honeybone A, King H and Thomas N)

2004 Undergraduate geographers’ understandings of geography, learning and teaching: a phenomenographic study , Journal of Geography in Higher Education 28(1), 17-34 (Bradbeer, J, Healey, M and Kneale, P)

2004 Active learning and the swap shop, in Healey M and Roberts J (Eds) Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment, pp1-8 (Healey M and Roberts J)

2010 Reflecting on engaging students in the process and product of strategy development for learning, teaching and assessment: an institutional example, International Journal for Academic Development (Healey M, Mason O’Connor K and Broadfoot P) 15(1) 19-32

2010 Bringing about Change in Teaching and Learning at Department Level. Plymouth: National Subject Centre for Geography, Earth and Environmental Sciences (Healey M, Bradford M, Roberts C and Knight Y) 40pp http://www.gees.ac.uk/events/2009/deptchg09/deptchg09.htm and http://insight.glos.ac.uk/TLI/RESOURCES/TOOLKIT/EAL/Pages/default.aspx

2013 Collaborative discipline-based curriculum change: applying Change Academy processes at department level, International Journal for Academic Development 18(1), 31-44 (Healey M, Bradford M, Roberts C and Yolande K)

2013 Exploring SoTL through international collaborative writing groups, Teaching and Learning Inquiry 1(2), 3-8 (Healey M, Marquis E and Vajoczki S)

2014 Building capacity for the scholarship of teaching and learning (SoTL) using international collaborative writing groups. International Journal for the SoTL 8(1) Paper 1. (Marquis B, Healey, M and Vine, M)

2014 Engagement through partnership: Students as partners in learning and teaching in higher education. York: HE Academy (Healey M, Flint A and Harrington K) 76pp