Refereed Journals (Selected)

Amundsen, C., & D’Amico, L. (2019). Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development. Studies in Educational Evaluation, 61, 196–208.

Billot, J., Rowland, S., Carnell, B., Amundsen, C., & Evans, T. (2017). How experienced SoTL researchers develop the credibility of their work. Teaching and Learning Inquiry, 5(1).   

Emmioglu, E., McAlpine, L., & Amundsen, C. (2017). Doctoral Students’ Feeling (or not) Like an Academic. International Journal of Doctoral Studies, 12, 73–90.    

McAlpine, L., & Amundsen, C. (2016). The challenges of entering ‘mid-career’: Charting a balanced future. Higher Education Review, 48(2), 5–30.

Amundsen, C., Emmioglu, E., Hotton, V, Hum, G. & Xin, C. (2016) The intentional design of a scholarship of teaching and learning initiative. New Directions in Teaching and Learning, 146, 31–38.

Hum, G., Amundsen, C., & Emmioglu, E. (2015). Evaluating a Scholarship of Teaching and Learning Grants Program: Our Framework, Process, Initial Findings and Reflections. Studies in Educational Evaluation, 46, 29–38.

Chen, S., McAlpine, L., & Amundsen, C. (2015). Postdoctoral positions as preparation for desired careers: A narrative approach to understanding postdoctoral experience. Higher Education Research and Development, 34(6), 1083–1096.

McAlpine, L., & Amundsen, C. (2014). Early career researcher challenges: substantive and methods-based insights. Studies in Continuing Education, 37(1), 1–17.

Zhang, Q., & Amundsen, C. (2014) Exploring the Experiences of Faculty-led Teams in Conducting Action Research, The Canadian Journal for the Scholarship of Teaching and Learning, 6(1), Article 8.

McAlpine, L., Amundsen, C., Turner, G. (2014). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal, 38(7), 952–969.

McAlpine, L., Amundsen, C., & Turner, G. (2013). Constructing post-PhD careers: Negotiating opportunities and personal goals.  International Journal of Researcher Development, 4(1), 1–16.

McAlpine, L., & Amundsen, C. (2012). Challenging the taken-for-granted: How research analysis might inform pedagogical practices and institutional policy related to doctoral education. Studies in Higher Education 37(6), 683–694.

Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of educational development in higher education. Review of Educational Research 82(1), 90–126.

Sator, A., & Amundsen, C. (2012). An exploration of transfer of learning opportunities in an online co-operative education preparatory curriculum. Journal of Cooperative Education and Internships 45(2), 50–62.

McAlpine, L., Amundsen, C., Clement, M., & Light, G. (2009). Challenging the assumptions of what we do as academic developers. Journal of Continuing Studies, 31(3), 261–280.

Amundsen, C., & McAlpine, L. (2009). Learning supervision: Trial by fire? Innovations in Education and Teaching International, 46(3), 331–342.

McAlpine, L., & Amundsen, C. (2009). Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey. Journal of Continuing Studies, 31(2), 107–123.

Amundsen, C., Weston, C., & McAlpine, L. (2008). Concept Mapping to Support University Academics’ Analysis of Course Content. Studies in Higher Education, 33(6), 633–652.