Cheryl Amundsen

2.1k total citations
33 papers, 1.2k citations indexed

About

Cheryl Amundsen is a scholar working on Education, General Health Professions and Public Health, Environmental and Occupational Health. According to data from OpenAlex, Cheryl Amundsen has authored 33 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 9 papers in General Health Professions and 4 papers in Public Health, Environmental and Occupational Health. Recurrent topics in Cheryl Amundsen's work include Evaluation of Teaching Practices (17 papers), Reflective Practices in Education (9 papers) and Doctoral Education Challenges and Solutions (9 papers). Cheryl Amundsen is often cited by papers focused on Evaluation of Teaching Practices (17 papers), Reflective Practices in Education (9 papers) and Doctoral Education Challenges and Solutions (9 papers). Cheryl Amundsen collaborates with scholars based in Canada, United Kingdom and United States. Cheryl Amundsen's co-authors include Lynn McAlpine, Mary Wilson, Alenoush Saroyan, Gill Turner, Philip C. Abrami, Eva Mary Bures, Esma Emmioğlu Sarıkaya, Cynthia Weston, Li Cao and Greg Light and has published in prestigious journals such as SHILAP Revista de lepidopterología, Review of Educational Research and Studies in Higher Education.

In The Last Decade

Cheryl Amundsen

33 papers receiving 1.1k citations

Peers

Cheryl Amundsen

EDUCA

GHP

PHEOH

DEP

PSIR

Roeland van der Rijst Netherlands

Alexander C. McCormick United States

Terry Evans Australia

Madeleine Atkins United Kingdom

Margaret Kiley Australia

Liz McDowell United Kingdom

Gene I. Maeroff United States

Ann Stes Belgium

Karri A. Holley United States

Barbara E. Lovitts United States

Roeland van der Rijst Netherlands

Cheryl Amundsen

603 ×0.7

EDUCA

259 ×0.6

GHP

164 ×1.0

PHEOH

95 ×0.8

DEP

75 ×0.7

PSIR

Citations per year, relative to Cheryl Amundsen Cheryl Amundsen (= 1×) peers Roeland van der Rijst

Countries citing papers authored by Cheryl Amundsen

Since Specialization

Citations

This map shows the geographic impact of Cheryl Amundsen's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Cheryl Amundsen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cheryl Amundsen more than expected).

Fields of papers citing papers by Cheryl Amundsen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cheryl Amundsen. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Cheryl Amundsen. The network helps show where Cheryl Amundsen may publish in the future.

Co-authorship network of co-authors of Cheryl Amundsen

This figure shows the co-authorship network connecting the top 25 collaborators of Cheryl Amundsen. A scholar is included among the top collaborators of Cheryl Amundsen based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Cheryl Amundsen. Cheryl Amundsen is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Amundsen, Cheryl, et al.. (2019). Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development. Studies In Educational Evaluation. 61. 196–208. 15 indexed citations

Billot, Jennie, et al.. (2017). How Experienced SoTL Researchers Develop the Credibility of Their Work. Teaching & Learning Inquiry The ISSOTL Journal. 5(1). 1 indexed citations

McAlpine, Lynn & Cheryl Amundsen. (2016). The Challenges of Entering "Mid-Career": Charting a Balanced Future.. Higher education review. 48(2). 5–30. 4 indexed citations

McAlpine, Lynn & Cheryl Amundsen. (2016). Post-PhD Career Trajectories. Palgrave Macmillan UK eBooks. 21 indexed citations

Amundsen, Cheryl, et al.. (2016). The Intentional Design of a SoTL Initiative. New Directions for Teaching and Learning. 2016(146). 31–38. 4 indexed citations

Amundsen, Cheryl & Lynn McAlpine. (2016). Post-PhD Career Trajectories: Intentions, Decision-Making and Life Aspirations. 6 indexed citations

McAlpine, Lynn, et al.. (2015). Postdoctoral positions as preparation for desired careers: a narrative approach to understanding postdoctoral experience. Higher Education Research & Development. 34(6). 1083–1096. 56 indexed citations

McAlpine, Lynn & Cheryl Amundsen. (2014). Early career researcher challenges: substantive and methods-based insights. Studies in Continuing Education. 37(1). 1–17. 23 indexed citations

McAlpine, Lynn, Cheryl Amundsen, & Gill Turner. (2013). Constructing post‐PhD careers: negotiating opportunities and personal goals. 4(1). 39–54. 26 indexed citations

10.

McAlpine, Lynn, Cheryl Amundsen, & Gill Turner. (2013). Identity‐trajectory: Reframing early career academic experience. British Educational Research Journal. 40(6). 952–969. 121 indexed citations

11.

McAlpine, Lynn & Cheryl Amundsen. (2011). Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies related to doctoral education. Studies in Higher Education. 37(6). 683–694. 38 indexed citations

12.

McAlpine, Lynn & Cheryl Amundsen. (2009). Identity and agency: pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education. 31(2). 109–125. 127 indexed citations

13.

Amundsen, Cheryl & Lynn McAlpine. (2009). ‘Learning supervision’: trial by fire. Innovations in Education and Teaching International. 46(3). 331–342. 77 indexed citations

14.

McAlpine, Lynn, Cheryl Amundsen, Mieke Clement, & Greg Light. (2009). Rethinking our underlying assumptions about what we do and why we do it: academic development as a case. Studies in Continuing Education. 31(3). 261–280. 13 indexed citations

15.

Amundsen, Cheryl, Cynthia Weston, & Lynn McAlpine. (2008). Concept mapping to support university academics’ analysis of course content. Studies in Higher Education. 33(6). 633–652. 22 indexed citations

16.

Bures, Eva Mary, Cheryl Amundsen, & Philip C. Abrami. (2002). Motivation to Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC. Journal of Educational Computing Research. 27(3). 249–264. 26 indexed citations

17.

Saroyan, Alenoush & Cheryl Amundsen. (2001). Evaluating University Teaching: Time to take stock. Assessment & Evaluation in Higher Education. 26(4). 341–353. 64 indexed citations

18.

Saroyan, Alenoush, Cheryl Amundsen, & Li Cao. (1997). Incorporating Theories of Teacher Growth and Adult Education in a Faculty Development Program. To improve the academy. 16(1). 93–115. 13 indexed citations

19.

Amundsen, Cheryl, et al.. (1996). Changing Methods and Metaphors: A Case Study of Growth in University Teaching.. Journal on excellence in college teaching. 7(3). 3–42. 10 indexed citations

20.

Amundsen, Cheryl, et al.. (1985). An Integrated Distance Education Teacher Training Model for Special Education Teachers in Rural Settings.. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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