Four Models for Course Teams to Consider:

A Model of Curriculum Design

This model shows three broad strategies for linking teaching and research:

• developing student awareness of research;
• developing students ability to do research;
• and limiting the disadvantages of staff involvement in research.

A Framework for Linking Student Learning and Staff Research - from the Perspective of Student Learning

Linking teaching and research is achieved when:

• Students learn how research within their disciplines leads to knowledge creation.
• Students are introduced to current research in their disciplines.
• Students learn the methods used to carry out research in their disciplines
• Students are motivated to learn through knowledge of and direct involvement in research.
• Students carry out research.
• Students participate in research conducted by their lecturers.
• Students learn and are assessed by methods resembling research procedures in their discipline.
• Students learn how research is organised and funded.
• Students become members of a School /Department and University culture within which learning, research and scholarship are integrated.
• Students learning is supported by systems and structures at departmental, institutional, and national level that facilitate scholarship and research in the pedagogy of the disciplines as well as disciplinary scholarship and research.

Linking teaching and research is also achieved through:

• University staff at all levels basing practice and policy on knowledge and learning obtained through research (and reflections on practice).
• Academic staff using current pedagogic research findings when designing and delivering courses.
• Institutional managers and national policy makers basing policies - including those on teaching-research relations - on the best available research and scholarly evidence.

(Taken from Jenkins, A., Breen, R. and Lindsay, R. (in press ).
"Linking Teaching and Research A Guide for Academics and Policy Makers".
Staff and Educational Development Association

Strategies for Linking Teaching and Research (and Consultancy) at the Level of the Module/Course at Undergraduate/Postgraduate level

This is a basic model that individuals and course teams can adapt and use to consider their current curriculum and in designing new courses. Aspects of it are further developed at this linked website

Develop students understanding of the role of research in their discipline:

• Develop the curriculum to bring out current/or previous research developments in the discipline
• Develop student awareness of learning from staff involvement in research
• Develop student understanding of how research is organised and funded in the discipline/institution

Develop students abilities to carry out research /consultancy in their discipline:

• Develop the curriculum, in particular how students learn in ways that mirror/support the research/consultancy processes in the discipline
• Assess students in ways that mirror/support the research/consultancy processes in the discipline. For example requiring students to have their work assessed by colleagues according to the house style of a (fictitious) journal before submitting it to you; this mirrors how academic journals use referees to decide on whether an article is to be published
• Provide training in relevant research/consultancy skills/knowledge
• Develop student involvement in staff research/consultancy ·
• Perhaps, restrict certain research opportunities to selected students? This is the effective approach developed in those UK/Australian institutions which require a dissertation for Honours Degrees. In the USA which has long operated a mass higher education system, students being involved in research with staff is mainly only for those with high grades/motivation and in high level institutions

Manage student experience of staff research /consultancy:

• Limit the negative consequences for students of staff involvement in research/consultancy. Most important here is managing the student experience of the days (and sabbatical terms) when staff are 'away' doing research. At a minimum students need clear information as to when staff are available/away
• Evaluate/research student experience of research/consultancy and feed that back into the curriculum
• Support students in making clear to them the employability elements of research and consultancy. This is particularly important for those students whose focus is on using a degree to get employment - and who may not otherwise appreciate the value of a research based approach

(Taken from Jenkins, A., Breen, R. and Lindsay, R. (in press ).
"Linking Teaching and Research A Guide for Academics and Policy Makers".
Staff and Educational Development Association

Departmental Strategies to Enhance the Teaching /Research Nexus

• Develop disciplinary (and departmental ) understanding of teaching and research relations ·
• Make it a central consideration in hiring new staff ·
• Ensure it is fostered through how staff roles are defined ·
• Ensure it is fostered through policies for appraisal and staff development ·
• Develop effective synergies between research centres , course planning teams and postgraduate and undergraduate teaching ·
• Audit / review department based courses/structures ·
• Develop special programmes or structures to foster the nexus. ·
• Pay attention to issues of departmental culture ·
• Participate in National ( and International Programmes)

(Taken from Jenkins, A., Breen, R. and Lindsay, R. (in press ).
"Linking Teaching and Research A Guide for Academics and Policy Makers".
Staff and Educational Development Association

A Model of Curriculum Design
http://www.brookes.ac.uk/services/ocsd/link1/cdesign1/ltrdobu.html
This model shows three broad strategies for linking teaching and research:

• developing student awareness of research;
• developing students ability to do research;
• and limiting the disadvantages of staff involvement in research.

Designing Research Based Courses
http://helios.hampshire.edu/~apmNS/design/
Provides guidance on inquiry based courses particularly in the sciences. Based at Hampshire College Mass. USA.

Good Practice Guidelines
http://www.brookes.ac.uk/schools/planning/LTRC/outputs/guidelinesV1.htm#LINK
These are initial suggestions from this project (Linking Teaching with Research and Consultancy) on establishing effective teaching research links.

Inquiry Courses at McMaster University
http://www.mcmaster.ca/learning/inquiry/inquiry1.htm
McMaster University (Canada) has been involved in teaching Inquiry for over twenty years in elite programs and professional schools. Now, Inquiry is being offered to all first year students with a growing number of follow-up courses offered in subsequent years. In 2001, over 670 students in year one chose an Inquiry course.

Introductory and Capstone Courses
http://www.sc.edu/fye/
Two of the principal recommendations of the Boyer inspired 1998 Re-inventing Undergraduate Education (http://notes.cc.sunysb.edu/Pres/boyer.nsf) were for 'Constructing an Inquiry Based Freshman Year' and 'Build on the Freshman Foundation'. The Southern Carolina National Centre (USA) supports efforts to promote enquiry learning in introductory (101) and graduating capstone/synoptic courses (401).

Project Based Learning at Univ of Maryland (USA) (Gemstone)
http://www.gemstone.umd.edu/
This innovative programme is a four year research based enquiry where teams of 10-15 students investigate a technological and social issue.

Research based Learning in Theatre Studies: ANNIE
http://www.ukc.ac.uk/sdfva/ANNIE/ie/index.htm
Annie is a project supported by the Fund for the Development of Teaching and Learning, and undertaken jointly by The University of Warwick (UK) and the University of Kent at Canterbury (UK). This project aims to enhance students' learning experience in Theatre Studies by augmenting two aspect of the established culture within the national discipline:

• access to research-led teaching and to workshops led by practitioners of national and international standing;
• student engagement in self-directed learning.

Based on detailed case studies at Warwick and Kent, it will establish the academic principles, structures and procedures needed for organising teaching from distant locations.