Brew, A. (2007) `Research and teaching from the students’ perspective’. International policies and practices for academic enquiry: An international colloquium held at Marwell Conference Centre, Winchester, UK, 19 –21 April.
Council on Undergraduate Research aims to support and promote high-quality undergraduate student-faculty collaborative research and scholarship
Graham-Matheson, L (ed.) (2010) Research Informed Teaching: exploring the concept. Canterbury Christ Church University, Canterbury
This publication reports on projects undertaken at Canterbury Christ Church University as part of the HEA Teaching Informed and Enriched by Research Initiative which was funded by HEFCE
Healey, M & Jenkins, A (2009a) Linking discipline-based research and teaching through mainstreaming undergraduate research and inquiry.
Healey and Jenkins provide brief details of how undergraduate research has been integrated into the curriculum – the examples come from a wide range of disciplines and institutions. Whilst the examples are discipline-based, many can be adapted to other subjects.
Healey, M & Jenkins, A (2009b) Developing undergraduate research and inquiry, The Higher Education Academy, York
Healey and Jenkins ‘explore key issues around the nature of undergraduate research and enquiry, consider[s] the potential of opportunities for and strategies to support student engagement in research,, look[s] at different national policy approaches to this area...’ and they ‘provide a range of case studies and exemplars that may usefully be adapted and applied’ (2009:2).
Jenkins, A & Healey, M (2010a) Developing the student as a researcher through the curriculum, in Graham-Matheson, L (ed.) (2010) Research Informed Teaching: exploring the concept. Canterbury Christ Church University, Canterbury
Jenkins, A & Healey, M (2010b) Undergraduate research and international initiatives to link teaching and research, Council on Undergraduate Research 30, (3) 36-42 Jenkins and Healey note that almost all the subject benchmark statements developed with the Quality Assurance Agency (QAA) refer to the links between teaching and research as central to the honours degree classification. This is also reflected in the Framework for Higher Education Qualifications (FHEQ) descriptors for bachelor degrees with honours and masters degrees (August 2008, 18-21).
Jenkins, A & Zetter, R (2003) Linking research and teaching in departments, LTSN Generic Centre, York
Sears, H J & Wood, E J (2005) Linking Teaching and Research in the Biosciences, BEE-j Volume 5: May 2005
Subject Centre for Social Policy and Social Work (2007) Using Social Policy Research in Teaching, SWAP Case Studies, HEA-SWAP
This publication provides six case studies that address the question: ‘What are the links between teaching and research?’ Each case study provides hot tips based on experience, feedback and usually problems/issues that have arisen.
Wareham, T (2008) Creative Graduates: Enhancing teaching-research links in the creative arts A briefing paper, The Higher Education Art, Design and Media Subject Centre and Palatine Subject Centre for Dance, Drama and Music, York
The Reinvention Centre for Undergraduate Research, University of Warwick has a number of additional resources
HEA Subject Centre web pages for linking teaching and research:
Whilst these pages provide subject specific examples, many of them can be transferred and developed for other disciplines.
The UK Centre for Bioscience provides some useful materials for information on case studies of effective practice in linking teaching and research in the Biosciences as well as workshop materials.
The English Subject Centre has case studies of linking teaching and research in English.
The Geography, Earth and Environmental Sciences Subject Centre has case studies and a special issue of Planet (Dec 2003) on linking teaching and research.
The UK Centre for Legal Education has links to case studies and examples of linking teaching and research.
The Psychology Network has case studies and examples of linking teaching and research
The Subject Network for Sociology, Anthropology and Politics provides a discussion on linking teaching and research in the social sciences which is followed by a number of case studies and includes a link to the Companion for Undergraduate Dissertations produced by the Subject Centres for Sociology, Anthropology and Politics, Social Policy and Social Work and Sheffield Hallam University
Levy, P (2009) Inquiry-based learning: a conceptual framework. Centre for Inquiry-based Learning in the Arts and Social Sciences, University of Sheffield
Whilst CILASS was developed initallty with the Arts and Social Sciences disciplines they also developed IBL with non Arts/Social Science subjects. This link provides case exapmles across the disciplines.
Levy, P, Little, S, McKinney, P, Nibbs, A, & Wood, J (2011) The Sheffield Companion to Inquiry-based Learning The University of Sheffield. Sheffield
HEA Subject Centres
Business, Management, Accountancy and Finance – Development of a Toolkit for Enquiry Based Learning Materials for BMAF DisciplinesPhilosophical and Religious Studies - Finding Your Own Way: The Role of Inquiry-Based Learning in Theology, Religious Studies and Biblical Studies