Why is this important?
Given that the Education Strategy (2011-16) states that the University's graduates should have, in addition to discipline-specific skills and attributes valued by employers, which include critical thinking, adaptability, intellectual flexibility, enquiry, capacity to challenge, and an ability to work in teams, then Brew's (2007:7) view that research and inquiry are 'central to professional life in the twenty-first century' and that '[r]research and inquiry is not just for those who choose to pursue an academic career' provides a strong case for linking research and teaching throughout the curriculum at all levels.
In addition to staff involved in pedagogic research, linking teaching and research at Queen’s has broadly been defined under the following headings:
- Students learning about others’ research, which includes students engaging in research discussions.
- Students learning to do research.
- Students learning in research mode.
In these ways helps to provide them with the graduate attributes outlined in the Education Strategy (2011-16). In addition, the students will gain a greater insight into the rresearch and research process that staff conduct.
The graduate attributes listed above can also be engendered through (IBL), where learning and teaching takes place through inquiry or research. IBL is particularly useful in research-led teaching because the emphasis is on students doing research rather than simply being the recipients of research.
These pages will explore this in more detail providing and case examples of and from across the University as well as other that staff may find useful.
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,
Centre for Educational Development
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