Below are some suggestions of how research and teaching can be linked for students (Jenkins and Zetter 2003).
1. Research-led teaching
The curriculum is structured around teaching subject content (students learning about others’ research) – as well as current research within the subject this can include how the discipline has developed through research, including core concepts and paradigms.
2. Research-oriented teaching
The curriculum emphasises how knowledge is constructed in the subject or discipline (students learning to do research) – this includes:
- research skills training, including students putting these skills into practice on topics that are either given to them or are of their choosing (with support);
- using staff research with students where the students look at the research design, methods and data sets. They then use these to rework the data analysis;
- asking students to look at a research article and indicate what research design they would use.
3. Research-based teaching
Students undertake research and inquiry (students learning in research mode). As well as dissertations, projects and group projects which are grounded in research training, this could include:
- linking these to staff research projects;
- providing opportunities for suitable students to work on staff research projects during the vacation;
- assessing students in ways that mirror the discipline research processes – for example, require students to write up their assignments as for a peer-reviewed journal. As part of this the students could peer-review each other’s submissions before the final submission, these could be presented at a student conference and selected submissions could be published in a student research journal.
4. Research-tutored teaching
The curriculum emphasises learning focussed on students reading, writing and discussing papers or essays (students engaging in research discussion).
- Ask students to deconstruct a published article to critique the research methods, analysis and discussion of results – this teaches them to begin to question what has been done. Students are not simply looking for the subject content, but how the research has been put together.
- Invite students to research seminars.
- 3.3 above could also come under this category.
For more discipline-based and specific examples see Healey and Jenkins (2009a). Whilst these relate to specific disciplines many are transferrable to other subjects.