This document discusses implementing research-based learning in teaching. It begins with an introduction and aims of clarifying the relationship between research and student learning. It then provides context on the speaker's background and available resources. The document reviews evidence that finding balance between teaching and research is challenging. However, teaching that emphasizes knowledge construction over imparting can positively impact student understanding. The rest of the document discusses strategies to bring teaching and research together through a research-led, research-oriented, or research-based approach. Tasks encourage applying these concepts to individual teaching practice and case studies.

1. Task! Introducing the session … Sit in
groups of 2-3
Ensure you have session handout
Private discussion
What do you understand by ‘Research based
learning’?
What do you think research reveals about
teaching/research relations in universities?

2. Implementing Research Based Learning in your Teaching
Alan Jenkins
Emeritus Professor Oxford Brookes University : advisor to HEA on teaching /research links and QAA Scotland on the Teaching
Research Nexus Enhancement Theme http://www.enhancementthemes.ac.uk/themes/ResearchTeaching/

3. Aims
• Clarified your view on the current relationship between (staff/faculty ) research
and student learning in your current and future role(s), courses, discipline
and in your department /institution
• Considered a range of discipline based and department wide
case studies
• Considered how you could develop ‘research based learning in
your courses –at undergraduate level/or at postgraduate level
• Explored how those relationships could be more ‘effectively’ constructed and/
or ‘managed’.

4. Alan Jenkins
Geography undergraduate at London UK and post grad Madison USA
Schoolteacher Canada and UK
Long taught geography /contemporary China studies mainly UK at
undergraduate level outside the research elite institutions
Moved into educational /faculty development and worked on teaching
/research relations . http://www.alanjenkins.info

6. Available from the HE Academy http://www.heacademy.ac.uk/rtnexus.htm

7. Mick Healey, Alan Jenkins and John Lea
March 2014
Developing research-based curricula
in college-based higher education
http://www.heacademy.ac.uk/c
ollege-based-he/research-
based-curricula

8. Teaching and Research :An Ideal view
“Universities should treat learning as not yet
wholly solved problems and hence always in
research mode.”
Wilhelm von Humboldt on the then future
University of Berlin (1810)

9. Teaching and Research : Two
contemporary views
"The research universities have often failed, and continue to fail their
undergraduate populations, thousands of students graduate without
seeing the world - famous professors or tasting genuine research."
University of Stony Brook (1998, 3) Reinventing Undergraduate
Education: Boyer Commission on Educating Undergraduates in the
Research University.
In Scholarship Reconsidered Ernest Boyer (1990, X11) challenged US
higher education to “break away out of the tired old teaching versus
research debate.”

10. Research evidence : ONE summary
Faculty find it hard to balance teaching and research roles
Undergraduate students often unaware of staff /faculty research or its
relevance to their concerns
At individual level limited ‘correlation’ staff research and teaching
effectiveness
At departmental and institutional levels little effective strategic links
between teaching and research
Students learning in active inquiry mode can have significant positive
impacts on understandings of knowledge complexity

11. Acting on the Research Evidence
“The aim is to increase the circumstances in which teaching and
research have occasion to meet….
Increase the skills of staff to teach emphasizing the construction of
knowledge by students rather than the imparting of knowledge by
instructors......
Ensure that students experience the process of artistic and scientific
productivity."
(Hattie and Marsh, 1996)

12. A ‘Language’ to Help Us Examine What We Do-see
handout p 1-2
• Research-led: where students learn about research findings, the curriculum
content is strongly shaped by faculty research interests/current research in
the discipline.
• Research-oriented: where students learn about research processes, the
curriculum emphasises as much the processes by which knowledge is
produced as learning knowledge that has been achieved, and faculty try to
engender a research ethos through their teaching; or
• Research-based: where students learn as researchers, the curriculum is
largely designed around inquiry-based activities, and the division of roles
between teacher and student is minimised.
• Research tutored ; where students supported by staff in small group
discuss current research ( papers) in their discipline.

13. Research-tutored
Engaging in research
discussions
Research-based
Students undertaking
research and inquiry
Research-led
Learning about current
research in the discipline
Research-oriented
Developing research
inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON
RESEARCH CONTENT
EMPHASIS ON
RESEARCH
PROCESSES
AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE

14. Tasks :Using that typology/language
Consider the case study of geography at University College
London , page 4-5
Don’t get lost in is this ‘good’ or ‘bad’ practice ? Let’s see it
as ‘interesting practice’
Using the language of the handout page 1- 2 ; what forms of
teaching /research links do you see there ? Research led
,research orientated , research based, and/or research
tutored.

15. Small Group Task : Consider the case studies at course team level on the
handout p2-4 (Ignore departmental case studies 4-5)
QUICKLY each of you choose a case study that you think
may be suitable for ADAPTING to your practice /perhaps
as developing in your project
Individually read your case study
Then share your views on adapting these case studies to
your future practice
You have till …..

16. : Course Design-see Section 4 pp 5-6
Which of these approaches might be relevant to your future
practice /developing through your project?
Strategy 1: Develop students’ understanding of the role of
research in their discipline
Strategy 2: Develop students’ abilities to carry out research
Strategy 3: Progressively develop students’ understanding
Strategy 4: Manage students’ experience of research

17. Considering two Departmental case
studies :UCL and Imperial pp 4-5
Just from the case studies :
Discuss what you see are the similarities and the
differences in the ways these two departments
handle the roles /relationships between teaching
and research ?

18. Your conclusions/forward planning
In your groups each of you state
ONE thing I am taking forward ( in my project
) from this session
….

19. My conclusions
• Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
• That requires purposeful action at a variety of levels
• In one’s own teaching and to an extent at course team and departmental level
one does have some freedom of action to ensure that your research in parts
supports your teaching
• As you progress in your career then departmental and institutional leaders can
do much to ensure some synergies between teaching and research
• Bringing your teaching and research more effectively together can help you
balance what can be competing demands on your time and attention.

20. How your teaching can support your role as a researcher.
• Research led teaching can make the two activities explicitly linked in
content .
• Research orientated teaching can help you reflect /experiment in
research methodologies
• Research based teaching can help you see these activities as
explicitly linked
• Making explicit to students the importance /value of research to them
–can help them better appreciate the importance of faculty
involvement in research