Research-engaged teaching: a
discussion
Richard Hall ¦ @hallymk1
rhall1@dmu.ac.uk ¦ richard-hall.org

Some DMU context:
•ULTAS, co-creation focus
•Societal Impact strand of Research Strategy
•Teaching Excellence (and Student Outcomes)
Framework
•REF
•Developing Researchers Effectively project: research-
engaged teaching workstream

research-engaged teaching workstream
Workshops designed to situate a range of understandings of
research-led, research-informed, or research-engaged teaching.
Attendees engaged with key issues.
•How can we define research-led, research-informed, or research-
engaged teaching at DMU?
•What should the relationship between teaching and learning, and
research look like?
•What does DMU need to do to implement this ideal state?
Outcomes: http://bit.ly/2wWC49e
Interim report: http://bit.ly/2za73zh

Research in relation to teaching and learning
•Learning about the research of others;
•Learning about research processes;
•Learning as researchers;
•Critiquing others’ research; and
•Enquiring and reflecting on teaching and learning.
McLinden, M. et al. (2015). Strengthening the Links Between Research and
Teaching. Education in Practice, 2(1), pp. 24-29.

In research-engaged teaching:
•students learning through the process of research;
•students as active partners in the development of subject
(content) and department (governance);
•this challenges the idea that students are
consumers/purchasers;
•research and research-like activities at the core of the
curriculum;
•greater responsibility for own teaching and learning, and the
experience of being a student.

How do you integrate research into
your teaching at all levels of study?
How does your teaching impact your
research?

What are your challenges in
integrating research and teaching?

Outcomes from initial DMU workshops, 1
To reimagine the University as a self-critical, scholarly community,
with a clear sense of the value of RET.
To baseline the relationship between RET and the curriculum, in order
both to evidence academic impact for the REF/Unit of Assessment 23
(where appropriate) and to support subject-based TEF.
To increase the awareness and benefits of both RET amongst staff,
and to provide practical guidance and exemplars to support the
effective embedding of activities.

Outcomes from initial DMU workshops, 2
Staged approach to embedding research skills in undergraduate
programmes, such that students can progress from being ‘novice
researchers’ to be coming ‘PIs’ on final-year project work.
Horizontally-integrated projects in cross-disciplinary programmes.
To support students in producing outputs and artefacts that
contribute to public bodies of knowledge, and the public good.
To enable the sharing and embedding of outputs and impact from
DMU’s Research Centres/Institutes across teaching disciplines.

Jess Urwin case study

The REF is everywhere
The guidance on submitting impacts on teaching will be
widened to include impacts within, as well as beyond, the
submitting institution. We will also work with the panels to
develop appropriate guidance on demonstrating evidence
against the criteria for this type of impact.
REF (2017). Initial decisions on the Research Excellence Framework 2021.

Impacts on teaching within, as well as beyond, the submitting
institution will be eligible for submission. The unit’s approach
to supporting and enabling impact from research will be
included within the environment template. We will require the
upfront submission of corroborating evidence for impact case
studies.
294. For the purposes of the impact element of the REF:
b. Impacts on students, teaching or other activities both
within and beyond the submitting HEI are included.
REF (2018). Draft guidance on submissions.

De Montfort University Award for Research Engaged Teaching
2018/19
•Evidence of curriculum design that demonstrates direct links
between research and teaching.
•Evidence of significant pedagogic research, including action
research, evaluation and dissemination activities that have
enhanced learning and teaching.
•Evidence of developing students as researchers.

How might you integrate research and teaching?
Consider one module. Think about integrating:
•Learning about the research of others;
•Learning about research processes;
•Learning as researchers;
•Critiquing others’ research;
•Enquiring and reflecting on teaching and learning.

Other considerations
•Specific learning outcomes related to research-engaged
teaching.
•Specific assessment/assessment criteria related to research-
engaged teaching.
•Specific curriculum delivery modes related to research-
engaged teaching.
•Role of students in research-engaged teaching.

This work is licensed under a Creative Commons
Attribution 4.0 International License.