RESEARCH-INFORMED TEACHING CURRICULUM DESIGN
The following guidelines are based upon a framework for developing a
research-based curriculum, presented by Blackmore and Fraser (2007).
Four elements are identified as being important in the design of a
research-based curriculum:
 Outcomes: including research outcomes in the curriculum (e.g.
modules designed around the research interests of staff);
 Process: using research-process-based methods of teaching and
learning (e.g. problem-based learning);
 Tools: learning to use the tools of research (e.g. bibliographic
searching, field skills, quantitative analysis etc.);
 Context: developing an inclusive research context and culture (e.g.
students assisting with staff research, student and staff research
seminars etc.).
(adapted from: Blackmore and Fraser, 2007).
The following curriculum design ‘toolkit’ is based upon these four
elements and the Seven Principles for Good Practice in Undergraduate
Education (Chickering and Gamson, 1987).
Good Practice in Research-Informed Teaching:
Include outcomes of recent research in the curriculum
Students have a right to expect that their curriculum is fully informed by recent
research in their chosen area of study and, to a certain extent, research and
integration of research into the curriculum is what defines us as a University,
irrespective of whether teaching staff are ‘research active’.
Q1.1. I direct my students towards relevant research papers to read on a regular
basis
Q1.2. I update my teaching materials with recent research on a regular basis
Q1.3. I stress the importance of reading beyond the core text books
Q1.4. I integrate my own research into my teaching
Q1.5. I direct students to newly published research
Good Practice in Research-Informed Teaching:
Develop an understanding of the history and role of
research in the discipline
It is important that students have some awareness of how research has developed in
their chosen subject area. Not only does this provide an important context in terms of
showing the relevance of material being taught, but it provides students with a level
of methodological knowledge and demonstrates that knowledge is constantly
evolving and developing and that they have a part to play in that evolution and
development.
Q2.1. I explain the development of ideas in my discipline
Q2.2. I explain how research methodology, methods and ethical considerations
have developed in my discipline
Q2.3. I discuss how research methodology, methods and ethical considerations in
my discipline may develop in the future
Q2.4. I explain why research in my discipline is important
Q2.5. I discuss with students the real-world application of research in their
Good Practice in Research-Informed Teaching:
Engage students in discipline-specific research processes
Students need to learn and practice the skills required for them to undertake
research in their chosen subject area. Not only is this important for subsequent
employment and/or postgraduate study, but is important in maintaining student
enthusiasm and interest as the practical applications of their subject of study become
more apparent.
Q3.1. I design activities where students collect and apply data
Q3.2. I design activities where students work with real-world data
Q3.3. I demonstrate the operation and use of discipline-specific research
instruments (e.g. lab equipment, field equipment, classroom equipment,
questionnaires etc.)
Q3.4. I teach students how to use appropriate research instruments (e.g. lab
equipment, field equipment, classroom equipment, questionnaires etc.)
Q3.5. I invite students to assist with my own research
Good Practice in Research-Informed Teaching:
Engage students in generic research processes & skills
By attaining a suite of generic research skills students are learning to become
enquiring and analytical, skills that are becoming increasingly demanded of students
upon graduation (Jenkins et al., 2007). Generic research training also provides a
suite of valuable transferrable skills.
Q4.1. I teach generic research skills within the curriculum
Q4.2. I emphasise cross-curriculum application of generic research skills and
techniques
Q4.3. I highlight the real-world application of generic research skills and techniques
Q4.4. I provide exercises where students apply research skills to data/information
that they have collected
Q4.5. I ensure students undertake tasks that allow research skills to be practised
Good Practice in Research-Informed Teaching:
Fosters an environment where research is encouraged,
promoted and valued
Fostering a ‘research-rich’ environment enthuses and motivates students and is
invaluable in helping to break down the ‘them and us’ barriers that may exist
between teaching staff and students.
Q5.1. I invite external speakers to come and speak about their research
Q5.2. I encourage students to discuss their research together and work on joint
research projects
Q5.3. I arrange visits to scholarly Institutions (e.g. Royal Society, other Universities,
British Library, Art Galleries etc.)
Q5.4. I encourage students to attend staff research presentations within my
Institution
Q5.5. I encourage, and support, students to apply for research funding or other
research-related awards
Good Practice in Research-Informed Teaching:
Engage students in enquiry-based activities
Here, students learn the importance of identifying where knowledge may be limited
and thereby find ways in which to enhance knowledge (Blackmore and Fraser,
2007). Enquiry-based activities also allow teamwork skills to be developed and
students move from being the audience to become participants in their learning.
Q6.1. I provide opportunities for students to work together in groups to solve
research/real-world problems
Q6.2. I present students with specific problems to which they have to apply research
skills
Q6.3. I expect students to collect data/information to address specific research
questions/real-world problems
Q6.4. I present students with realistic scenarios to which the whole cycle of research
has to be applied
Q6.5. I encourage students to work with staff on specific research questions/projects
Good Practice in Research-Informed Teaching:
Draw on pedagogic research to enhance teaching and
research links
The seven principles of good practice in undergraduate education, as defined by
Chickering and Gamson (1987) can, and should, be applied to the design of a
research-based curriculum, just as they should in other areas of our teaching.
Continual curriculum development in the light of the results of sound pedagogic
research is arguably pivotal to all that we do.
Q7.1. I apply 'principles of good practice' across all my academic activities
Q7.2. I apply appropriate teaching and learning research when designing my
teaching sessions
Q7.3. I encourage students to become participants rather than observers
Q7.4. I refer to case studies of 'good practice' when developing the curriculum
Q7.5. I regularly update my teaching practice by attending relevant workshops
and/or reading pedagogic literature