The University of Edinburgh
College of Humanities and Social Science
Research-Teaching Linkages in CHSS
Examples of Undergraduate and Postgraduate
research-teaching linkages to enhance the learning experience
 There is a great deal of good work already being carried out in Schools to
increase research-teaching linkages for both undergraduates and postgraduates
to enhance their learning experience and further develop their graduate
attributes
 Much of this work goes unnoticed as it is taken for granted and seen as an
implicit part of the learning and teaching undertaken across the College
 The College Office, at the request of Schools, is gathering together examples of
research-teaching linkages to identify, share and foster good practice
 Research-teaching linkages cover a wide range of initiatives and include:
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Teaching informed by staff’s own research
Using an inquiry-based approach to learning and assessment
Using an inquiry-based approach to assessment
Students learning research methods
Students assisting staff with their research
Students carrying out their own research
Students own research leading to publication
 Examples of research-teaching linkages do not have to be complicated – the
simpler the better
 Please feel free to complete as many of these forms as possible and return to
lynn.hyams@ed.ac.uk
If you have any queries please ring
Lynn Hyams on 651 3168
The University of Edinburgh
College of Humanities and Social Science
Research-Teaching Linkages
Brief title to describe your RTL initiative
Please complete as much detail as appropriate
Aimed at:
eg what UG year(s) or PGT or PGR
School:
Subject area:
Programme:
Course:
Lead person:
Position:
Tel no:
Email :
Please describe the particular initiative and what the researcher/teacher does eg
content, teaching & learning methods
Please write this in a way that you feel will inspire your colleagues!
Graduate attributes developed (delete any that don’t apply)
 Critical understanding
 Informed by current developments in the subject
 An awareness of the provisional nature of knowledge, how knowledge is created,
advanced, renewed and ever-changing
 Ability to identify and analyse problems and issues and to formulate, evaluate
and apply evidence-based solutions and arguments
 Ability to apply a systematic and critical assessment of complex problems and
issues
 Ability to deploy techniques of analysis and enquiry
 Originality and creativity in formulating, evaluating and applying evidence-based
solutions and arguments
 An understanding of the need for a high level of ethical, social, cultural,
environmental and wider professional conduct
Any feedback (good or otherwise) or evaluation of the initiative (formal or
informal)?
Any tips you’d like to pass on?
Any particular problems you encountered?
Any resources you found useful in developing your RTL initiative (eg advice from
colleagues in other Schools, student input, publications, conferences/workshops,
web resources)?
Month Year