RESEARCH-INFORMED TEACHING CURRICULUM DESIGN
The following guidelines are based upon a framework for developing a
research-based curriculum, presented by Blackmore and Fraser (2003).
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, 2003).
The following components of a research-informed teaching curriculum
design ‘toolkit’ are based upon these four elements and the seven
principles for good practice in undergraduate education (Chickering and
Gamson, 1987). For each principle a selection of features (above the
solid black line) and possible consequences (below the black line) of a
curriculum that addresses varying levels of that particular principle are
displayed. Teachers may be able to identify where they are currently
located on this continuum and look to the next level to see what sort of
changes to curriculum design may be required to address that particular
principal to a greater extent.
Dr P. R. Porter, Learning and Teaching Institute, University of Hertfordshire, AL10 9AB, United
Kingdom. p.r.porter@herts.ac.uk
References
Blackmore, P. and Fraser, M., 2003. Research and teaching: making the link. In:
Blackwell, R. and Blackmore, P. (eds) Towards strategic staff development in
higher education. Maidenhead: SRHE and Open University Press, 131-141.
Chickering, A. W. and Gamson, Z. F., 1987. Seven principles for good practice in
undergraduate education. American Association of Higher Education Bulletin,
39(7), 3-7.
Jenkins A., Healey, M. and Zetter, R., 2007. Linking teaching and research in
departments and disciplines York: The Higher Education Academy.
http://www.heacademy.ac.uk/resources/detail/ourwork/teachingandresearch/Linking
TeachingandResearch_April07
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’.
 Student reading centred
upon text books that are
dated.
 Student reading centred
upon journal articles that
are dated.
 No discussion of recent
research in lectures,
tutorials, seminars,
online materials etc.
Limited
 Students are unlikely to
view their chosen
subject as dynamic and
important which may
have knock-on impacts
for student enthusiasm,
effort and interest.
 Subject-specific
knowledge will be limited
and/or dated with
implications for
employability/suitability
for postgraduate study.
 Understanding may be
incorrect (i.e. advances
in understanding and
knowledge are not being
conveyed to the
student).
 Students may feel they
are being cheated if they
feel their curriculum is
presenting dated
research material.
 Students are referred to
textbooks that
incorporate recent
research findings.
 Students are referred to
websites that present
recent research findings.
 Students are referred to
recent peer-reviewed
journal papers on a
regular basis.
 Tutorials and seminars
consider new
publications/findings.
 Strong emphasis on
backing up text-book
research material and
online material with recent
peer-reviewed journal
reading.
 Staff integrate their own
recent research into their
teaching.
 Flagging newly published
material on Studynet/VLE.
Some
Lots
 Students may lack the
detailed research and
subject knowledge that
reading primary sources
(i.e. peer-reviewed
journal papers) provides.


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Students are fully up to
date with the latest
research findings in their
subject area and
therefore well equipped
to confidently enter the
world of employment or
postgraduate study in
their chosen area.
Students feel they have
received ‘value for
money’ from their
undergraduate education.
Students feel they are
part of a dynamic subject
area with resultant
impacts on enthusiasm,
effort and interest levels.
Student confidence is
maintained through being
taught by a researchactive member of staff.
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.
 Students are not
presented with a history
of research development
in their subject area.
 Students are not taught
how key workers in their
subject have undertaken
research.
Limited
 Students may be less
inclined to pursue their
own research careers if
they are not aware of
how research is
undertaken or why
research in their field is
important (historically
and in the present).
 Students may be
unaware of the
importance of their
discipline if they are not
made aware of the
historical development of
research in their subject
area.
 Students are presented
with a history of
research/subject
development, but little
guidance on how past
workers have carried out
research (or vice versa).
 The latest research in the
field is presented within its
historical context.
 Students are taught about
how research is organised
and funded in their
discipline.
 Students learn in detail
how research is
conducted in their
discipline.
Some
Lots
 Students will lack a basic
understanding of how
scholars and academics
undertake research,
which may have knockon negative impacts
when students come to
undertake their own
research (e.g.
dissertations).

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Students see the realworld application of their
subject of study, which
can be strongly
motivational.
Those students who may
be considering research
careers have a good
understanding of the
research process in their
discipline.
Students appreciate the
historical relevance and
practical application of
their discipline which can
maintain enthusiasm.
Students will become
aware as to how they
may seek funding for
their own research (e.g.
student fieldwork/labwork
grants etc.)
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.
 Only generic research
methods teaching is
provided-no disciplinespecific research
methods teaching is
undertaken.
Limited
 Students are ill-equipped
to undertake any form of
research associated with
their discipline and future
work that may require
this (e.g. individual
research projects) is
likely to suffer as a
result.
 Students will not see the
real-world application
and relevance of
theoretical subjects
studied and engagement
with the subject is likely
to be limited as a result.
 Students are taught (but
do not practice) research
methods specific to the
discipline.
 Discipline-specific
research activities are
built into the curriculum
e.g. students work with
real-world data and
practice real-world
research skills and
collect/generate and
analyse their own
research data/information.
 Students are taught how
to use the specific
research tools of their
discipline (e.g.
questionnaires, field
equipment, laboratory
equipment etc.)
 Students assist staff with
research projects.
Some
 Without practicing
methods, active learning
is limited and the ability
of students to undertake
discipline specific
research work (that may
be required during study
or subsequent
employment) suffers.
 Potentially valuable
transferrable skills are
not practised.
Lots
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Students appreciate the
value of their work and
can appreciate the realworld application of their
skills.
A sense of ‘ownership’ of
work is gained if students
collect and analyse their
own data/information.
Students gain confidence
in their analytical abilities
and gain valuable
subject-specific and
transferrable research
skills.
Working with academic
staff breaks down the
‘them and us’ barrier that
may exist and helps
foster a healthy and
mutually beneficial
relationship between staff
and student.
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.
 Limited generic research
training is offered e.g. a
basic range of statistical
techniques.
Limited
 Students are unlikely to
feel confident in applying
these skills to real-world
scenarios or to
appreciate the real-world
relevance.
 Enthusiasm and interest
is likely to be limited if
the practical applications
are not highlighted.
 Students may feel
incapable or ill-equipped
to undertake research.
 Analytical and decisionmaking skills are likely to
be limited.
 A range of generic
research skills are taught,
but not practiced or
assessed (e.g. students
are taught how to give a
presentation, but never
actually do one).
 A full range of generic
research skills are taught,
practiced and assessed
and the real-world
application is highlighted.
 Students apply generic
research skills in
practicals, lectures,
workshops etc.
 Students apply generic
research skills to their
own data/information.
Some
Lots
 Students have no means
of assessing their
knowledge development
or improving their
knowledge if no means
of applying or assessing
knowledge and
understanding is
provided.
 Active learning is
discouraged; the
students become the
audience rather than
participants.
 Knowledge of the
practical application of
research skills is likely to
be limited.
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Students are able to
enhance their knowledge
and understanding by
effectively assessing and
analysing
information/data.
Students appreciate the
practical application of
theoretical subjects which
motivates learning.
Students take ownership
of knowledge they have
generated.
Valuable transferrable
skills are gained.
Students become
participants, not just
observers.
Students are likely to
have enhanced decisionmaking and analytical
abilities.
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.
 Research is neither
promoted nor valued
and/or teaching and
research are treated as
separate entities.
 Research active staff do
not undertake teaching.
Limited
 Students leave university
without having
developed enquiring
minds or any extensive
knowledge of the
practical application of
their subject of study.
 Staff-student interaction
is more limited than it
might otherwise be.
 Students miss out on
opportunities to both
undertake research
during their education
and to progress onto
research-based careers
(e.g. postgraduate study)
upon graduation.
 Reporting of student
research (e.g. research
seminars) forms a
significant part of the
assessment process.
 Only internal staff present
research seminars.
 Research seminars from
internal and external
academic staff.
 Journal ‘clubs’ and
student research
seminars.
 Promotion of student
research grants and
awards.
 Publication of student
work in internal and
external journals.
 Engagement with the
wider learned community
e.g. visits to scholarly
institutions.
 Engagement of students
with staff research.
Some
Lots
 Students may be
unaware of wider
research being carried
out in their field of study;
knowledge may be
limited as a result.
 Students do not get the
opportunity to integrate
with the wider research
community.
 Students may come to
resent research if the
burden of assessment is
present throughout the
research process.
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Students feel that their
work is important and
valued.
Valuable transferrable
skills (e.g. presentation
skills) are gained.
Students become aware
of wider research areas,
generate new ideas for
research and get to meet
researchers from their
chosen field of study.
Subject-specific
knowledge and
enthusiasm are
enhanced.
Students become full
participants in the
research process.
‘Them and us’ barriers
between staff and
students are broken
down.
The overall student
learning experience is
enhanced (e.g. awards
given for overseas
fieldwork).
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,
2003). Enquiry-based activities also allow teamwork skills to be developed and
students move from being the audience to become participants in their learning.
 The information
transmission model is
used extensively.
 Research focussed
projects are undertaken,
but the enquiry/fact
finding elements are
limited and/or the
scenario has no realworld validity.
 Group and individual
problem/enquiry based
exercises are used
throughout the curriculum.
Limited
Some
Lots
 Student learning is
hindered by the lack of
active learning and/or
group activity.
 A lack of group/cooperative work limits
development of
interpersonal skills.
 Students fail to
appreciate the real-world
relevance of the subjects
they are studying;
enthusiasm and interest
levels may reduce as a
result.
 Active learning is more
limited than it could be.
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Students become
participants and engage
to a greater extent with
their subject of study.
The real-world relevance
of specific disciplines is
explicitly demonstrated.
Students get to put
research skills into
practice in a realistic
scenario.
Knowledge is shared
between students.
Students become full
participants in their
learning.
Transferrable skills are
gained e.g. analytical
thinking, problem solving
ability etc.
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.

 No attempt made to
draw on pedagogic
research to inform the
research elements of the
curriculum.
Limited
 Knowledge and
understanding are likely
to be limited at best;
student learning is being
undermined.
 Student engagement
and enthusiasm are
likely to be limited.
 Workshops and seminars
are attended, but little
attempt made to integrate
experience gained into
teaching.
Case studies/examples
of good practice that
demonstrate effective
linkage of teaching and
research are used to
define and develop the
curriculum.
 Approaches are used
that are based on wellestablished knowledge of
how people learn.
 General pedagogic
principles of ‘good
practice’ in
undergraduate education
are applied to both the
design of the research
elements within the
curriculum and the
manner of delivery of
research related teaching
material.
Some
Lots
 Valuable time is used
learning new
techniques/practices,
but neither staff, nor
students benefit.


Knowledge and
understanding are
maximised.
Student engagement and
knowledge retention are
maximised.