Linking research & teaching at ANU

There are some examples of courses and activities developed at the ANU to disseminate ideas, provide a resource for new and experienced academics, and to recognise those engaging in interesting teaching practices.

  • Inquiry learning activities
  • Case studies and role plays
  • Inquiry learning courses
  • Inquiry learning in lectures

There are a number of models and frameworks that may be useful for thinking about how you link your research and teaching.

Jenkins and Zetter (2003) describe three ways of linking research and teaching as:

  • Presenting your research to students
  • Engaging students in research processes
  • Engaging in research/ scholarship about teaching in your discipline

Jenkins, Breen, & Lindsay, with Brew (2003, p63) describe four approaches for linking research and teaching that reflect our aims for student learning:

  • Develop students' understanding of research
  • Develop students' abilities to carry out research
  • Progressively develop student understanding
  • Manage students experience of (academic's) research

Healey (2005) presents a curriculum framework that explores variations in (1) the emphasis on research ranging from subject content to processes and problems, and (2) the approach to teaching ranging from teacher to student focused, with students positioned respectively along a range from being the audience for research to participants. This model identifies four different curriculum approaches as:

  • Research-based: curriculum is structured around inquiry-based learning activities in which students do research;
  • Research-led: curriculum is structured around subject content which is based on the specialist research interests of teaching staff;
  • Research-oriented: curriculum places emphasis on understanding the processes by which knowledge is produced, teaching of inquiry skills and on acquiring a 'research ethos';
  • Research-tutored: curriculum that emphasises learning focused on students writing and discussing research papers or essays.

Healey (2005) argues that students are likely to gain most from research in terms of depth of learning and understanding from doing research. Brew (2003) reconceptualises the university as academic communities of practice where research and teaching are integrated in the activities of staff and students. Brew suggests that these links will be enacted in ways that reflect academics' underlying conceptions of research, of their discipline and subject matter, and of the practice of teaching. Examples of how these links may be enacted include involving students in:

  •  developing techniques and tools for solving unforeseen problems,
  • classes on methodology and data interpretation,
  • social activities such as peer review and teaching, student conferences and journals,
  • creating personal relevance and the development of self knowledge.