Revisiting the Research-Teaching Nexus Framework: Two Case Studies Introducing Research into Program Level, Undergraduate Teaching
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| Title: | Revisiting the Research-Teaching Nexus Framework: Two Case Studies Introducing Research into Program Level, Undergraduate Teaching |
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| Language: | English |
| Authors: | Gretton, Sarah, Raine, Derek, Hurkett, Cheryl, Williams, Dylan, Harvey, Chad, Symons, Sarah |
| Source: | International Journal of Teaching and Learning in Higher Education. 2022 33(2):259-272. |
| Availability: | International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Study, College Faculty, College Instruction, Undergraduate Students, Student Research, Research Skills, Foreign Countries, Research Projects, Critical Thinking, Problem Solving |
| Geographic Terms: | Canada |
| ISSN: | 1812-9129 |
| Abstract: | Internal and external drivers have seen institutions of higher education place increasing emphasis on the links between teaching and research in their curricula. Despite the apparent positive trend towards research-oriented undergraduate programs, there are a number of documented challenges or "risks" to incorporating research into teaching and learning. This paper presents an adapted four-quadrant framework that maps student progression throughout a program of study from research-briefed learning to carrying out independent research themselves. The model is illustrated by two case studies of its implementation throughout entire degree programs (Natural Sciences at the University of Leicester and Integrated Science at McMaster University). |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345570 |
| Database: | ERIC |
| Abstract: | Internal and external drivers have seen institutions of higher education place increasing emphasis on the links between teaching and research in their curricula. Despite the apparent positive trend towards research-oriented undergraduate programs, there are a number of documented challenges or "risks" to incorporating research into teaching and learning. This paper presents an adapted four-quadrant framework that maps student progression throughout a program of study from research-briefed learning to carrying out independent research themselves. The model is illustrated by two case studies of its implementation throughout entire degree programs (Natural Sciences at the University of Leicester and Integrated Science at McMaster University). |
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| ISSN: | 1812-9129 |
