The Teaching-Research Nexus

This document encourages consideration of ways in which the research-teaching nexus can be continually broadened and enhanced. There are many ways in which the University of Melbourne’s research activity and research culture permeate teaching and learning. According to particular contexts, academic staff build the teaching-research nexus through approaches that include:

  • drawing on personal research in designing and teaching courses;
  • placing the latest research in the field within its historical context in classroom teaching;
  • designing learning activities around contemporary research issues;
  • teaching research methods, techniques and skills explicitly within subjects;
  • building small-scale research activities into undergraduate assignments;
  • involving students in departmental research projects;
  • encouraging students to feel part of the research culture of departments;
  • infusing teaching with the values of researchers; and
  • conducting and drawing on research into student learning to make evidence-based decisions about teaching.

Each of these approaches is discussed in some detail in the linked pdf. In the main part, the discussion examines how research informs teaching and does not consider how teaching might inform research — which it can in many disciplines. For example, academics have been known to report that being asked to teach a subject in a new area has opened up unexpected lines of inquiry that have led to fruitful new research agendas.

Author: Gabrielle Baldwin

Published: 2005

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Curriculum design

Curriculum design