Research Intensive Teaching: MicroCPD Transcription

The relationship between research and teaching is reciprocal – they inform each other. When great research and great teaching come together we truly offer our students something special.  As teachers we should strive to offer innovative and inclusive research-intensive teaching in order to optimise our student learning. Research intensive teaching also contributes to the development of graduate attributes.

But what does outstanding research intensive teaching look like?

In the College of Social Sciences, we have developed a set of thirteen case studies to show how academics from all the Schools and most of the Departments interpret this question.  The case studies, that are published in a new publication and online resource (?)fall into the following five types:

Research-Led - Learning about the research of others

Research-Oriented - Learning about research processes – how to do research

Research-Based - Learning as researchers – the act of carrying out research

Research-Tutored - Learning through critiquing others’ research

Enquiring and reflecting on teaching and learning

When Research Intensive Teaching is undertaken well it develops students’ intellectual attributes that contribute to their own and others’ flourishing. Employers are seeking to recruit graduates with attributes including critical reasoning, curiosity, autonomy, academic integrity, open-mindedness, attentiveness and good judgment. These are also the human qualities that enable students to become independently minded active citizens who can make a difference in the world.