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The topic of this MicroCPD is research-intensive learning in action at the University of Birmingham. It serves to flag good practice with regards to the integration of research and teaching at our institution, and point to resources available to colleagues for future curriculum design.

A further two MicroCPD videos should be viewed alongside this one:

Petia Petrova (2017). Research and teaching as processes of learning

Kathy Armour (2017). Defining and Delivering 'Research-Intensive Learning and Teaching' at the University of Birmingham.

Further Reading

Boyer Commission on Educating Undergraduates in the Research University (1998). Reinventing Undergraduate Education: A Blueprint for America's Research Universities. Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.

Brew, A. (2006). Research and Teaching: Beyond the Divide. NY: Palgrave Macmillan.

Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.

Hattie, J. & Marsh, H.W. (1996). The Relationship Between Research and Teaching: A Meta-Analysis, Review of Educational Research 66 (4)   (Winter 1996), 507-542.

Neary et al (2013). Student as producer: research engaged teaching and learning - an institutional strategy (Higher Education Academy)

U21 (2016). What is the Value Proposition for Students as Learners at Contemporary Research-Intensive Universities? U21 Educational Innovation Cluster Position Statement: April 2017.

Universitas21 Strategic Priorities: Educational Innovation