Case Studies

Example 1
evidence based practice materials

Example 2
building group work skills

Example 3
building research communities

Example 4
project based learning activities

Example 5
research and teaching: an intrinsic link

Example 6
the link between cultural identity and research

Example 7
An inextricable link - theory into practice

Example 8
Teaching connoiseurs of research

Example 9
Exploiting the link in course design

Example 10
innovative practice linking engineering methods and principles to constructing a winning product

Example 11
research and links to critical pedagogy

Example 12
Four examples to promote the synergy in history

Example 13
Students' perspective on linking research and teaching

Example 14
Two students'
perspectives

Professor John McQuilton teaches in History

The links

John sees the link as powerful and dominates the subjects he teaches both in terms of the content of the subjects he teaches and the way students are assessed. His main research interest is the impact of WW1 on rural communities analysing the political, social and economic perspectives, in particular in terms of ethnicity, religion and changing women¹s responses and roles over that period.

His research forms the content of the subject and a lot of the issues and the kinds of questions asked stem directly from his own research ensuring that students depart from the prevailing orthodoxies in textbooks. He has published extensively in the field.

The link should be strengthened because teaching should be with passion, interest and commitment as it is infectious and sparks students¹ interest that in turn generates research students. Research activity and publications lend credibility to the University as a Centre for Excellence in this field.

Students in 3rd year have a choice of research assessment, either

a) research the building of a war memorial or b) construct a profile of men who enlisted from a particular region

Skills development

• Identify primary source material
• Choose location, make selection, evaluate, interpret data
• Use set questions as a framework but they write their own history

next example