The fact that the literature on research-based learning is dominated by case studies seems to be a reflection of the many different forms that research activities can take across the disciplines, and, by extension, the different forms that research-based learning will take too. To capture a degree of this diversity, we have attempted to illustrate some examples of embedding research experiences into undergraduate teaching in a variety of schools and departments at QMUL. It is telling, though, that irrespective of the discipline most academics we have spoken to would primarily like to see their students being able to ask the right questions – something that is at the heart of academic pursuit as a knowledge- and meaning-making activity in its broadest sense.
If you are interested in making your teaching more research-based, you may want to try the following:
- Have a look at how some academics from Queen Mary have incorporated research-based learning into their modules by browsing the RBLW projects and downloading research based learning - ten short case studies at QMUL.
- Map the modules / programmes you are involved in onto some of the frameworks found in the literature, in order to reflect on where you are and where you would like to be. We have developed a guidance sheet that can be used for this purpose. The sheet also contains a list of principles for adapting US undergraduate research schemes for mainstream development in the UK and other international contexts.
- Get acquainted with the wider literature around research-based learning by having a look at an annotated bibliography and some useful websites about research-based learning.
- Get in touch with us if you would like support with the development and/or evaluation of your research-based learning and writing initiatives.