Executive Summary

Research-enriched teaching and creative activity [1] has made its way into higher education curricula across the world and has been deemed a necessary component of universities today (Kenny et al., 1998). This report was undertaken to build on what the University of Victoria (UVic) is already doing in research-enriched teaching so that it can become a leader in this area in Canada. To do so, a scan of the literature and interviews were conducted with experts in the field (six) and with UVic instructors (25) utilizing research-enriched teaching in their courses. All of this information is brought together in this report to determine next steps UVic can take to create a plan to best support departments and instructors implement research-enriched teaching. UVic’s Strategic Framework posits: “The University of Victoria will be Canada’s leader in research-enriched and experiential learning” (p. 5).

This study found that the literature focused on three areas: the research/teaching nexus, skill development and their significance, and misconceptions about research-enriched teaching. In general, the literature supports that instructors and students do not always see the connections or links between research and teaching, which can lead to misconceptions about what students know, how students will respond, and what general strategies to utilize for supporting students with enhancing their research skills (e.g., independent thought, communication, critical thinking, and data analysis).

Interviews with the six experts resulted in the following key characteristics – customizable framework: adaptable across disciplines; holistic approach: integrated throughout the curriculum; scaffolded learning: connecting research and teaching; and validating narratives: articulating research from year one to four. The approach taken to the development of research-enriched curricula needs to be customizable and adaptable due to instructor, departmental, and disciplinary differences. To ensure that students are sufficiently supported in a research-enriched curriculum, a holistic rather than atomistic approach needs to be developed that is integrated throughout the curriculum. To help students make relevant connections, instructors need to ensure that they are explicit with all aspects of their course, from intended learning outcomes, to assessment, and instructional strategies, so that student learning is appropriately sequenced and scaffolded. Relevancy of each aspect of the course and the connection to research needs to be transparent. Lastly, it is important that research is articulated and validated within disciplines and departments for instructors and students. Part of that articulation and validation is to spark student curiosity to investigate further a specific project, topic, or discipline.

Taking the literature review and key findings together provides the necessary foundation to develop resources and supports for instructors and departments at UVic. For example, the development of a dedicated website, a symposium devoted to research-enriched teaching, workshops, and curriculum retreats.

Finally, we are grateful to all who contributed their time and thoughts to this study.

[1] The inclusion of research and creative activity as both critical forms for undergraduate engagement recognizes the full breadth of scholarship and inquiry that is represented by the University of Victoria and is consistent with the recommendations from the Boyer Commission (Kenny et al., 1998). Therefore, in this document, when referring to research, it is understood to include all forms of research represented in different disciplines. This includes scholarly analysis of texts or images, the creation of new artistic pieces, critically engaging in tasks related to a specific discipline, lab work, empirical research, and inquiry-based projects, to name a few examples.