Research-led learning and teaching: How to know it -
and promote it - when we see it

While there is yet little empirical evidence that a "teaching-research nexus" exists, many universities claim to value and promote this presumed nexus via forms of research-led (research-based) teaching. Relatively few institutions, however, have clear models, definitions or criteria by which to promote, evaluate and reward the productive linking of teaching and research. In this brief, interactive session, we will draw on several current definitions of research-led learning and teaching (RLT) to create a single conceptual model. To illustrate this model, we will provide examples of RLT from three national contexts. We suggest that approaches to RLT based on this model can contribute to academics' teaching effectiveness, research achievement and professional advancement without necessarily increasing workloads. We will offer criteria for evaluating the effectiveness of, and consider strategies for rewarding excellence in RLT. This session will be of particular interest to those involved in developing, promoting, and rewarding RLT on their campuses.