Building research into undergraduate education can be supported in many ways, including
i) Classroom-based research activities
ii) Introducing research projects into the curriculum
Research-active staff are likely to bring their research prowess into the classroom, thus strengthening the teaching approach. Discussions on current research in the classroom are likely to trigger healthy debate and intellectual curiosity.
The challenge of such an approach is that the focus of the lecture may be skewed to accommodate the lecturer's research area there by deviating from the stated learning outcomes of the lecture. To mitigate against this, guided research or problem-based learning that simulates research may be used to build students' research skills.
Research projects have often been used as an exit point in undergraduate final year studies. Literature supports the notion that there is a correlation between students 'involvement in undergraduate research with curricular retention.
Final year research projects contribute in developing a student's research skill as well as content and cognitive development. The final year project should allow a student to clearly define the problem area, identify gaps in literature that contextualize their study, use an appropriate research design for investigation, present and analyse data and draw up a set of conclusions and recommendations for the problem which has been identified.