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The core is the Inquiry Network, a faculty learning community that shifted from studying connections between individual teaching and research toward building institution-wide resources to support student learning. Members developed a discipline-agnostic learning-outcomes framework for undergraduate courses, and the article evaluates the process and its framework as a driver of educational development and institutional change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-inquiry-network-a-model-for-promoting-the-teaching-research-nexus-in-higher-education/596563/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-inquiry-network-a-model-for-promoting-the-teaching-research-nexus-in-higher-education/596563.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Inquiry Network model designed to promote in higher education?","Question",{"text":112,"@type":113},"It promotes the teaching–research nexus by creating institution-wide resources and a framework of learning outcomes for undergraduate courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the faculty learning community evolve during the model’s development?",{"text":117,"@type":113},"Members moved from exploring links between their own teaching and research to articulating and implementing a shared framework that supports student learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are the learning outcomes considered broadly applicable across disciplines and class sizes?",{"text":121,"@type":113},"The outcomes are not discipline specific and are connected to Boyer’s broader definition of scholarship, supporting undergraduate education regardless of discipline, academic level, or class size.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596563,1792165225,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 44, No. 2, 2014, pages 68-84  \nThe Inquiry Network: A model for promoting the teaching-research nexus in higher education  \nMarcy Slapcoff & dik Harris McGill University  \nAbstract  \nWe describe how our teaching and learning centre developed a model, founded on Boyer’s notion of scholarship, to explore the nature of the teaching– research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating institution-wide resources to promote student learning. Working together, the members of the community developed a framework for learning outcomes that instructors can use in coursework to cultivate students’ understanding of research and scholarship, regardless of discipline, academic level, or class size. The article recounts the process that led to the creation of the framework, and it considers the effectiveness of the process and the framework as a model for educational development and institutional change at a research-intensive university.  \nRésumé  \nNous décrivons comment notre centre d’enseignement et d’apprentissage a élaboré un modèle fondé sur la notion de la mission professorale selon Boyer, pour examiner la nature du lien entre l’enseignement et la recherche.  \nAu cœur de ce modèle se trouve le « réseau d’enquête », une communauté d’apprentissage du corps professoral dont les membres sont passés del’exploration des liens entre leurs propres recherches et enseignements à la création de ressources institutionnelles visant à promouvoir l’apprentissage chez les étudiants. Ensemble, les membres de la communauté ont élaboré un cadre de résultats d’apprentissage que les instructeurs peuvent utiliser en lien  \nCJHE / RCES Volume 44, No. 2, 2014  \nThe inquiry network / M. Slapcoff & d.Harris 69  \navec lestravaux decoursafin de cultiver la compréhension des étudiantsenversla recherche et la mission professorale, indépendamment de la discipline, duniveau scolaire ou de la taille des classes. L’article relate le processus qui amené à la création du cadre, et examine l’efficacité du processus et du cadre en guise de modèle de perfectionnement del’enseignement et de changement institutionnel au sein d’une université fortement axée sur la recherche.  \nIntroduction  \nThis article describes McGill University’s teaching and learning centre’s model for exploring the nexus between teaching and research. The model, which involved the creation of a faculty learning community, the Inquiry Network, was McGill’s response to the Boyer Commission’s (1998) call to make research-based learning the standard for undergraduates in research-intensive universities. Often, an important aspect of this challenge is that instructor–researchers do not see any link between their research, their teaching, and their undergraduate students’ learning, and as expected, this was the case for the members of our learning community. However, working together, the members eventually came to articulate the link in terms of a framework that sets forth a series of learning outcomes for undergraduate courses. These outcomes were not discipline specific, but were clearly related to Boyer’s definition of scholarship (1990), which goes beyond the traditional understanding of research as discovery and includes the concepts of integration, application, and teaching. It is in this sense that we will use the terms “research and scholarship”to denote all activities of professional academics in the pursuit of knowledge.  \nIn the article, we first describe the context of our institution, underlining the important support that we received from the administration. We then give a brief introduction to the literature on the teaching–research nexus, followed by a description of the evolution of our faculty learning community, the Inquiry Network, since it created a f","cbCaip59P4NuAvvu","https://ap.wps.com/l/cbCaip59P4NuAvvu","pdf",592370,17,"English","# Introduction\n## Establishing Institutional Support\n## Developing the Inquiry Network Framework\n## Learning Outcomes and Educational Development\n## Institutional Change at a Research-Intensive University","[{\"question\":\"What is the Inquiry Network model designed to promote in higher education?\",\"answer\":\"It promotes the teaching–research nexus by creating institution-wide resources and a framework of learning outcomes for undergraduate courses.\"},{\"question\":\"How did the faculty learning community evolve during the model’s development?\",\"answer\":\"Members moved from exploring links between their own teaching and research to articulating and implementing a shared framework that supports student learning.\"},{\"question\":\"Why are the learning outcomes considered broadly applicable across disciplines and class sizes?\",\"answer\":\"The outcomes are not discipline specific and are connected to Boyer’s broader definition of scholarship, supporting undergraduate education regardless of discipline, academic level, or class size.\"}]","The Inquiry Network - A model for promoting the teaching-research nexus in higher education | PDF",1792083308,43]