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Open Access Take the red pill: a journey into the rabbit hole of teaching informed research.

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In this article studio teaching is explored as a generator of research. The term research informed teaching implies that research precedes teaching, and therefore the traditional term is subverted in favour of teaching informed research. Central to the approach are studio projects; they are the essential substance – the data, and become the focus of critical analysis. Reference is made to projects run by the author that were adopted into teaching informed research; the discussion identifies principles to consider – and lessons learnt – when designing such research projects. The morality of students contributing to academics' research, and their views on being involved, are also discussed. This article demonstrates that the journey into an unknown rabbit warren of unanticipated twists and turns – an inherent characteristic of this alignment between teaching and research – can result in rich outcomes, and argues it is an approach highly suited to the creative environment of the design studio.

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Keywords: RESEARCH AND TEACHING NEXUS; RESEARCH INFORMED TEACHING; STUDIO DESIGN PROJECTS; STUDIO PEDAGOGY

Document Type: Research Article

Publication date: March 1, 2017

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