Connecting research requires thinking at the course, department and institutional level. Given your current role, what are changes you could implement?

Course Level Strategies- Basic Model

This is a basic model that individuals and course teams can adapt and use to consider their current curriculum and in designing new courses.

Develop students understanding of the role of research in their discipline

Develop the curriculum to bring out current/or previous research developments in the discipline.
Develop student awareness of learning from staff involvement in research.
Develop student understanding of how research is organized and funded in the discipline/institution.
The three illustrative case studies develop this approach (See Case Studies).

Develop students abilities to carry out research/consultancy in their discipline

Develop the curriculum, in particular how students learn in ways that mirror/support the research/consultancy processes in the discipline.
Assess students in ways that mirror/support the research/consultancy processes in the discipline. For example requiring students to have their work assessed by colleagues according to the house style of a (fictitious) journal before submitting it to you; this mirrors how academic journals use referees to decide on whether an article is to be published.

Provide training in relevant research/consultancy skills/knowledge

Require all students to undertake some research

This is the effective approach developed in those UK/Australian institutions which require a dissertation for Honours Degrees.

Develop student involvement in staff research/consultancy

This is the approach of many US universities - often supported by national/ corporate sponsorship.

Perhaps, restrict certain research opportunities to selected students

In the USA, which has long operated a mass higher education system, students' involvement in research with staff is generally restricted to those with high grades.

Manage student experience of staff research/consultancy

Limit the negative consequences for students of staff involvement in research/consultancy. Most important here is managing the student experience of the days (and sabbatical terms) when staff are 'away' doing research.
At a minimum, students need clear information as to when staff are available/away.

Evaluate/research student experience of research/consultancy and feed that back into the curriculum

Support students in making clear to them the employability elements of research and consultancy

This is particularly important for those students whose focus is on using a degree to get employment - and who may not otherwise appreciate the value of a research-based approach.

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