Like many psychology departments we engaged in many forms of teaching that was informed by research. However on reflection we can see that our early attempts were not optimal since they had little intrinsic value for staff or students. We argue that research-based learning is optimal only when students learn as researchers in inquiry-based activities and where the division of roles between teacher and student is minimised. In this context research becomes an authentic and complex task and a vehicle for transformational learning. Here we share our experience of creating a research-based learning module which ultimately evolved to transform departmental culture to one in which our students work alongside us as co-creators of knowledge.
