There is some debate about the meaning of 'research-led teaching' (Zamorski, 2002; Healey, 2005). It can cover both placing the students as an audience for teachers' own research and engaging students directly in research activity (Zamorski, 2002, p. 415). In relation to the former, it is perhaps unsurprising that what emerges from the chapters in this volume is how the approaches taken enable academics to include their research in their teaching. More innovative methods of teaching (as discussed by Charlotte O'Brien and Karen Devine) may lend themselves more easily to this, because problems (used in York Law School for problem-based learning) or case classes and special studies (used in Kent Law School) can be centred on the particular research interests of staff. Both enable students to actively engage with the research interests of the staff involved.
The type of assessment discussed by Penelope Russell enables students to engage directly in research, which, as noted, may be aggregated to form data which can be used in published research.