This is an Accepted Manuscript of an article published by Taylor & Francis Group in [Innovations in Education and Teaching International ] on [January 2016], available online at: http://www.tandfonline.com/10.1080/14703297.2014.943787

In principle, the research–teaching nexus should be seen as a two-way link, showing not only ways in which research supports teaching but also ways in which teaching supports research. In reality, the discussion has been limited almost entirely to the first of these practices. This paper presents a case study in which some student field-trip construction projects, originally designed as a teaching tool, were also used to undertake environmental research. The research consisted of testing the implementation of a tool for assessing the environmental impact of construction sites. It was conducted at the Imperial College London Constructionarium Field Module 2012 at the National Construction College, in England. The findings highlighted the unexploited research potential of the Constructionarium teaching tool specifically and of field-trip teaching events generally. To a lesser extent, the students also learned about the research content and process. This experience could be extended to other field-trip teaching events.

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