Internal and external drivers have seen institutions of higher education place increasing emphasis on the links between teaching and research in their curricula. Despite the apparent positive trend towards research-oriented undergraduate programs, there are a number of documented challenges or "risks" to incorporating research into teaching and learning. This paper presents an adapted four-quadrant framework that maps student progression throughout a program of study from research-briefed learning to carrying out independent research themselves. The model is illustrated by two case studies of its implementation throughout entire degree programs (Natural Sciences at the University of Leicester and Integrated Science at McMaster University).