sis on research, they must institute faculty reward structures that validate that commitment while reflecting the synergy of teaching and research.

The rewards and incentives discussed at the workshop included a more flexible release time policy, better balance in faculty evaluations of emphasis on research versus teaching, start-up funds, research venture capital, returned overhead from grants (to further support the principal investigator’s research), and advocacy for the researchers themselves. Some also commented that faculty course loads must be adjusted for research mentoring as a routine activity.

Researchers in teaching-intensive environments often are in competition for space, tenure and promotion, and teaching loads with their fellow faculty who were not pursuing research. Though not an explicit topic of the workshop, the discussion around reward systems emerged sufficiently often that the issue merits a place in this report.

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