Agriculture and the Undergraduate (1992) / Chapter Skim
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16 Teaching and Research: Balance as an Imperative
16 Teaching and Research: Balance as an Imperative
Pages 125-140
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From page 125... ...
This concern covers the spectrum of educational institutions- from liberal arts colleges to land-grant universities and is increasingly expressed as part of a larger continuum of concern about our entire educational system. Thus, the deficiencies of our educational system have been identified perhaps in the starkest terms by the data indicating how low the test scores of our students are relative to those of students in other industrialized countries.
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From page 126... ...
The addition of the term natural resources to agriculture reflects the fact that both managed and natural ecosystems are valid areas of study and research in colleges of agriculture, even if they are not always so recognized. Factors That Adversely Affect Emphasis on Teaching Before suggesting some steps that can be taken to enhance the balance between teaching and research, it is important to examine the factors that adversely affect teachers.
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From page 127... ...
These surveys provide additional evidence to support the perception that outstanding performance as a teacher is not rewarded to the same degree as an outstanding contribution in research is, notwithstanding the efforts to redress this situation. A second major factor that can affect teaching adversely is the service requirement, including extension-related activities, that can impinge directly on the time available to prepare for teaching courses.
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From page 128... ...
Once recognition comes via awards and other evidence of faculty support, such recognition is usually within a college or department and rarely extends to the national or international level. In contrast, a breakthrough in a specific research area may result in very rapid national and international recognition and professional advancement.
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From page 129... ...
Interdisciplinary research by faculty, a form of integrated problem solving, is being tangibly rewarded in some universities, but students rarely witness such activity. For example, in the area of crop protection or sustainable agriculture, it would be valuable to have students exposed to a problem from the merged perspectives of the plant breeder, entomologist, plant pathologist, soil scientist, agricultural meteorologist, weed scientist, ecologist, social scientist, and/or biochemist working as teaching teams or panels, all of whom should be familiar with the latest thinking and developments in their respective fields.
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From page 130... ...
Each adjunct faculty member should have a specified teaching role. Many campuses are fortunate, for example, to have USDA personnel who may supervise graduate students in research.
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From page 131... ...
. In addition, good teachers recognize that effective teaching requires application of basic well-defined skills in communication.
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From page 132... ...
The alliance recognizes the importance of collaboration among the different disciplines, as does the National Science Foundation: "Future agricultural scientists will need skills and knowledge outside traditional agricultural disciplines" (National Science Foundation, 1 989:4)
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From page 133... ...
Summaries of Interviews with Senior Industrial Officials. Government-University-lndustry Research Roundtable and Industrial Research Institute.
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From page 134... ...
More courses that are not strictly discipline based should be available; The problem is finding courses to teach," reported one participant. It was suggested that a basic conflict exists in hiring discipline-based scientists with a focus on production agriculture problems and in expecting them to teach broad-based interdisciplinary courses.
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From page 135... ...
reflect the assessment of both teaching and research as complementary and essential activities, and (3) provide incentives for teaching excellence and curriculum innovation.
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From page 136... ...
Factors That Influence the Duality of Teaching There are pressures of competing forces teaching versus research versus service. We sometimes neglect the service function, particularly the on-campus service function.
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From page 137... ...
Strategies to Enhance Balance Is involvement in research essential for effective teaching? The response was that more of an impact is made on students" lives through their involvement in active learning experiences.
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From page 138... ...
· Teachers must become directly involved in creative activity (not necessarily original research)
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From page 139... ...
· There should be agreement that the amount of time spent reviewing grants and manuscripts should carry the same weight as the time devoted to creating materials to support classroom instruction. · Professional societies should honor outstanding teachers.
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From page 140... ...
Have a formal commitment to all responsibilities without assigning labels; for example, require each faculty member to spend lo percent of his or her work time in public service. Have and demonstrate an organizational philosophy that is clear and concise, one that supports good teaching and/ or good research and scholarship, and one that provides good mentoring for new faculty and effective leadership.
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