Premium
Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies
Author(s) -
Prince Michael J.,
Felder Richard M.,
Brent Rebecca
Publication year - 2007
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2007.tb00939.x
Subject(s) - scholarship , nexus (standard) , frontier , discipline , scholarship of teaching and learning , engineering ethics , mathematics education , sociology , pedagogy , higher education , undergraduate research , teaching method , political science , psychology , medical education , teaching and learning center , engineering , social science , medicine , law , embedded system
Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the research‐teaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education.