That is the philosophy (partly) behind the Professor of the Practice line vs Research Professor Lines. However, neither of these are tenure track.
SOme university departments do divide up teaching service and research differently than is tradition. Sometimes they will have one professor who is not longer interested in research, but is great at committeework, and that person may sit on quite a few committees, whereas another may teach more courses than average, while another may get course release for research. These kinds of gentelman's agreements in a department can work very well at dividing up labor equitably, and ensuring that everyone who is in place has their time accounted for. This is especially useful in cases where some folks are great at one or two aspects of academic life that frankly no one else wants to do. I ahve not seen a lot of schools take this approach, but some departments do. In the case I remember, there was a professor who was the permanent faculty senate rep, and he also sat on a ton of university and college committees. This pulled this pressure off of the other faculty. he liked doing it, and some others found it tedious at best. The idea that faculty who are not doing much in the way of research get reassigned to teach more is well tread throughout academia. M On Mon, Oct 22, 2012 at 11:09 PM, Aaron T. Dossey <[email protected]> wrote: > > I wonder if the mixing of teaching and research is causing a lot of these > problems? In academia the only position for conducting original research > long-term is professor (ostensibly?) but they are also responsible for > teaching too (ostensibly?)... I wonder if the enterprise has grown too > large and we need to start parsing out the teaching to those who want to do > it and are good at it and the research who want to do and are good at that - > with some kind of more structured overlap so students can still experience > "real world research". The overlap I think has become a huge gray area, and > sharks feed in gray areas and murky waters - as do opportunists, thus > causing a lot of the problems we have been discussing. > > > > > On 10/23/2012 12:01 AM, malcolm McCallum wrote: >> >> I personally do not consider it an opportunity as you put it. >> I consider it a necessity or requirement you just better do. >> >> I have sat on a ton of search committees, and I guarantee you that >> teaching experience will trump none in every case except maybe a >> research doctoral school. >> >> I'm not sure if that is fair or not, but it is what it is. >> >> You can't guarantee yourself an R1 position, but you can at least give >> yourself a chance at a teaching post if you can show effective >> teaching at any level. >> >> M >> >> On Mon, Oct 22, 2012 at 7:54 PM, Aaron T. Dossey <[email protected]> >> wrote: >>> >>> Although I agree that experience teaching can give one a competitive edge >>> in >>> the ever more tiny faculty job market, and provide other benefits as >>> helping >>> guide one's career priorities, stay fresh with the basics etc.... BUT: >>> >>> I fear that this emerging trend to "give more teaching 'opportunities' to >>> students and postdocs" is a thinly veiled method to, like has been done >>> with >>> research, grantwriting and many other things, farm out or pass along >>> undesirable workloads to students and postdocs (ie: distill the faculty >>> job >>> description down to pullet points, keep those with a career benefit and >>> have >>> students and postdocs do those which are left). In fact I generally >>> cringe >>> (literally, often physically) when I see the word "opportunity" in titles >>> of >>> emails in this list associated with graduate school "positions" (jobs? >>> really?) and postdoc positions. >>> >>> Funding agencies, accreditation entities, institutions, etc. must watch >>> this >>> VERY CAREFULLY lest it devolve into a pyramid scheme like research has >>> been >>> for some time. >>> >>> >>> >>> >>> On 10/22/2012 7:29 PM, Christa Mulder wrote: >>>> >>>> Hi All, >>>> >>>> I would like to comment on the need for training in teaching mentioned >>>> in >>>> earlier posts in this thread, and the comment below that students often >>>> have >>>> little opportunity to gain such training or experience. Things are >>>> changing >>>> rapidly: many universities now offer programs that provide training >>>> specifically aimed at graduate students who expect to have teaching (or >>>> outreach) be a significant part of their career. This follows from an >>>> increasing awareness that providing rigorous training in one aspect >>>> (research) and none in another (teaching or generally communicating >>>> science) >>>> when both are likely to be crucial components of future careers makes as >>>> much sense as training pianists to play with their right hand and expect >>>> the >>>> left hand to follow along at the first concert (this analogy was first >>>> provided by Jo Handelsman in her 2003 article "Teaching scientists to >>>> teach", HHMI bulletin 12:31). For example, at my university we have just >>>> submitted the paperwork to have a 12-credit Certificate in Teaching and >>>> Outreach aimed at graduate students in the sciences. Students who >>>> complete >>>> this will have practical training in course development, active learning >>>> techniques, evaluative techniques etc., they will have completed an >>>> internship (with a mentor faculty member in a college classroom, in a >>>> K-12 >>>> classroom, or in an informal educational setting such as a museum or >>>> visitor's center), and they will have a teaching portfolio, including a >>>> teaching philosophy statement based on experience rather than just >>>> ideas, >>>> that should help them obtain employment. Of course this takes more time >>>> initially - but in the long run it probably saves time as the level of >>>> frustration in teaching is reduced. And of course it should increase the >>>> quality of teaching that undergraduates are exposed to in the next >>>> generation. >>>> >>>> With respect to training in budget management and similar skills: I >>>> would >>>> strongly encourage graduate students to get together and ask their >>>> faculty >>>> for skills-based courses. These could be short courses or weekend >>>> workshops. >>>> It too will save you time in the long run. >>>> >>>> Good luck to everyone entering the job market. >>>> >>>> Sincerely, >>>> Christa Mulder >>>> >>>> >>>> On 10/22/2012 1:03 PM, Tyler Hicks wrote: >>>> I've been following this thread with great interest. I've found many of >>>> the comments to be on par with my own graduate school experiences. My >>>> graduate school experience has been a mixed bag of positive and negative >>>> experiences. However, I've found that overall the graduate school >>>> experience >>>> has not been everything that I hoped it would be. When I originally made >>>> the >>>> decision to go to graduate school I did so because I was interested in >>>> pursing an academic career (teaching/research). Personally, I am still >>>> on >>>> the fence about a research versus teaching position but giving the >>>> saturation of the job market the choice may be made for me (at the least >>>> at >>>> the entry level). However, in many ways I feel that graduate school has >>>> not >>>> prepared me as well as it could to become a professor. >>>> >>>> For instance opportunities to gain teaching experience are limited. TA's >>>> often do not provide lecture or lesson development opportunities and >>>> tend to >>>> be structured in advance. Some graduate students seem to enjoy this as >>>> it >>>> reduces their work load and provides time for research, which is >>>> certainly >>>> important, but it does seem to reduce opportunities for active >>>> engagement in >>>> teaching and development of teaching skills by graduate students. I was >>>> fortunate to partake in NSF GK-12 program which at least provided some >>>> of >>>> this experience albeit at the 7th grade level which may count for very >>>> little when it comes to acquiring a job. >>>> >>>> On the flip side looking at research I also find the graduate school >>>> experience failing to provide opportunities to help develop the skills I >>>> need to do research or one day run my own lab. Reduced library and >>>> departmental budgets make ready access to literature and software >>>> challenging. Additionally, I've been fortunate enough to write and >>>> secure my >>>> own fellowships and grants. However, being "only" a graduate student I >>>> am >>>> afforded little opportunity to actively engage in the management of >>>> those >>>> research funds. Managing large grants and fellowship funds seems like a >>>> rather useful skill to possess when exiting school with PhD. Instead >>>> much of >>>> the financial matters take place behind a veil of administration and >>>> bureaucracy until one day someone tell you that your out of $$. >>>> >>>> A former graduate student in the same department as mine once referred >>>> to >>>> graduate students as the "illegal immigrant workforce of the academic >>>> world." In many ways I think he is right. Many, but not all, graduate >>>> students work tremendously hard and long hours for little pay. Of course >>>> the >>>> pay doesn't bother me as much as some of the other issues. For one I >>>> find >>>> the level of healthcare coverage provided to graduate students to be >>>> ridiculously poor. I know of many graduate students that have suffered >>>> through pain simply because of the poor level of health care coverage or >>>> the >>>> hassle that low quality health care providers cause with each claim. >>>> Additionally, graduate students have very little rights within the >>>> university. I've known others and myself who have appealed to the >>>> Ombudsum >>>> or other intra-university avenues for legal advice and the general >>>> consensus >>>> is that we graduate students should just grin and bear whatever >>>> difficulties >>>> we are having with administration, advisors, or other faculty. We are >>>> after >>>> all ephemeral and if you can just deal with it for another couple years >>>> you >>>> can go away. It seems that there is an unfair conflict of interest when >>>> a >>>> graduate students wishes to bring a complaint against a university when >>>> the >>>> only avenues to do so are a part of the university system itself. It >>>> seems >>>> in the best interest of the university to protect itself rather than >>>> deal >>>> with an ephemeral graduate student's issues. >>>> >>>> Not to focus entirely on the glum. One opportunity graduate school has >>>> provided for me is the opportunity to work with a variety of >>>> governmental >>>> agencies and ngo's on natural resource issues. I've found that >>>> experience to >>>> extremely rewarding. So much so that I am considering working for an >>>> agency >>>> or organization such USFWS, USGS, or TNC upon graduating (if any >>>> positions >>>> exist!). Prior to graduate school I would have never considered a >>>> science >>>> based management or research position within the government. Whether or >>>> not >>>> all the time I have dedicated to working on applied natural resource >>>> management questions (e.g. reports and consultation) rather than >>>> producing >>>> copious amounts of publications will come back to haunt me remains to be >>>> seen. >>>> >>>> I will finish by saying that my comments are based primarily on my >>>> experience at my institution. Other people have had very different >>>> experiences at other institutions and even at my own. Every graduate >>>> student >>>> has different expectations of what they expect from graduate school. I >>>> realize they can't make everyone happy but I do feel that universities >>>> could >>>> do a little better. >>>> >>>> Cheers, >>>> >>>> >>>> >>>> Tyler L Hicks >>>> >>> >>> -- >>> Aaron T. Dossey, Ph.D. >>> Biochemistry and Molecular Biology >>> Founder/Owner: All Things Bugs >>> Capitalizing on Low-Crawling Fruit from Insect-Based Innovation >>> http://allthingsbugs.com/about/people/ >>> http://www.facebook.com/Allthingsbugs >>> 1-352-281-3643 >> >> >> > > > -- > Aaron T. Dossey, Ph.D. > Biochemistry and Molecular Biology > Founder/Owner: All Things Bugs > Capitalizing on Low-Crawling Fruit from Insect-Based Innovation > http://allthingsbugs.com/about/people/ > http://www.facebook.com/Allthingsbugs > 1-352-281-3643 > -- Malcolm L. 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