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Graduate Student Perspectives Of The Balance Between Research And Teaching A Preliminary Report

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Graduate Student Experiences

Page Count


Page Numbers

10.675.1 - 10.675.12



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Paper Authors

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William Dillard

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3455

Graduate Student Perspectives of the Balance Between Research and Teaching – A Preliminary Report

William C. Dillard, Rhonda Buckley, Dr. James E. Groccia

Biggio Center for the Enhancement of Teaching and Learning Auburn University, AL 36849 Voice: (334) 844-8530 Fax: (334) 844-0130


To gauge graduate student views on the relative importance of undergraduate teaching and research, a national survey is being conducted across a variety of higher education institutions. Survey respondents provide not only their personal opinions on the research – teaching balance, but their perceptions of views held by other shareholders such as faculty, fellow students and the general public. The data is analyzed and compared to a similar study conducted at Syracuse University in 1995 on faculty perspectives of the research – teaching balance. A preliminary subset of the survey data is included here. The completed survey will be available and presented at the conference.


Research shows that only 20% of new PhDs are hired as faculty members at institutions with the same Carnegie classification as their graduate degree granting alma mater1. Most are hired at institutions where their teaching load is increased. Compound this with “mission creep”, a trend at institutions across all Carnegie classifications toward increasing demands for research, and the new faculty hire may indeed serve two masters.2 Although programs like Preparing Future Faculty address this concern, such programs are not available at most universities3.

Misalignment between a new hire’s research/teaching preconceptions and departmental expectations negatively impacts all stakeholders. Tenure is often lost because research and teaching duties are mismanaged. Career goals are stalled and resources invested in those faculty members are lost. Accurate prior knowledge of the research/teaching balance and the requisite activities would facilitate a fast start on the tenure-track. Ph.D. graduates who deeply understand the variations in the research – teaching balance and how they affect their duties and career opportunities are more likely to secure assistant professorships that are compatible with their own goals.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Dillard, W. (2005, June), Graduate Student Perspectives Of The Balance Between Research And Teaching A Preliminary Report Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14832

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