Research versus Teaching
The conflict between producing new knowledge and passing it on
By: Lydia Tallarini
As someone who’s taken four and a half semesters of classes at the University of Minnesota, I think I’ve experienced a fair amount of different teaching styles and professors. Some make it easy to learn, some ask a lot from their students, and some just confuse me. In the rush of lectures and assignments, it’s easy for me to forget that almost all of them have a “secret life”: their research.
When I do remember, it almost feels like I, an undergrad, have to compete with research for professors’ time and attention. Not literally, of course, but in the sense that many of my peers and I feel that the way we are taught isn’t necessarily the best way to learn.
One example is “weeder” classes. These are courses designed to discourage students from continuing in their chosen major if they struggle or can’t pass. The idea sounds reasonable—perhaps we’re mistaken in what we want to do, or maybe it turns out not to be worth the time and effort. That’s good to know before dedicating four years to the study of something that doesn’t suit you.
But sometimes taking a weeder class feels like hazing. The breadth of the material encourages students to memorize things just for exams because the classes often move too fast to gain an intuitive understanding. To a student who has very specific interests or is a slow but deep thinker, large intro courses are horrible. Is this way of introducing material really to the benefit of students?
Frankly, I don’t think so. Students would doubtless benefit from more personal attention, and in some cases, professors who care more about teaching. To me, the most likely explanation is that it’s the easiest path for departments to focus on research.
On one hand, it makes sense for research to be the priority. This is an R1 university, and 15% of revenue comes from research grants. But on the other hand, we’re paying tuition, which makes up 26% of revenue. If students are paying more than grants, one would think we should receive more of a benefit, but it’s hard to say.
In many ways, the focus on research is a good thing for all involved. Undergraduates often work with professors in their research, and that can be greatly beneficial to both parties. The effects trickle down, with professors attracting funding and producing new knowledge.
And even if the quality of teaching could be better, the University does allow us to gain a good education, largely because of the strength of its departments and through experiences happening outside of the classroom. Quality of teaching should be more emphasized, but I understand that the status quo is hard to change.