Jack W. Powers and David G. Black, Jr. Research Corporation 405 Lexington Ave. New York. New York 10017
Research as a Vital Element in the Undergraduate College
Science, like many other academic disciplines, is developing continuously; change is the norm. As a result, the science teacher must constantlv master new knowledge, learn new terhniques, and then he prepared to incorporate-both into the educational process. Without a mechanism to facilitate this continuing education, the teacher will he unable to function effectively. The student, in an analogous way, must learn an everexpanding number of techniques and be kept abreast of new developments while, a t the same time, acquiring the background necessary for understanding. Participation in meaningful research can play an effective role in this learning process in which the student becomes a scientist. I t is also an avenue of continuine intellectual attainment and challenge for the faculty. ~ l it dcan he most effective when introduced a t the undergraduate level.
member resulted each vear. I t should be recoenized that this group was selected on the basis of research performance, hut the figures do show that the instructor in an undergraduate colle& can also be a productive scientist. This record of productivity was obtained with less acknowledgment of the value of research-teaching than is recommended in this report. Thus in the case of those from strictly undergraduate &lleges, the average contact load, excluding research-teaching, was eleven hours. Contact loads fur participants from institutions with small graduate programs averaged close to seven, whereas those from institutions with extensive graduate programs were less. These contact loads were not significantly lower for faculty with researchteaching involvement than for their colleagues not participating in this activity.
A Conference on Research
Managing Productive Research A productive research problem is usually one that the facultv member is oersouallv interested in. one that the individual is willing call " m i life's work." ~xperiencehas shown that onlv when the facultv member is trulv committed can the studenthe expected to devote the time and effort necessary to make a problem productive. Summer involvement was agreed to he critical to a productive research Droeram. Durine this Deriod. facultv and students can devdte their full-time effo;t to thk prohiem so that real Drogress can he made. The level of activitv oossihle throughout ;he academic year is seriously limited by the classroom and other activities of both the facultv and the students. The conference participants averaged ten-hours per week for research and research-teaching.durinc the academic year. The number of students any one faculty member can supervise depends on various circumstancesand on the nature of the prohlem. The optimum situation for the faculty member in a oredominantlv undergraduate institution seems to he ahoui four students-pref&ahly two who are working on a problem for the second year and two just beginning their research experience. This number does not appear t o vary significantlv with facultv who are also su~ervisinethe work of g r a d ~ a t ~ s t u d e n t s .'
This was the theme of a conference on research a t the undergraduate college sponsored by Research Corporation, the report of which has now been published.' The eighteen participants a t the conference represented a wide range of institutions, including private and publicly supported undergraduate colleges as well as universities with extensive graduate programs. The conferees were selected for their records as effective research directors in projects involving undergraduate students. The focus of the four-day meeting was on research as teaching as well as a professional activity. The blending of classroom instruction with research exoerience--of readine and hearing about science, then going into the research envc ronment and actually doing it-was considered a concept of significant value in the training of students. At the same time, the research involvement of students with faculty as research colleagues can he a positive stimulus to faculty members and to the establishment of a professional atmosphere in the institution. Participation in research is a time-consuming activity. Therefore since it gives demonstrable impetus to the training of future scientists, it should be considered a part of the teaching commitment of the faculty member responsible for it. I t should be credited against the teaching load as "research-teaching." Such a designation emphasizes the pedagogical value of the activity and isconsisteut with the role of undergraduate education. UndergraduateResearch Can Be Scientlflcally Productive The conference participants concluded that in order for faculty and students to sustain interest in research, they must he involved in real problems-problems with the potential for advancine" science and able to withstand the scrutinv of the investigators' peers. A good problem would, therefore, appear to be one which has as one of its eoals a ouhlication which will he of interest to the scientific c&nmuiity. Research orohlems undertaken bv facultv workine with undergraduaie students can and do result in &blicati&. Of D in this conference. workine-. orimarilv the ~ O U ~articioatine withunde&adu&s, & average of one publication per facult;
'Available from Research Corporation, 405 Lexington Avenue, New York, New York 10017.
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Research is Creativity In summaw, science is a form of creativitv. and in the academic institu& this ran heeffertwely rulti;,ated by research participation of facultv memhers and students, earh testlne his or her own creativity. Such team effort tends to result in enthusiastic faculty members who bring to their teaching current knowledge of their field and the desire to inculcate enthusiasm in their students. Joint faculty-student research instills a pride in the individuals and their professions. In order to reach maximum effectiveness, research a t the undergraduate level should he designated as research-teaching and conducted as such. The time allocated to i t should he credited aeainst the teachers' contact load. At anv level of education-research can be an important part of teaching, especially quality teaching. It deserves to he so recognized and rewarded, particularly a t the undergraduate level where its effects on students can have special impact.
Volume 54, Number 9, September 1977 1 565
