THE RELATION OF RESEARCH TO TEACHING IN A LIBERAL ARTS COLLEGE' MARY I. SHERRILL Mi. Holyoke College, South Hadley, Massachusetts
Tm RECOGNITION of the dual function of the scientist in a liberal arts college is evident. No one of us who teaches in a college will, I believe, question that our prime function is teaching. The chief advantage, and probably the only advantage, the college has over the nniversity to offer the undergraduate is the contact between the teacher and the student. The smaller classes and laboratory sections permit a relationship in which the teacher is cognizant of the student as an individual, is able to discern the student's weakness in the background training and the latent intellectual power which may need only the right stimulus for development. The student, by contact with the more experienced members of the faculty gains a respect for intellectual interest and a will to achieve. Since courses in science are now generally recognized as an intrinsic part of a liberal education, the student should have training not only in the methods of science but also in the spirit of science, the enthusiasm for discovery, the "adventure of education." This is difficult to pass on to students if the teacher functions merely as an interpreter of knowledge and not as a contributor to its growth. The twofold purpose as expressed recently by Dr. Hugh Taylor of "teaching and seeking" is essential and it is the importance of the latter of these which I wish to discuss. One argument against research sometimes offered by administrators in the colleges is that there is a tendency for the teacher engaged in research to center his interest in that to the exclusion of his interest in teaching. I cannot agree with a recent statement of Dean Harry J. Carman, of Columbia College, which appeared in the New York Times "that most of the Nation's undergraduate teachers in the liberal arts colleges have been prepared only for research." The person whose absorbing interest is in research will seek a position in the university, the research institution, or in industry rather than stay in the liberal arts college. I imagine that each of us has, a t some time, had to make a decision between a research position and college teaching, the fact that we are teaching is evidence of our preference for teaching. If a proper balance between "teaching and seeking" is maintained there is no question but that the teaching profits enormously by the research activity of the teacher. A friend of mine, a biochemist who has done distinguished research, has refused recently a number of lucrative research offers. Her reason is that'
the combination makes for far greater intellectual stimulus and satisfaction than either alone. When research problems go awry and everything seems to lead to a blind alley, she finds renewed interest and stimulus in teaching. When the discouragement that every teacher faces a t times descends upon her she turns to her research for inspiration. Research problems should be undertaken because of the teacher's desire to "find out" rather than as a way to supplement inadequate academic salaries through industrial grants or to achieve academic promotion, if the best interests of scientific teaching in the liberal arts college are to be served. The value of research investigations is threefold: to the student, to the teacher, to the department or college. The student, regardless of whether he is taking the work as a basic science requirement or as part of a major, should be made aware that the subject is not static but dynamic. Example is a far more potent teacher for the undergraduate than precept. Nothing is so effectivein stimulating an interest in the subject as the contagious enthnsiasm of a teacher who is himself contributing in some small way to the advance of the science. This is true with the freshman who is finding a thrill in first-hand experiment and to the senior whose interest and ability have qualified him to undertake a special problem. There comes to me a vivid remembrance of a sophomore, inspired by two graduate assistants in her residence hall, ~ h was o thrilled to spend her spring vacation with them (mostly washing apparatus) just to have a part in "research." For the seniors can pursue small honor's problems there is a very real advantage over the pursuance of the well-defined and organized courses. It gives them greater opportunity for developing independence, for evaluating the work in the literature, for increasing their observational power, for interpreting unexpected results, and oftimes for meeting the challenge of temporary defeat. The presentation of their problems and their results in group seminars and the organization of their material in written papers is also of great value in any future work whether it be in teaching, in graduate school, in laboratory work, or in community life. Such problems are necessarily small in scope and may not always give conclusive results. If a group can be working on related problems the cumulative data from a number of small problems may ultimately add up to a worth-while contribution to the science. Through this the students may perceive the value of group effort and cooperation and ' Presented before theDivisionof Chemical Education a t 113th meeting of the American Chemical Society in Chicago, April 19 may develop an enthusiasm for future study and research. to 23, 1948.
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Of even greater value is the effect of research on the teacher. It necessitates his keeping informed on current scientific articles in the journals and gives greater reason for attendance a t scientific meetings. Even though the problem may be limited in scope it gives a feeling of "keeping abreast of the times" which does much to keep a teacher, whose first responsibility is teaching undergraduates, alert and alive to the new developments in science. It is the most effectivemeans of keeping the teacher mentally vigorous andof helping him avoid the stagnation that repetition may bring. To have honor students and candidates for the Master's degree working on some phase of the problem brings the additional stimulus of arousing their interest, of developing their critical faculties and of intensifying their enthusiasm for scientific endeavor. The teacher must, however, keep constantly in mind that the research is a '"means to an end" in that i t makes his teaching more effective. The value of research to the department is enormous, especially if there are several members with different interests carrying on investigations. It makes colloquia and seminars much more stimulating. As so well expressed in the article in Chemical and Engineering News, January 19, 1948, by the Committee on Professional Training of the American Chemical Society, it encourages "a goodgroup spirit, whichincludes enthusiasm, pride of group accomplishment, and a spirit of open mindedness in research." The younger members of the staff just out of graduate school contribute greatly to the invigoration of the older members. They are vitalizing factors both in ideas and in techniques. They challenge the laissez faire attitude and lead the group out of the worn paths into the expandmg areas beyond. To the college itself there is an advantage in the prestige 'which the research of the staff may bring and in the students who may be attracted to the institution because of interest in the particular field. There are many difficulties involved in carrying on research in a liberal arts college. Perhaps the primary one is the actual demands of teaching. The number of class appointments, the papers to be graded, the conferences with students, all tend to leave too little connected time as well as too little energy for intellectual endeavor. In addition the committee meetings and other institutional demands collect their toll from "the free time." It is essential that the administration realizes the need for research and its value so that the teaching load is planned to permit time for some productive work. The teacher must also be constantly aware of the importance of investigation and keen enough about it to find the time. It seems essential that some part, often a large part, of the long vaoation, the envy of those in industry, be devoted to research. New projects should be started and carried far enough to see that they are feasible to assign as problems for honor students or Master's candidates. Also if a project has been carried out as a arour, ~roblem,it is imuortant for the director to review the mark, fill in the and check details which seem out of line before pub1i"ction. This
can be done only in vaoation when there is consecutive time available. If the administration is convinced of the value of research %he authorization for the necessarv chemicals and equipment, the second big hurdle, is not so difficult. If, however, the administration has no concept of the value, the problem is much more serious, as in the case of the Dean who, when asked for his approval for the expenditure of $100 for chemicals and equipment to start some research in the summer, told the young Ph. D., an enthusiastic teacher and investigator, "that she would accomplish more if she went to a university and took some courses preferably in education." To overcome this attitude it is important, especially in initiating a research project, to choosea problem not too ambitious and one in which the equipment need not be expensive and elaborate. As the investigation develops and its value becomes recognized it will be easier to obtain larger appropriations. In our own experience it has actually been an asset to be housed in an antiquated building for the administration compensates in part by generous support in chemicals and equipment. Of prime importance is the will to start a problem and the I,ut inw &ld ~ m w i f yto continue it. The-~choicr of *~ oroblcm is of rrrcot sicniti(*anceand here much depends on how it is t o b e done. If it is for one individual alone it is wise to choose a field and a subject which permits the efficient use of short working periods and of a scope which under ordinary conditions will permit of successful completion in a foreseeable time. I n cases where there is only one individual with little research time a satisfactory procedure has been worked out by individuals in starting a project a t a university, when on leave or in the summer, and continuing this in the college. Problems which arise have been taken up by correspondenceand the cooperation has been of immense value to the lone investigator. If there are several people interested in research in a department it is very advantageous to undertake a problem which crosses two or more fields and utilizes the knowledge and techniques of all. This is not always possible but with the presentday emphasis on cooperation or group research this "pooling of ideas" in academic research is highly advisable. It may take some time to develop and must depend on cooperation and cordial team work not only in carrying out ideas but in contributing ideas. There must also be someone who is both investigator and amalgamator whose vision is great 'and whose enthusiasm is contagious. If this can be accomplished it is the ideal condition for research achievement in a.liberal arts college. Group research is not, however, confined to one institution. It has been developed in a group of Southern colleges by Dr. Emmet Reid as coordinator. Another group research, highly advantageous if the smaller institutions could have a part in it, is the type developed during the war under the O.S.R.D. as the atomic energy project, the synthetic antimalarial drugs, the penicillin development, the svnthetic rubber Droaram in which various academic groups and industries united their ~
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efforts and tapped the knowledge of all related fields. The value of this cooperation of experts in research was magnificently demonstrated. The value to individual investigators in these fields and the stimulus t o research
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endeavor was enormous. I n conclusion may I say the dual accomplishment of "teaching and seeking" is not easy of attainment but the joy that results when both are done is worth all the effort and time expended.
