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ERIC Number: ED401575
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Scholarly Imperative: Fusing Teaching, Research, and Service.
Chesebro, James W.
A benchmark for conceptualizing the relationship between teaching, research, and service was provided 6 years ago by the Carnegie Foundation for the Advancement of Teaching. The foundation maintained that the relationship between teaching, research and service was at present of benefit to no one, least of all the student. Therefore it put forth a model for the way in which scholarship should function--in short, as means of discovering, integrating, applying, and transmitting knowledge--but that model was, frankly, unimaginative and unpersuasive. A new model must be considered because, in truth, the survival of communication as a discipline depends on improved relationships between teaching, research, and service. To begin with, the influence of a number of external contexts must be considered: (1) the state legislatures' devaluation of research; (2) the new business-like approaches to university administration; and (3) the new attitudes regarding the student as customer or client. In the discipline of communication, service has been slighted; dichotomous thinking about teaching and research is pervasive. To transcend this thinking what the discipline needs to do is define itself in a way that intimately links teaching, research, and service as essential, mutually defining, and simultaneous dimensions of its scholarly enterprise. It needs to find a long-term learning orientation that brings together K-12 communication and college communication. Finally, the discipline needs to think of ways to transcend the research/teaching dichotomy. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A