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Teacher-Scholar: The Journal of the State Comprehensive University

Abstract

Once upon a time, colleges hired professors to teach students. It was a simple world. But in the 1800s, the German model of higher education began to influence American higher education, and we embraced the notion of faculty members who would both develop knowledge and transmit it to students. This expanded the job of the professor considerably, although the spread of this model across higher education was gradual. Indeed, it is still underway. Despite the widely held notion that a faculty member who is engaged in his or her discipline offers more to a department and to students than someone whose professional development stopped upon completion of the Ph.D., there are still some academics who believe that research actually detracts from teaching. However, this view seems to carry less and less weight—at least where standards for tenure, promotion, and merit are concerned. In fact, there are few faculty positions where expectations for scholarly activity have not increased over the decades.

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