The Nexus of Knowledge Production and Acquisition: Integrating Research and Teaching in STEM Classrooms

• In Event: On the Cutting Edge: Supporting Student Success

Abstract

The purpose of this paper is to investigate faculty behavior in integrating discipline-based research activity into the classroom and determine if this is changing the relationship between research productivity and teaching. The goal is to produce new evidence in order to foster transformation to improve science teaching, learning, and degree production that may help change the culture of science, linking the value of knowledge production with knowledge acquisition.

This study used data from the Higher Education Research Institute’s (HERI) 2014-2015 Faculty Survey, which gathers information on the teaching, research, and service practices of faculty, their perceptions of campus and departmental climates, goals related to undergraduate education. The final analytic sample contained 5,760 STEM faculty across 263 institutions.

Authors

• Ashlee Wilkins, University of California - Los Angeles

• Sylvia Hurtado, University of California - Los Angeles

• Kevin Eagan, University of California - Los Angeles

• Tanya Figueroa, University of California - Los Angeles