“Research or no research”

Richard Zhang

Lately, there is a controversy vexing American Higher Education. “Research or no research” seems to be the issue when it comes to undergraduate education. In a recent article in the New York Times, Ron Lieber touches upon the subject. “Daniel Weiss, president of Lafayette University states ‘Our faculty must have the opportunity to revitalize their teaching through research. If you’re teaching the same old course the same old way every year, you’re not keeping up with the discipline and not able to animate your own teaching with that experience.’ However, scholars like Burton Weisbrod beg to differ ‘Am I, for example, as a tenured professor or any tenured faculty member necessarily, or even probably, a better undergraduate teacher because I am doing research?’”

During class last week, the same question of “Research or no research” arose. After spending an hour debating and discussing on the topic, we came to a general conclusion. The conclusion that we came to was research does not necessarily make a professor a better undergraduate teacher; however, it is still unclear whether research actually make a professor a better teacher.

Even so, research is still an important part of an education institution especially an institution that specializes in engineering like Georgia Tech. Most of the engineering majors require extensive lab work and research. How can a Bio-Medical student learn anything if there is only textbooks? These students need a role model who has actually gone through what they will be going through. Institutions such as Georgia Tech pride itself on its research programs and facilities. Research not only tests the professor’s resolve but also the professor’s capabilities. Ultimately, research and university go hand in hand. Therefore, the answer to the question of “research or no research” should be research.