Abstract
My reaction to Professor Antczak's compendium of ideas for promoting teaching within a culture of learning at research-oriented public universities is mixed. I share much of the sentiment expressed in his essay and agree with some of his specific suggestions, which is to say that my sentiment is not altogether the same as his and that he and I disagree on many of the specific suggestions. I applaud his concern for enhancing teaching, but I do not agree with any strategy that attempts to achieve the common goal by dissociating teaching from research--especially in the liberal arts and particularly in the field of communication. My concern is that his list of suggestions for elevating teaching is the kind of list that inadvertently operationalizes such a dissociation to the detriment of both teaching and research. Any comparable list, regardless of its particulars, fosters the false dichotomy between productive research and excellence in teaching. The problem is not with the limitations of the 24-hour day or seven-day week or twelve-month year or seven-year probationary appointment, etc. In fact, a further bureaucratization of teaching within the academy, which I believe is likely to follow from any significant implementation of the kinds of suggestions advanced in Professor Antczak's essay, would add substantially to the already burdensome load for the typical professor at a research-oriented public university.
Journal Title
Iowa Journal of Communication
Volume
27
Issue
1
First Page
69
Last Page
73
Language
en
File Format
application/pdf
Recommended Citation
Ivie, Robert L.
(1995)
"The Interdependence of Teaching and Research in a Learning Culture,"
Iowa Journal of Communication: Vol. 27:
No.
1, Article 11.
Available at:
https://scholarworks.uni.edu/ijc/vol27/iss1/11
Copyright
©1995 Iowa Communication Association
