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From: matloff@bizet.Berkeley.EDU (Norman Matloff)
Newsgroups: comp.edu,sci.math,sci.physics
Subject: Re: Student and Course Integrity  (was Rising cost of textbooks)
Message-ID: <18120@agate.BERKELEY.EDU>
Date: 10 Dec 88 06:14:06 GMT
References: <1131@osupyr.mast.ohio-state.edu> <1887@sun.soe.clarkson.edu> <4526@homxc.UUCP>
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Reply-To: matloff@iris.ucdavis.edu (Norm Matloff)
Organization: EECS, UC Davis
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In article <4526@homxc.UUCP> bgt@homxc.UUCP (B.TONGUE) writes:

>why should professors extend themselves pointlessly?  One of the
>major complaints from students is the eons-old adage, "Publish
>or Perish" - often this happens at the expense of the students.

This is sometimes true, but MUCH less than you think.  Read on.

>I think we will all agree that both teaching and research is
>important, but has there ever been a case of a professor obtaining
>tenure because he makes mathematics come alive for the students
>while at the same time publishing nil?

Unfortunately, yes (as long as "nil" is defined to be "much less
than what is usually required").

I know a couple of cases.  It's good that they were inspiring, but
in each case, the inspiration was more a question of personality
than of someone who truly interested the students in mathematics.

If the professor is himself/herself interested in mathematics,
then he/she in most cases will do research.  Maybe not a lot, but 
much more than the "nil" we are talking about above.

>On the other hand, has
>a tremendous researcher ever *failed* to obtain tenure, even
>when his students suffer from his lack of commitment in the
>area of education?

Believe it or not, this has happened in several cases that I know
of  --  though your scenario happens too, unfortunately.

>professor.  But how can that be communicated?  And when will
>universities place upon student education the same emphasis
>that is bestowed upon research?
 
I don't know about the word "same" here, but believe me, the
university (at least those I have been associated with) DOES
care about teaching.  You would be amazed to see a group of
faculty talking together; generally they get MUCH more animated
and excited when the conversation turns to teaching, than to
research.  In fact, what's even more amazing is that even those
faculty who are the poorest teachers express a real interest in
those discussions.

Ideally, research and teaching activities should complement each
other.  Of course, we don't meet the ideal, but I claim that we
DO approximate it.

   Norm