As someone who with a 100% teaching job at a research university, I think full-time teachers (like me) have a very important role to play, and we really need to have DISCUSSIONS about the relationship between teaching and research, especially if we are going to ask undergraduate students to fund that research. I don't think it's as simple as research versus workforce as Newfield sometimes poses the question (as a teacher, I think I am doing more than just preparing students for the workforce... although that is also an important part of what I do); instead, I think we need more discussion about the different ROLES played by faculty at research schools: who researches? who teaches? See quote from Newfield below. At my school (University of Oklahoma), students are funding faculty research indirectly through the black box that is the university budget, but they EXPLICITLY fund the research mission of the university with an "academic excellence fee" that "supports the costs to recruit and retain excellent faculty, plus their scientific and academic research including laboratories, classroom renovations, equipment, publishing costs and research assistants." This fee is levied at the rate of $60 per credit hour. Tuition per credit hour, meanwhile, is just $137.60. So, that fee is HUGE. For a full-time student taking 15 hours per semester, that means they are paying $1800 per year for "academic excellence," i.e. direct support of faculty research. I'm not saying there are not indirect benefits to students when they support faculty research in this way... but that's something that needs to be discussed, in-depth and often, and why the students are having to support the research mission of the university is a vital question. The situation at UC Berkeley shows how crucial that discussion is to making a case for state support, with Newfield's article providing abundant detail.
quote ... the full re-engagement of the faculty, tenure track and non-tenure track, in defining and explaining the academic functions of the university.   What does research do for undergraduates? Why do graduate students do? What is research? Why does it cost so much? Why, really, do we need it? What, concretely, are the activities involved in being a "premier research university." UCOP and the regents can't answer these kinds of questions. But if faculty don't answer them now, the funding situation will never change, and the workforce mission will take over.
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