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The trade-off between graduate student research and teaching: A myth?

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  • Erin E Shortlidge
  • Sarah L Eddy

Abstract

Many current faculty believe that teaching effort and research success are inversely correlated. This trade-off has rarely been empirically tested; yet, it still impedes efforts to increase the use of evidence-based teaching (EBT), and implement effective teaching training programs for graduate students, our future faculty. We tested this tradeoff for graduate students using a national sample of life science PhD students. We characterize how increased training in EBT impacts PhD students’ confidence in their preparation for a research career, in communicating their research, and their publication number. PhD students who invested time into EBT did not suffer in confidence in research preparedness, scientific research communication, or in publication number. Instead, overall, the data trend towards a slight synergy between investing in EBT and research preparation. Thus, the tension between developing research and teaching skills may not be salient for today’s graduate students. This work is proof of concept that institutions can incorporate training in EBT into graduate programs without reducing students’ preparedness for a research career. Although some institutions already have graduate teaching programs, increasing these programs at scale, and including training in EBT methods could create a new avenue for accelerating the spread of evidence-based teaching and improved teaching across higher education.

Suggested Citation

  • Erin E Shortlidge & Sarah L Eddy, 2018. "The trade-off between graduate student research and teaching: A myth?," PLOS ONE, Public Library of Science, vol. 13(6), pages 1-13, June.
    • Handle: RePEc:plo:pone00:0199576
    DOI: 10.1371/journal.pone.0199576
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    References listed on IDEAS

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    1. James S. Fairweather, 2005. "Beyond the Rhetoric: Trends in the Relative Value of Teaching and Research in Faculty Salaries," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(4), pages 401-422, July.
    2. Roach, Michael & Sauermann, Henry, 2010. "A taste for science? PhD scientists' academic orientation and self-selection into research careers in industry," Research Policy, Elsevier, vol. 39(3), pages 422-434, April.
    3. Ann E. Austin, 2002. "Preparing the Next Generation of Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(1), pages 94-122, January.
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    Cited by:

    1. Emily Reisman & Madelyn Radel & Susan Clark & Holly Buck, 2022. "Grad school in the rear view: prioritizing career skills, mentorship, and equity in the interdisciplinary environmental PhD," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(4), pages 890-897, December.
    2. Diana Denham & Mary Ann Rozance & Melanie Malone & Erin Goodling, 2021. "Sustaining future environmental educators: building critical interdisciplinary teaching capacity among graduate students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 101-114, March.

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