Getting a PhD to teach but learning to how to love research...

[hejduk]

I'm starting a PhD program this fall, and am in it to basically secure a full-time teaching gig (most schools won't hire without a PhD, and being an adjunct is not a longterm goal). For those that have started out just desiring to teach, how have you "faked" the desire to do research? Or if you've learned to become interested in research, how or what sparked the fire?

I don't wanna go through my PhD having to wear the "yes i'm interested in becoming a researcher" mask. I guess it's possible to still love teaching, but balance that passion with doing some research? Anyone else in this boat?

I'm interested in seeing if there is a large audience that are more geared towards teaching, and how they handle the negativity of not being interested in research (which I've run into a lot).

Edited June 24, 2011 by hejduk

[rising_star]

You don't have to say you love research if you are honest about wanting a job at a teaching school or community college...

[hejduk]

You don't have to say you love research if you are honest about wanting a job at a teaching school or community college...

Good point, and that is why, once I'm done, i'll not be applying to R1 schools.

I'm interested in how to get around this during my PhD though. I mean, I can't just come out and tell my advisor, "I'm hear just to teach, and have no interest in doing research".

[LJK]

First of all, while I wouldn't be that blunt, I think it is more than acceptable for you to be clear about your career goals. If you have a good advisor or even good relationships with other professors in the department, when teaching related opportunities come up that can build your CV for schools that are looking for teaching focused faculty, they can send them your way. You also won't get anyone good intentionally giving you non-teaching roles in your funding jobs (presuming you have funding) thinking they are giving you a better role.

But, given your teaching focus, I would say the way to learn to love/like/tolerate research is to acknowledge how it can make you a better teacher. Research is how the knowledge you will be passing on to your students is created. Knowledge seems to just be fact early in education - by the time students are in college, they should be learning that knowledge is constructed - and is only as good as the assumptions it is built on. Maybe that won't make some of the more arduous and/or tedious tasks better, but if you return to thinking big picture on occasion about how your own understanding of knowledge and of your chosen field is growing and developing, and how that can help you to become a better teacher, maybe that will help you get through. Even for those of us who are research focused, I think that it is the big picture - contributing to a field, creating new knowledge - that drives us, not innate pleasure in every research related task. Personally, I am most excited about the research; teaching is this mildly scary thing that could very well become a major part of my life that I have no real idea whether I will enjoy!

Edited June 24, 2011 by LJK

[hejduk]

First of all, while I wouldn't be that blunt, I think it is more than acceptable for you to be clear about your career goals. If you have a good advisor or even good relationships with other professors in the department, when teaching related opportunities come up that can build your CV for schools that are looking for teaching focused faculty, they can send them your way. You also won't get anyone good intentionally giving you non-teaching roles in your funding jobs (presuming you have funding) thinking they are giving you a better role.

I'll be starting a PhD program this fall, so my main problem is letting the correct people know that I'm teaching focused. I don't want to be target as the student who hates research! I've taught now for three semesters, and I can only say that it's been amazing! I've never taken to something so well, as was given the highest evals possible every semester. So either I'm doing something right, or my students just lie!

But, given your teaching focus, I would say the way to learn to love/like/tolerate research is to acknowledge how it can make you a better teacher. Research is how the knowledge you will be passing on to your students is created. Knowledge seems to just be fact early in education - by the time students are in college, they should be learning that knowledge is constructed - and is only as good as the assumptions it is built on. Maybe that won't make some of the more arduous and/or tedious tasks better, but if you return to thinking big picture on occasion about how your own understanding of knowledge and of your chosen field is growing and developing, and how that can help you to become a better teacher, maybe that will help you get through. Even for those of us who are research focused, I think that it is the big picture - contributing to a field, creating new knowledge - that drives us, not innate pleasure in every research related task. Personally, I am most excited about the research; teaching is this mildly scary thing that could very well become a major part of my life that I have no real idea whether I will enjoy!

Very good point about research being something that creates the knowledge I'll pass along to my students. I'm looking forward to doing research, just trying to figure out how to get excited about it. It sounds like the reverse of your situation with teaching. I just need to be open to it, and ask for help, and hopefully find my niche in research.

[Neuronista]

Personally, I am most excited about the research; teaching is this mildly scary thing that could very well become a major part of my life that I have no real idea whether I will enjoy!

Same here! The teaching part really intimidates me. My MS advisor told me that I could take a research assistant professor position after I get my PhD instead of a "regular" assistant professor. But teaching is obligatory in some graduate program, and I'm not sure how I'll be able to handle that.

[hejduk]

Same here! The teaching part really intimidates me. My MS advisor told me that I could take a research assistant professor position after I get my PhD instead of a "regular" assistant professor. But teaching is obligatory in some graduate program, and I'm not sure how I'll be able to handle that.

It really is trial by fire with teaching, but you'll pick it up quickly. Take advantage of your university's Teaching and Learning Center, or whatever their equivalent there. The thing I enjoy most about teaching is the mentoring aspect. When i haven't heard from a student for a couple semesters because they graduated, and then randomly get an email stating they got a job and thankful for what I did, that makes it all worthwhile!

Also, for teaching tips, check out this thread on being a TA that someone else started. While it's not being a sole teacher, all the tips are still applicable.

[MeanderingPhD]

You don't have to say you love research if you are honest about wanting a job at a teaching school or community college...

Why even bother getting a PhD to teach at a community college?

[hejduk]

Why even bother getting a PhD to teach at a community college?

No desire to teach at a CC, but in all honesty, even CCs are requiring PhDs in some cases. The trend toward requiring PhDs for any full-time teaching gig will only increase as well.

Edited June 27, 2011 by hejduk

[mandarin.orange]

Why even bother getting a PhD to teach at a community college?

Higher salary would be one reason. I just saw an ad for CC job this weekend where PhD was preferred for the candidate, and the salary difference was $5-8K more.

To the OP: There are many, many ways that becoming a better researcher will make you a more effective teacher. Here are a few:

1) I am not sure of your discipline, but in mine (science) it is essential to teach: how scientists obtain new findings, the scientific method, structure of a formal lab report, how to design an experiment, etc. From your research and findings, you can always find ways develop lesson plans, labs, activities, exercises, for your students. I've been to many an educators' workshop where we were given materials they had developed from research findings that they tailored for student labs and exercises. I had an aquatic bug collection that I made and cataloged during my M.S. program - very time-consuming, and a huge PITA at the time. But, I kept it and used it for years as a high school teacher for small-group labs and activities about water quality. I had worked in a climate change group before HS teaching, and thus was able to talk about these experiences and demystify what scientists were actually studying vs. what may run in the daily Observer. I had pictures of myself on projects in Turkey and coring rigs in Canada that I would show during appropriate lessons. I always got HUGE, positive response from being able to talk about these on a personal level.

2) You will want to stay abreast of ongoing discoveries and ideas in your field, in order to convey this to students and field their questions. They will keep you on your toes! I was constantly updating my lessons every year with the latest on ozone depletion, and astronomy findings. It blows 14-year olds' minds to realize that Jupiter actually has 3x more moons than what their textbook states!

3) Research will be frustrating, uninspiring, boring, rote etc. at times. But, it will force your critical thinking skills and powers of deductive reasoning beyond your comfort zone. Again, this depends on discipline, but many teaching standards and course descriptions state that developing critical thinking skills in students is part of your job. Being able to think "in this mode" for the next four years will help you tailor your future lessons, lectures, and interactions with students to activate the same in them.

4) Finally, your future career prospects...let's say you ultimately work at a small, private liberal arts college -- which seems a huge plum for someone as enthusiastic as you are about teaching. I went to one such school for undergrad, and many of the classes in my major were very small, with rigorous but interesting labs, and field trips with professors. Huge opportunities for mentoring undergrads, obtaining university funds for summer projects with students, and teaching them what research and being a professional entails. One skill my profs in major classes hit again and again was oral presentations - how to break down and clearly present research findings, which we did with reading journal articles. You may be called upon to do such a seminar-style course for majors or seniors, etc. at some point in time - undergrads, esp. those not pursuing grad school afterwards, tend to find professional papers very intimidating. The more familiar you are with the peer-review process, the more effectively you can break it down for them.

Just some thoughts!

[hejduk]

1) I am not sure of your discipline, but in mine (science) it is essential to teach: how scientists obtain new findings, the scientific method, structure of a formal lab report, how to design an experiment, etc. From your research and findings, you can always find ways develop lesson plans, labs, activities, exercises, for your students. I've been to many an educators' workshop where we were given materials they had developed from research findings that they tailored for student labs and exercises. I had an aquatic bug collection that I made and cataloged during my M.S. program - very time-consuming, and a huge PITA at the time. But, I kept it and used it for years as a high school teacher for small-group labs and activities about water quality. I had worked in a climate change group before HS teaching, and thus was able to talk about these experiences and demystify what scientists were actually studying vs. what may run in the daily Observer. I had pictures of myself on projects in Turkey and coring rigs in Canada that I would show during appropriate lessons. I always got HUGE, positive response from being able to talk about these on a personal level.

I'm in the social sciences, but I think your connect between research and teaching is completely valid in whatever field.

2) You will want to stay abreast of ongoing discoveries and ideas in your field, in order to convey this to students and field their questions. They will keep you on your toes! I was constantly updating my lessons every year with the latest on ozone depletion, and astronomy findings. It blows 14-year olds' minds to realize that Jupiter actually has 3x more moons than what their textbook states!

It is really important to make lessons practical and show they are truly relevant. Remember as a student when you asked yourself "will I actually ever use this?" Presenting in your manner provides a resounding "Yes!" to that question.

[Neuronista]

It really is trial by fire with teaching, but you'll pick it up quickly. Take advantage of your university's Teaching and Learning Center, or whatever their equivalent there. The thing I enjoy most about teaching is the mentoring aspect. When i haven't heard from a student for a couple semesters because they graduated, and then randomly get an email stating they got a job and thankful for what I did, that makes it all worthwhile!

Also, for teaching tips, check out this thread on being a TA that someone else started. While it's not being a sole teacher, all the tips are still applicable.

Thank you so much

My problem is that I'm very shy and not so comfortable speaking in front of a group, but once I get familiar with the people I think I do OK.

Oh well, let me first get into a program then worry about my teaching and speaking skills! But thanks again for the reference. I'll bookmark that!

[hejduk]

If you're interested, PM and I'll send you some more external links to teaching/pedagogy tips.