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I Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the research- teaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education. [ABSTRACT FROM AUTHOR]

Presents advice for teachers who teach a course in a quantitative discipline. Tips on giving tests; Importance of giving a study guide one to two weeks before each test; Precautions to assure that the grading is consistent and fair.

The author discusses the positive role of research in the teaching profession. He rationalizes the importance of research work to education where the stakeholders' interest remains only on teaching. He emphasizes the characteristics needed by excellent researchers and teachers such as being observant for researchers and being skilled at communication for teachers. Arguments and facts are discussed that present an undue demand for faculty members to be active researchers.

The article presents several mini-sermons that could help teachers in dealing with chemical engineering students. The author states that when using a proven teaching method that makes students uncomfortable, it is important for the teacher to let the students know the reason for doing it. The author emphasizes that the teacher needs to convince the students about the importance of learning.

Discusses the use of PowerPoint in teaching. Experiences of teachers in using such tool; Advantage and disadvantage of the teaching device; Guidelines in using PowerPoint.