Teaching and Learning in a Research-Intensive University

Abstract

My perspective in this chapter is that of a practitioner, the directorof a teaching and learning center for twenty-five plus years, who hasbeen using the insights of educational researchers to enrich teachingand learning on my own research-intensive campus, Stanford, and at otheruniversities. I assert that teaching- and therefore the relationshipbetween teaching and research-has been redefined on my campus and thatteaching is being taken seriously as never before. As a result,educational researchers have extraordinary opportunities for practicalimplementation of their work, especially if such researchers and wepractitioners collaborate, and we all remain fully sensitive to thespecial culture of faculty at research universities