LAURENCE M. GOULD 



me it is axiomatic that whereas there are research scientists 

 who may not be good teachers, I have not known a good teacher 

 whose competence was not increased by participation in some 

 kind of productive scholarship. I consider scholarship man's 

 most rewarding occupation. Likewise, I believe it needs con- 

 stant renewal through some kind of research activity; otherwise 

 it dries up its own creative sources. 



Research Related to Teaching 



Some would make a distinction between the approach to 

 teaching in the liberal arts college and in other kinds of institu- 

 tions. There may be some basis for the assumption that a course 

 in science which provides fine preparation for graduate schools 

 may not provide proper appreciation of science to the average 

 student in the general education program. This has not been 

 my experience; yet it is an observation which was elicited from 

 a number of people to whom I wrote in connection with the 

 preparation of this paper. 



Recently one of my fellow college presidents, Weimar 

 Hicks of Kalamazoo, addressed questionnaires to the presidents 

 of the following liberal arts colleges to secure information con- 

 cerning the policies governing research in these institutions: 

 Bowdoin, Carleton, DePauw, Grinnell, Kalamazoo, Middle- 

 bury, Oberlin, Redlands, Reed, Swarthmore, Wabash, and 

 Wooster. The results are so diffuse that it is difficult to make a 

 summary. However, the report is brief enough so I shall quote 

 it in its entirety. 



ANSWERS TO QUESTIONNAIRE 



Policy Governing Research 



Question I Do you consider time devoted to research when planning 

 the teaching loads of individual instructors? 



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