Faculty Duties and How to Get There?

Kennedy 1997, described faculty duties in the following categories: 1) Teach, 2) mentor, 3) serve the university, 4) discover, 5) publish, 6)tell the truth, 7) reach beyond the walls, 7) To change.

As we argued these duties are interdependent and are sometimes natural outcomes of each others. For instance, a discovery by a faculty is a great service and significant change to university reputation. In almost all cases it will be automatically accompanied with publications and outreach.

I think almost all duties associate with research and teaching can be classified into more general, yet in depth tasks for faculties:

–   Producing knowledge, science, idea, thought

–   Educating people who can continue this production process in the future

How we get there?

Following this science production approach, requires the universities to perhaps review their vision towards research and education, and their expectation from faculties. University should allow and encourage faculties to conduct long-term, well-planned, high impact research studies and be patient enough for the results. Distinguished universities often have such vision and in fact they have gained their reputation based on their fundamental and remarkable contributions to science and knowledge.  Such approach will put universities in a positive reinforcing loop where cutting edge research and knowledge production adds to their reputation with which they continue to conduct fundamental research.  They are not in hurry! Perhaps they gradually accumulate the contributions to the field and make it significant over the years!

I will write more on this topic.

Traditional vs. Modern Education, where is the balance?

Few days ago I heard something on news about  using abacus in schools in China. It was interesting specifically after having discussions and watching the video assignment on the role of technology in education. Take a look at the link that I found and you might be able to find more on the web.


This is just an example to show that as we talk about the benefits of technology and digital instruments to enhance learning, some people in the 21st century acknowledge the impact of traditional methods on improving learning skills.