The Effect of Faculty Research on Student Learning in College

Abstract

Whether faculty research affects college student learning has long been the subject of debate. Previous studies use subjective measures of student learning; focus on correlation rather than causation; and typically focus on one college, thus lacking generalizability. Using unique, large-scale survey and assessment data that we collected from nationally representative samples of STEM undergraduates in China, India, and Russia, as well as a causal identification strategy that accounts for differential sorting of students to faculty, we present generalizable estimates of the effect of faculty research on objective, standardized measures of student learning. Results show that faculty research has a negative effect on student learning, suggesting direct trade-offs between the university’s dual mission of producing research and learning.

The Practice of STEM Education in Higher Education Context: China and USA

“…STEM education has also been used as a tool to inspire students' critical thinking and innovation skills [42] . And Chinese students have always been criticised for their lack of critical thinking and innovation abilities [7] . Furthermore, STEM education focuses on individual achievements.…”

“…Studying STEM-related subjects not only requires students to specialise in particular areas, but also involves research-based learning [7] . Those areas are considered as collections of centred principles of science, technology, engineering, and mathematics, and expect students to apply information and solve real world problems [8] .…”

“…Those areas are considered as collections of centred principles of science, technology, engineering, and mathematics, and expect students to apply information and solve real world problems [8] . As such, STEM projects normally involve student-centred learning [7] . Moreover, innovation and problem-solving are required for STEM projects, and students are also expected to have aptitudes such as collaboration, critical thinking, journaling, and design thinking [9] .…”