Passage Three
Questions 31 to 35 are based on the following passage:
Recent stories in the newspapers and magazines suggest that teaching and research contradict each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.
Research experience is an essential element of hiring and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be
challenged, but disliked by those whose records are less impressive. The mild professor gets
overall ratings that are usually high, but there is a sense of disappointment on the part of the
best students, exactly those for whom the system should present the greatest challenges. Thus,
a university trying to promote professors primarily on the basis of teaching qualities would have
to confront this confusion.
As modern science moves faster, two forces are exerted on professors: one is the time need-
ed to keep up with the profession; the other is the time needed to teach. The training of new
scientists requires outstanding teaching at the research university as well as the arts college. Al-
though scientists are usually "made" in the elementary schools, scientists can be "lost" by poor
teaching at the college and graduate school levels. The solution is not to separate teaching and
research, but to recognize that the combination is difficult but vital. The title of professor should
be given only to those who profess, and it is perhaps time for universities to reserve it for those
willing to be an earnest part of the community of scholars. Professors unwilling to teach can be.
Called "distinguished research investigators", or something else.
The pace of modern science makes it increasingly difficult to be a great researcher and a
great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.
32. In academic promotions research universities still attach more importance to research partly
because
A) research improves the quality of teaching
B) students who want to be challenged appreciate research professors
C) it is difficult to evaluate teaching quality objectively
D) professors with achievements in research are usually responsible and tough
33. According to the fourth paragraph, which of the following will the author probably agree
with?
A) Distinguished professors at research universities should concentrate on research only.
B) The separation of teaching from research can lower the quality of future scientists.
C) It is of utmost importance to improve teaching in elementary schools in order to train
new scientists. ~
D) The rapid development of modern science makes it impossible to combine teaching with
research.
34. The title of professor should be given only to those who, first and foremost, do __
A) teaching B) scientific research
C) field work D) investigation
35. The phrase "the problem" ( Para. 5, Line 4) refers to
A) raising the status of teaching
B) the combination of teaching with research
C) the separation of teaching from research
D) improving the status of research
Questions 31 to 35 are based on the following passage:
Recent stories in the newspapers and magazines suggest that teaching and research contradict each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.
Research experience is an essential element of hiring and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be
challenged, but disliked by those whose records are less impressive. The mild professor gets
overall ratings that are usually high, but there is a sense of disappointment on the part of the
best students, exactly those for whom the system should present the greatest challenges. Thus,
a university trying to promote professors primarily on the basis of teaching qualities would have
to confront this confusion.
As modern science moves faster, two forces are exerted on professors: one is the time need-
ed to keep up with the profession; the other is the time needed to teach. The training of new
scientists requires outstanding teaching at the research university as well as the arts college. Al-
though scientists are usually "made" in the elementary schools, scientists can be "lost" by poor
teaching at the college and graduate school levels. The solution is not to separate teaching and
research, but to recognize that the combination is difficult but vital. The title of professor should
be given only to those who profess, and it is perhaps time for universities to reserve it for those
willing to be an earnest part of the community of scholars. Professors unwilling to teach can be.
Called "distinguished research investigators", or something else.
The pace of modern science makes it increasingly difficult to be a great researcher and a
great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.
32. In academic promotions research universities still attach more importance to research partly
because
A) research improves the quality of teaching
B) students who want to be challenged appreciate research professors
C) it is difficult to evaluate teaching quality objectively
D) professors with achievements in research are usually responsible and tough
33. According to the fourth paragraph, which of the following will the author probably agree
with?
A) Distinguished professors at research universities should concentrate on research only.
B) The separation of teaching from research can lower the quality of future scientists.
C) It is of utmost importance to improve teaching in elementary schools in order to train
new scientists. ~
D) The rapid development of modern science makes it impossible to combine teaching with
research.
34. The title of professor should be given only to those who, first and foremost, do __
A) teaching B) scientific research
C) field work D) investigation
35. The phrase "the problem" ( Para. 5, Line 4) refers to
A) raising the status of teaching
B) the combination of teaching with research
C) the separation of teaching from research
D) improving the status of research