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dc.contributor.authorGilmore, J.en_US
dc.contributor.authorLewis, D. M. G.en_US
dc.contributor.authorMaher, M.en_US
dc.contributor.authorFeldon, D.en_US
dc.contributor.authorTimmerman, B. E.en_US
dc.date.accessioned2019-02-05T06:38:22Z
dc.date.available2019-02-05T06:38:22Z
dc.date.issued2015en_US
dc.identifier.urihttp://hdl.handle.net/11693/48836
dc.description.abstractWe surveyed over 300 graduate students at a Southeastern research university to increase our understanding of their perceptions of (a) the connection between teaching and research, (b) the means by which integration occurs, and (c) the extent to which teaching and research contribute to a shared skill set that is of value in both contexts. We also examined differences across disciplines in the perception of this teaching-research nexus. Overall, findings indicate that graduate students perceive important relationships between teaching and research, and they point toward opportunities for administrators to promote teaching and research integration.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Teaching and Learning in Higher Educationen_US
dc.titleFeeding two birds with one scone? the relationship between teaching and research for graduate students across the disciplinesen_US
dc.typeArticleen_US
dc.departmentDepartment of Psychologyen_US
dc.citation.spage25en_US
dc.citation.epage41en_US
dc.citation.volumeNumber27en_US
dc.citation.issueNumber1en_US
dc.publisherInternational Society for Exploring Teaching and Learning (I S E T L)en_US
dc.identifier.eissn1812-9129


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