It can sometimes feel as if the job of a graduate student is split into two distinct parts: research and teaching. The work we do in the classroom—particularly with introductory classes—is often quite different from our own, specialized research. However, Greg Johnson, Professor of Religious Studies, makes the case for incorporating your research into the undergraduate classroom. Johnson argues that enfolding the experiences and results of your research into the classroom can be highly beneficial to both you and your students.
For Students:
Exposure to research can deepen student engagement with course material—even in an entry level class. In Johnson’s experience, sharing research with undergraduates is an attention-grabbing teaching method. First, your enthusiasm for the topic shows, which can sometimes be enough to wake students up. Second, your research demonstrates how course material can be expanded and applied beyond the classroom.
Introducing your research also sparks the potential for ongoing conversations with students. Another advantage of teaching your research, is that you connect your students to the scholarly process. Perhaps a particular student is really interested with an element of the course, but is unsure of how to further pursue that interest. Your example opens up the space for independent inquiry.
For students interested in opportunities for more in-depth research, university programs like the Undergraduate Research Opportunities Program (UROP) are available. Programs like UROP allow undergraduates to start doing research themselves.
For You:
Introducing your project into the undergraduate classroom benefits the work. Johnson stresses that it is critical for graduate student teachers (and faculty) to stay in touch with their research—even when their teaching responsibilities are heavy. Teaching your project bridges the divide between your teaching and research responsibilities. Students also provide fresh perspective and, occasionally, brilliant insight that can help strengthen your work.
Furthermore, students help improve the clarity of your work. Undergraduates do not speak the specialized jargon of your field. When presenting your research to students, you must be coherent. In other words, you are forced to “translate” your research—to speak in a way that undergraduates can hear. This translation process will improve your writing. By explaining your thoughts without the aid of jargon, you develop a stronger voice and maximize legibility.
Johnson had a few implementation tips for graduate student teachers looking to incorporate research into their classes:
- Primary sources. One strategy is to share, with context, a primary source that you are working with. Ask the students to analyze the text themselves and discuss the various readings as a group.
- Secondary sources. What does the existing literature say about your topic? Ask students how they might complicate or expand the theory or criticism.
- WIP Presentation. Present where you are at with your research. This can include summaries of your guiding questions, your primary thesis (or theses), your sources, the “stakes”, and your struggles. Sharing drafts helps humanize both you and the scholarly process.
- Finished works. You may also choose to share a more polished version of your work. If you do select an article (dissertation chapter, conference paper, etc.) provide context. Explain why you are having the students look at the work.
Johnson recognizes that the teaching-your-research method requires experimentation—and with that experimentation comes some risk. However, the benefits seem to greatly outweigh any potential cost.
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