<p>Let me add some details that are rarely addressed in the ‘research vs. teaching’ school. Just to add some further provocation. Apologies in advance if this is offensive to some but I think it is largely true. </p>
<p>The world of academia evolves around research. Professors at both types of schools typically possess a PhD. A PhD is almost universally a research degree: you do research for some many years, you see publications, you get rewarded for your research, you are not taught how to teach. Most people pursuing a PhD do so in order to have research careers. </p>
<p>The most competitive applicants go into the top PhD programs (in terms of reputation in their field, and where the best and most influential research is produced). Those best PhD programs lead to the best chances of ANY faculty position later on, as well as the quality of university one will be hired at, one’s future salary and so forth. More research oriented schools typically provide more status, higher salaries, and more flexible time (since less classroom hours are required).</p>
<p>Not sure if you see where this is going but what it typically means is the following. It is not the case that the fabulous teachers go to teaching schools by choice. It is the case that professors that end up at teaching schools are there because that is where they could get a job- either because they did not graduate from a great PhD program or they were not particular successful in research (the core of what they set out to do in their PhD program). </p>
<p>Of course I can think of exceptions. Some people love and are good at teaching and discover this in graduate school for example. But the reality is that even those who love and are good at teaching can do fabulous research and be at a top notch, highly regarded school in our field (which is always invariably a research one). Some of the most award winning professors in our field of 20,000- who write the books on teaching, are superstars- come from prestigious research universities. High achievers are just often high achievers. And why would they not be at a top research school? Why would they pass up a much higher salary, prestige, and a HUGE deal of more flexibility post tenure even if they love and are good at teaching? Even people that LOVE teaching would choose a 2-3 course load over a 6-8 course post-tenure load.</p>