Frank Bingham, Jr.

Many times in the past, I have been asked why I spend so much time writing and researching. The answer has always seemed so obvious to me. First of all, I find writing to be relaxing. I have always enjoyed it. Secondly, how could I stay current in my chosen field if I did not read and write? Even as a young boy, everyone seemed to know more than I did, so it seemed obvious that I had to read, think, and analyze to keep up. Eventually, I developed my own opinions and thoughts, so it seemed that the thing to do was to write it out and see if anyone would read it. Back then (a zillion years ago), I would write short stories (yes, in long hand), and send them out to lots of magazines hoping someday to see my name in print. I seldom got a reply and when I did, it was nicely worded "no thanks." Perhaps that prepared me for my life as an academic! I am used to being told, "Thanks, but no thanks"!!

When Ron Pitt asked me if I would put my thoughts on paper, he asked me to talk about the interaction between teaching and research, and how they intersect. He asked that I address how to create some synergy between what I study and write intellectually, and what I teach pedagogically. I readily agreed as there is nothing that I write about that I don't bring to the classroom. I teach from my textbook, and I bring several publications into the classroom for discussion as required readings (more so on the graduate level). I think some of our students may think of us as robots, who regurgitate information from a book. Just write it down, study it, learn it, and write it down again when asked to do so. This is learning?

Having spent many years in business marketing and almost as many years as an academic, I have been in lots of classrooms as both a student and an instructor. As a "learner" I always initially assumed that the person at the front of the room was an expert in what he or she was presenting. On occasion, I would be wrong. I would reason that it did not take a whole lot of gray matter to read to a captive audience. However, those that made me study things that they had written about, or those that somehow convinced me that they were indeed an "expert" in their chosen field, captured my attention. I wanted to learn from them. I wanted to hear more about what they had to say. Indeed, I wanted to challenge them intellectually.

As I write about a wide menu of applications in my chosen area of expertise, it seems easy to me to match much of it to various aspects of a particular course. It brings in that "expectance of expertness" so to speak. Students feel they are learning from the "master" (although I'm sure there are those who would disagree). We have our published material and it is surely a contribution to our individual disciplines, or it would probably not be in print. It is easy to talk about, the students enjoy it, and the professor is perceived as an expert (which he or she probably is). I also find it easy to raise the rigor of the discussion, depending on the level being taught. Try it, you might like it!