Teaching is, and should be, evaluated by the recipients (i.e., the students). The evaluation criteria would include many points confirming whether the teacher conveys the message or not.

Knowledgeable researchers at universities and colleges are badly needed to supervise and advise college students in preparing their research, thesis, etc. properly.

Therefore, both research and teaching should be considered when evaluating researchers and lecturers. This is my humble opinion.

I think it's a good discussion, because in general the same person who teaches also conducts research. The paradox is that when he teaches he proposes few innovations, he often ends up repeating past and conservative practices. But when he conducts research he always innovates driven by creativity and inventiveness. At the same time that the university values innovation, the creation of research carried out should also recognize and value innovations and creation in teaching activities, perhaps reducing the evidently different weights. Because it cannot be just based on citations and an impact factor measured by databases, the training of human resources is as important as if not the most important of the university's activities.

I think the prime duty of a university with undergraduates is to ensure the students have adequate learning. The term 'Learner' thus appropriate. The uni. academics should ensure the adequate learning of the students. Thus the prime duty should have the focus. Research should be carried out with the purpose of dissemination and implementation. Thus both can go parallel.

Thanks Zoran Vaupot

Es cierto que las Universidades deben incorporar la investigación en la enseñanza con el fin de desarrollar en el estudiante la capacidad investigadora, también es cierto que se privilegia los resultados de la investigación para promover profesores investigadores; este hecho se explica por una necesidad de la propia institución Universitaria de alcanzar estándares de acreditación y de parte del docente de obtener un estímulo económico al obtener la condición de profesor investigador.

Considero que en una primera etapa para promover la investigación fue acertada, sin embargo en la práctica también está llevando a cambios significativos en la enseñanza e investigación formativa de los estudiantes, debido a las mayores exigencias en la normativa para mantener la condición de docente investigador que están incorporado a los estudiantes en sus prácticas de investigación en las áreas de su especialidad lo que permite una pertinencia en la enseñanza y mejora en la calidad de los aprendizajes de los estudiantes.

"Those who can, do; those who can't, teach" is an ancient adage that has been used so often to discount the value of teaching and to privilege the "doer", the researcher. However, all the great research that has ever been completed has been taken to a broader community by teachers, whether they are identified as such, or not. The best teaching is informed by research, of course, but teaching combines art and science and, in the best hands, changes the lives of learners for the better, in every sense.

The truth: there are many ways to measure, to assess or to evalute scientific work through production, citation, and other evidence, and few development in how to evaluate the teaching activities.

What I think: best professors who are able to reach good teaching, assume their teaching task as a critical enquiry in their teaching, as much as they often assume critical inquiry as a foundational part of their research activities in their field. Like Ken Bain ("What best college teaches do") and Lee Shulman (creator of the content knowledge and pedagogic content knowledge concepts), said.

What we can do: to develop those criteria deeping in research of teaching practices in different areas, institutions, ways to deliver instruction and kinds of students, to get a view of what can be acknowledged as equal or different from "good university or college teaching".

To promote excellence in teaching, we will:

• Emphasize teaching performance in merit evaluation and promotion, tenure, and reappointment decisions;

• Establish innovation funds for curriculum development;

• Reward excellence in teaching and advising;

• Implement midterm, formative Student Evaluations of Teaching to provide feedback;

• Investigate, with appropriate senate committees, ways of sharing Student Evaluations of Teaching with our students;

Pl. See this useful link:

https://academicvision.uconn.edu/a-path-toward-excellence-in-teaching-effectiveness/