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"What I most enjoy about teaching at �������� is the extent to which I am able to experiment with new methods and to try out new ideas with students who are keen to try new things too. I have the flexibility to explore things that I think students will find interesting or which are driving my own scholarly interests at a given moment. I think my scholarship has enriched my teaching but I know beyond a doubt that teaching �������� students has enriched my scholarship."

"As a teacher-scholar, I actively engage my students in research, knowledge production, and critical reflection. �������� University encourages excellence in its students and its faculty. It is a place where the teacher-scholar model becomes how we foster critical inquiry and maximize student achievement. At ��������, it is not through indoctrination and memorization, but student engagement and scholarship by which learning is accomplished."

"The teacher-scholar model enables me to lift complicated concepts out of the textbook and show real-world examples to reinforce the underlying physics. Students are introduced to contemporary translational and applied research as they learn the basic principles of physics. Faculty at �������� are both teachers and scholars, transforming their classrooms through research, creating a vibrant teaching and learning environment, introducing students to what researchers and scholars are thinking about in their disciplines."

"Research is an adventure. As an anthropologist, I seek to understand how people cope with suffering, illness, and inequity.  Whether in Indonesia, India, or Indiana, I venture into the unknowns of research to find evidence of how we might promote resilience, well-being, and equity in the most vulnerable moments of people’s lives. Research is an exciting activity, and ��������’s teacher-scholar model allows me to invite students into scholarly conversations and the surprising joy of pursuing research adventures."

"As faculty, it is so invigorating to find that �������� students are reflective and active participants in their learning experiences, rather than just sitting back and passively consuming the materials I’ve provided. Together, we all strive to create a knowledge-making community in the classroom, where I find myself both teaching and constantly learning from students in ways that grows my own scholarship. By challenging ourselves to become better teacher-scholars, we all can create spaces where community knowledge can happen and inclusive teaching begins."

“When I began thinking about leaving high school for the next phase of my professional career, it was important for me to go to a university that valued both teaching and research. To me, this is at the heart of the teacher-scholar model. After being at �������� University for six years, I do not think that I could have found a university that better aligns with my views on teaching and researching — in short the teacher-scholar model. I am proud to say that �������� is my professional home.”

"As an instructor, my goal is to help future speech-language pathologists develop assessment and intervention plans using evidence-based methods. As a researcher, my goal is to work with students to develop, evaluate, and revise techniques for teaching early literacy skills. What I love about �������� is the strong emphasis on both teaching and research. Many schools prioritize one over the other, but I believe these go hand-in-hand. My favorite thing is getting a student who is scared of research to develop their own project and see the excitement they feel when they get their results."

"In biology at ��������, we engage students in the classroom, in the laboratory, and in the field. Our undergraduates have the rare opportunity to conduct novel and timely research under the guidance of talented graduate students and passionate faculty. Our research on freshwater invertebrates both guides and supports conservation actions by numerous state and federal agencies."