I can say from personal experience that some professors are much more enthusiastic and energetic than others to teach their students, and I have always wondered what type of motivation the professors run on. I would like to hope that the majority of professor find that inspiring the next generation of thinkers, problem solvers, and leaders is more than rewarding to teach, coupled with their permission of grants and research capabilities. But I also understand that a research/professorship position at a university, unless tenured, comes bound with rules or requirements that has to be met in order to see the financial support for their research. But in my positive life outlook perspective, I am going to assume that all professors have a love for inspiring the next generation and find great interest in sparking curiosity and passion in students through their academic material.

Interesting question... I think it's safe to argue that there is a little bit of both. I would lean more towards the side that involves an interest in helping students and finding likeminded individuals to help assist in their research rather than just focusing on funding. As I am not too familiar with how much funding goes into a professor's research (especially considering the recent Rutgers and NJIT protests outside requesting more money), I think there's an argument to be made that if funding were the only concern, working for an industry that has an Research and Development project is more fruitful. But with this, I would like to add that an interest in academia vs. industry gives a professor a much more creative outlook. IN industry, I would guess there is a very narrow minded focus on what can be done on the R&D side, like a specific project or outcome that is supposed to be reached. This focus is the opposite in academia, where one is  encouraged to pursue their own project and find failures rather than avoid them. Although there is success expected in both cases, academia gives the flexibility of NOT finding a "correct answer" where in an R&D project, success is highly expected. In academia, one has the opportunity to focus on a topic that they are actually interested in, and find students that share these interests and may even be willing to assist in the endeavor they are so passionate in. Although teaching students is something that is required of professors, I would add that all of the professors that I have add that have been doing it for many years, state that they continue to teach because it's a passion of theirs. Their attitudes don't show that teaching is a waste of time or extra effort, but this is all from my anecdotal experience and not necessarily yours.

Well, I think it varies. Some are genuinely into teaching and helping students with their research, while others focus more on research to secure funding and advance their careers. It's not a one-size-fits-all situation, and motivations differ from professor to professor. Both teaching and research have their roles in education, and they don't have to be mutually exclusive.

From my experience, most research professors who teach are less interested in teaching, and it shows in the courses they conduct. On one hand, you have the professors who make the class unnecessarily easy, offering limited help to students if they are genuinely interested in the course material. In these kinds of courses, almost fifty percent of their lectures are taught by "guest lecturers" who simply talk about the research that they conduct. Moreover, they do not even proctor their own tests, and make their students do their proctoring and grading, even if the students were not hired to be TAs. On the other hand, you have the professors who make their courses unnecessarily hard, and claim to be good professors who make you want to learn the material yourselves, while in reality, they just want to read their slides and get back to their research. They make little effort to make the course understandable or of value to their students. All in all, both kinds of professors do little to make the course useful to the students for anything but credit. They usually hope to teach the least and gain the most. This answer is based on my personal experience, but the answer may vary among individuals with different experiences.

In my opinion, a professor who does research in academia is more willing to propose a student to do research because in this way the professor can  work on several projects simultaneously and can  keep the cost of each project to a minimum. However, in order for the project to be carried out as fully as possible by the student, the professor is interested in teaching the student the knowledge necessary to carry out the research.

I think it is dependent on a case by case basis. In my experience, I have met professors that are inclined to research, or a combination of both. There may be a professor who is content with simply presenting lecture slides in a passive and less engaging teaching style. Whereas, there may be another professor in the same department who goes out of their way to have accessible office hours, timely online communication, and extensive review sessions. I have noted that there are undergraduate students who become involved in their current academic labs after taking a course taught by the lab’s PI. Professors may gauge a student’s work ethic based on their participation and work in their class. Likewise, a student can gain insight into the teaching style of a potential PI; they are more aware of what type of mentor this professor may be. An academic lab enables students to learn in a different manner than in a classroom. Therefore, I think there are research professors who enjoy teaching and engaging with their students as they are already doing the same in their labs. In both settings, research professors are able to observe and guide the progress of their students, more so in a lab.

This is a very interesting question that I think would certainly be worth analyzing for all colleges that contain professors that conduct research in academia. In my experience at NJIT there has certainly been instances of both cases. When looking at professors who are much more focused on their research, they tend to make the courses much more easier than normal so that their students do not need to contact them much for help. In these type of classes, the lessons tend to be driven by simple slide shows that convey the general information of the chapter so that the homework can be completed. Furthermore, the exams are usually open note so that students can look back on lessons while taking the exam.

On the other hand, I have also experienced academia professors who truly look out for their students and want them to obtain real world knowledge that will aid them in future endeavors. For these professors, teaching is a core part of their academic mission and a source of personal fulfillment. They find joy in inspiring the next generation of researchers and professionals, helping students develop critical thinking skills, and guiding them in their academic journey. In classes where the academia professor has more of a passion for teaching, the classes do not get harder, but the support is far more abundant. The professors always give their personal information in hopes that the students aren't afraid to reach out and truly delve into the course information. In conclusion, professors are likely driven by a combination of factors, including personal passion for both research and teaching.

I believe the extent of a professor's passions in academia and research depends on the individual professor, but often professors have a mix of these motivations. I have had professors who have been deeply passionate about the subject they teach, valuing the opportunity to mentor and inspire students in their classes. Others are the opposite and prioritize their research, looking to gain a sense of personal satisfaction, prestige, and funding. These professors treat teaching as a necessary part of their role rather than a passion they would love to teach. 

I have also had professors who focused more on research but also understand the importance of what they teach. One professor I had in particular, had communicated this notion to his class at the beginning of the semester. He said that he would have to conduct many classes remotely as he is focusing on conferences for his research, but that he knows that his subject is important for the next generation of researchers. The university I currently attend requires some balance between teaching and research, however, so if a professor plans to be successful, they will need to navigate both.

What do you think is the best structure for professors to excel equally at both their personal research and teaching?  

Generalizing professors and their interests is unjust, so it is safe to say that the answer to this question varies based on the professor, which we have all experienced first-hand as students. Some professors are solely concerned about their research and see teaching as more of a bothersome requirement that takes away from their research time. This has shown in some professors' teaching performances, but as a research-oriented university, it is understandable that some professors do not take their teachings as seriously as their research. It is likely that the university stresses the importance of research more to its faculty than the quality of their teachings, which can be explained from the significant amount of funding that the university receives on its research front. With that being said, I have had the pleasure of being taught by some exceptional professors, who take their responsibility of teaching just as seriously as their research efforts.

It seems as there are mainly students participating in this, that most are speaking from personal experience, as will I. I have had professors who are research lab leads and are conducting innovating research in their on campus labs. The notion that professors are or not interested in teaching students depends on their personal philosophies and personalities. For example, there could be a professor who is enthusiastic about their research, and usually the course is related to the research in some way, so the enthusiasm translates over into the teaching of the course. There are even sometimes where professors attempt to recruit research assistants. Students find these professors more engaging and the class more beneficial. However, there are other professors who do not discuss their research, and seem as if teaching the course is an added burden. These professors are often difficult to reach and do not seem interested in teaching or being involved with the students. Therefore, it is not the research's fault that the course is not beneficial for the students, but rather the individual professors. There is a common saying among students, "the professor is half the grade". This means that the professors attitude, personality, and teaching style affects the students experience and even performance.