Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, an acknowledged advocate of the Scholarship of Teaching (Boyer, 1990; Shulman, 2004), recounts an event related to how teaching has sought to find a place in the research university. In 1906, the Association of American Universities met in San Francisco and spent one whole day discussing: Should professors at research universities be required to teach? A month later, San Francisco experienced its historic earthquake. As Shulman suggests, "although it is unlikely that the two events were related, institutions of higher learning are today still trying to put the pieces of teaching and research back together, and continue to ask how teaching can find a right and dignified place in the research university setting." This question has a special saliency in today's Europe and in its institutions of higher education as research takes on an increasingly critical yet increasingly contentious importance to their growth and development. Research has become the new mantra for institutional development in Ireland, Europe and America (Clark, 1987;Boyer, 1990; Lageman & Shulman, 1999; Skilbeck, 2001; See also Slavin, 2002). Yet, the question remains: How can teaching and research relate purposefully to each other? With what result for faculty and institutions? This proposed Round Table takes up this issue. It reports on and describes the evolution of a model of partnership of departments and disciplines, of policy makers and faculty that brings research and teaching together in a new kind of alliance to enhance professional development. The model, being developed at University College Cork (UCC), had its inception four years ago and began with the announcement of an award for excellence in teaching at UCC to be documented through the creation of a reflective teaching portfolio (Hyland, 2002). This past fall 2004 the partnership has resulted in a new UCC certificate program in Teaching and Learning at university level and was capped when some 70 faculty members signed up for it; in fall 2005 it will be transformed into a new Masters in Teaching and Learning at university level. The presenters of this Round Table, all participants in the development and delivery of the model, here report on its inception, implementation and results to date. Using their own experience and data from empirical studies--both surveys (n=65) and interviews (n=20), as well as some evidence from portfolio entries (n=65), the presenters will report on their observations and present findings to characterize the phases and results of this new partnership, identifying the grounding theories as well as policies and the politics that characterized its development. The idea, its conception, and plan for development will be presented by Aine Hyland, the Vice-president and major sponsor and creator of the model; the initial implementation and development of a theoretical model, the Scholarship of Teaching, and the role of a reflective portfolio inquiry process will be presented by Lyons; the organization of a larger faculty sponsorship will be presented by Higgs; and, the development of a teaching and learning component, especially using the theory and practice of Howard Gardner will be presented by McCarthy (See Gardner, 1983;1999; Perkins, 1998; Wiske, 1998). All will discuss the results to date from research findings (Lyons, Hyland, & Ryan, 2002; Hyland, 2003). In particular the development of a new UCC culture focused on the enhancement of professional development by faculty through inquiries into their teaching and student learning shared in seminars open to all academic staff across departments and disciplines. It is estimated that some 240 faculty participated in the seminars and shared potential portfolio entries of their teaching each year for each of the first three years of the project's development. This year the 65 participants in the new Teaching and Learning Certificate Program similarly engaged in these presentation seminars. Implications for sustaining this model of professional development will be discussed as will the identification and characterization of it as a new university-based teaching-research relationship. In addition, implications will be sketched for changes in ways faculty work with students and how institutions can foster leadership of faculty to develop understandings of teaching and learning in a research university culture. Participants in the Round Table will be invited to discuss issues they see as critical to sustaining such a model in their own universities or in UCCs setting. References Boyer, E. (1990). Scholarship Reconsidered. Princeton, NJ: Foundation for the Advancement of Teaching. Clark, B. R. (1987). The Academic Life: Small Worlds, Different Worlds. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Gardner, H. (1983). Frames of Mind. NY: Basic Books. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. NY: Basic Books. Hyland, A. (2002). Recognizing and rewarding teaching within a university. In N.Lyons, A. Hyland, & N.Ryan (Eds). Advancing the Scholarship of Teaching and Learning through a Reflective Portfolio Process. Cork:University College Cork. Hyland, A.(Ed.) (2003). University College Cork as a Learning Organization. Cork: University College Cork. Lagemann, E. C.& Shulman, L. (1999). Issues in Education Research: Problems and Possibilities. San Francisco: Jossey-Bass Publishers. Lyons, N., Hyland, A., & Ryan, N. (2002). Advancing the Scholarship of Teaching and Learning through a Reflective Portfolio Process: The University College Cork Experience. Cork: University College Cork. Perkins, H. (1998).What is understanding? in Wiske, W.S. (Ed.) Teaching for Understanding: Linking Research with Practice. San Francisco: Jossey-Bass Publishers. Shulman, L. (2001). Visions of the possible: Models for campus support of teaching and learning, in Becker, W. E. & Andrews, M. L.(Eds.) The Scholarship of Teaching and Learning in Higher Education. Bloomington and Indianapolis: Indiana University Press. Skilbeck, M. (2001). The University Challenged: A Review of International Trends and Issues with Particular Reference to Ireland . Dublin: HEA and CHUI. Slavin, R. E.(2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, v.31, no.7, pp.15-21. Stanley, C. A. (2004). Faculty professional development for the 21st century. In J. Smart (ed.) Higher Education: Handbook of Theory and Research. Dordrecht, Boston, London: Kluwer Academic Publishers. Wiske, M.S. (Ed.) (1998). Teaching for Understanding: Linking Research with Practice. San Francisco: Jossey-Bass Publishers.