“I spent my entire academic career studying the Great Depression…if we do not act boldly and immediately, we will replay the depression of the 1930’s; only this time, it will be far, far worse…if we don’t do this now, we won’t have an economy on Monday.”
—Ben Bernanke, U.S. Federal Reserve Chairman as portrayed by actor Paul Giamatti in “Too Big to Fail,” discussing the need to pass the Troubled Asset Relief Program (TARP) in 2008

When I heard this statement, my first reaction was not whether TARP was a good or bad idea. Instead, I thought of how interesting it would have been to have Ben Bernanke as a professor (he previously served on the faculties of Stanford, New York University, and Princeton). His students would have gained the perspective of his research in evaluating and discussing the financial crisis and its ramifications. They would have received a special education.

Nationally, higher education and the role of faculty research have come under heavy scrutiny. Much of this scrutiny suggests that time faculty spend on research is additional time that could be spent in the classroom. While that argument seems logical, what is missing from the discussion is how research faculty integrate their teaching and research expertise. Their experiences in the classroom enhance their research and their research findings enhance their teaching. Each improves the other, creating a learning environment that encourages dynamic, critical, analytical thinking.

Mays faculty are known for the quality and impact of their research in both the academic and business worlds. These same faculty bring their energy, curiosity, and skills to the classroom each and every day. Our mission: “creating knowledge and developing ethical leaders for a global society” recognizes that research and teaching go hand in hand to provide students a world-class education and unlimited opportunities — a truly special education.