This is a good set of principles to inspire thinking about how to balance the teaching, research, and service responsibilities of faculty life, but Rule 6 ("Get the Most in Career Advancement from Bringing Your Research into Your Teaching") seems to be the only point focused specifically on the combination (perhaps, 'intersection' or 'synthesis'?) of research and teaching. There is a large and growing body of literature on the scholarship of teaching and learning [1] which approaches instruction as an object of research/inquiry in its own right. This kind of work seems to complement the "bring your research into the classroom" argument that the authors make throughout this editorial--one that should not be overlooked.

[1] For example: "Enhancing Scholarly Work on Teaching & Learning: Professional Literature That Makes a Difference" by Maryellen Weimer (Jossey-Bass, 2006): http://www.worldcat.org/o...