Eighteen faculty members have been named recipients
of the 2003-04 Collegiate Teaching Awards for demonstrating
unusually significant and meritorious achievement
in teaching. The honor carries a $2,000 award.
The winners are named each year by their respective
colleges. Nominations are made by students, other
faculty members, and department heads. Award winners
are chosen based on how their teaching and informal
contacts enhance student learning, an analysis of
teaching materials and class activities, scholarly
works or creative achievements, and student evaluations
of the nominee’s teaching ability.
The following list includes the recipients and a
comment about their teaching from one of their students
or colleagues.
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| Mary
Adamek |
Robert
Bork |
Mary Adamek, associate professor
(clinical) of music in the College of Liberal Arts
and Sciences, whose teaching includes Music in Special
Education, Orientation to Music Therapy, and Music
Therapy for Atypical Children. A graduate student
wrote, “Dr. Adamek is one of the most dedicated,
genuine, and personable people with whom I have come
into contact. In addition to being a mother, a professor,
and the clinical director of the music therapy program,
Dr. Adamek is the president of the American Music
Therapy Association, a demanding position requiring
lots of time, energy, and travel. Despite Dr. Adamek’s
numerous responsibilities, her door is always open…She
takes the time to get to know each student on a personal
level, and advises accordingly. She also provides
opportunities for students to get to know her on
a personal level, and holds semester get-togethers
at her home to celebrate her students’ hard
work.”
Robert Bork, assistant professor
of art history in the College of Liberal Arts and
Sciences, whose teaching includes Introduction to
Medieval Art, Western Art and Culture Before 1400,
and Gothic Architecture. A former student wrote, “He
articulates his points clearly and creatively. One
of his most effective and endearing efforts in teaching
includes creating quirky comparisons for understanding
medieval art. All students take a closer look when
he compares Visigothic jewelry to The Lord of
the Rings or parallels the development of Gothic
architecture to that of rock ’n’ roll.
Smaller classes regularly devote lectures to questions
and discussions about what we have read and heard…Outside
the classroom, Professor Bork has shown himself equally
able and willing to help students make the most of
their education. He cosponsors the Undergraduate
Art History Club and also serves as the departmental
honors adviser.”
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| Elizabeth
Chrischilles |
Cindy
Christensen |
Elizabeth Chrischilles, professor
of epidemiology in the College of Public Health,
whose teaching includes Outcomes Research, Pharmacoepidemiology,
and Epidemiology III: Theoretical Perspectives. A
doctoral student wrote, “She facilitates learning
by creating a classroom environment where students
feel comfortable expressing and exchanging their
ideas. In her classes, I learned as much from other
students as from Dr. Chrischilles by engaging in
discussions and group activities with fellow students
from diverse backgrounds. Also, she is not only a
great lecturer but also an innovative teacher who
experiments with creative in-class activities and
assignments where students can get hands-on experience.”
Cindy Christensen, associate professor
of pediatric dentistry in the College of Dentistry,
whose teaching includes Clinical Pediatric Dentistry
and Clinical Seminars in Pediatric Dentistry. Department
head Michael Kanellis wrote, “When Dr. Christensen
left private practice to enter academics, I am sure
it was a shock and disappointment for thousands of
patients of record in her practice. By entering academics,
however, she now has the opportunity to influence
the oral health and dental care of not thousands,
but hundreds of thousands of children in Iowa for
generations to come. And she is making the most of
this opportunity. On a daily basis, Dr. Christensen
excites our dental students about providing dental
care to infants and children, to patients with special
health care needs, and to underserved populations.
She constantly strives to improve the education of
our dental students, and I believe she is truly making
a difference.”
Eric Gidal, associate professor
of English in the College of Liberal Arts and Sciences,
whose teaching includes Literature and Art: The Image
and the Word; Selected Authors: Percy Bysshe and
Mary Shelley; and Romantic Literature. A graduate
student wrote, “Professor Gidal created a stimulating
classroom environment by opening with valuable short
lectures, asking thought-provoking questions, and
often allowing our own interests to frame the discussion.
The course was jam-packed with fascinating texts,
as well as the historical materials that we needed
in order to discuss the context of Romanticism. As
a first-year graduate student, I was thrilled to
participate in these complex debates. My classmates
and I would often continue these discussions far
into our lunch break after class.”
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| Nicole
Grosland |
Nicole Grosland, assistant professor
of biomedical engineering in the College of Engineering,
whose teaching includes Mechanics of Deformable Bodies,
Musculoskeletal Biomechanics, and Graduate Biomechanics.
An undergraduate student wrote, “Professor
Grosland always tells me, ‘Take every experience
as a learning experience.’ This is wonderful
advice that she follows in her own life. Through
her words and actions, she is a role model to everyone.
Her supportive attitude constantly makes me push
myself farther and continuously learn. Her compassion
and dedication to my education has helped me find
a career goal. She has influenced me to become a
college professor and researcher, so that I too may
someday influence our future engineers.”
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| Randy
Hirokawa |
Todd
Houge |
Randy Hirokawa, professor of communication
studies in the College of Liberal Arts and Sciences,
whose teaching includes Communication in Everyday
Life, Research Methods in Communication, and Advanced
Group Communication. An undergraduate student wrote, “One
of the first things Randy did in our class was to
tell us about himself, and not just where he went
to school and what areas he has studied, but more
friendly information, like that he enjoys fishing
and playing golf…By allowing us to see into
his life outside the academic world, he makes himself
more accessible to us. This makes approaching him
to ask questions much less intimidating.”
Todd Houge, professor of finance
in the Tippie College of Business, whose teaching
includes Introductory Financial Management, Security
Analysis, and Corporate Finance. A recent graduate
wrote, “Prior to having Professor Houge as
an instructor, he spent nearly an hour with me, a
virtual stranger, discussing questions I had regarding
my internship possibilities. He offered insight into
what I could hope to gain from each of them, what
expectation I should have, and how each would help
in preparing me for a successful future. During my
search for a full-time position, he met with me on
a number of occasions to discuss the opportunities
I was exploring, offering advice and probing questions
that I should keep in mind as I evaluated my offers.
Professor Houge not only made the time to give me
valuable input but also showed a sincere interest
in helping me make the right decision. With his help,
I feel I have chosen a career that will be both rewarding
and a good fit for my interests and individual strengths.”
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| Robert
J. Kerns |
Jean
M. King |
Robert J. Kerns, assistant professor
of medicinal and natural products chemistry in the
College of Pharmacy, whose teaching includes Current
Medicinal Chemistry; Medicinal and Natural Products
Chemistry I: Biotechnology and Chemotherapy; and
Medicinal and Natural Products Chemistry II: Pharmacodynamic
Agents. A doctoral student wrote, “Dr. Kerns
brought a welcomed and refreshing teaching style
to the challenging material typically presented in
medicinal chemistry…Outside the lecture hall,
Dr. Kerns is very approachable, and he routinely
makes himself available for advice, clarification,
and guidance on test preparation. On several occasions,
I met with Dr. Kerns to discuss my progress in the
course. I always left his office optimistic and always
with a sense of being put back on the right track.”
Jean M. King, assistant clinical
professor of nursing in the College of Nursing and
regional coordinator of the RN-BSN Progression Program
at the college’s Emmetsburg/Spencer and Orange
City sites, whose teaching includes the facilitation
of Health Assessment Lab and the supervision of Community
Health Nursing Practicum. She advises 18 undergraduates
and 32 preadmission students. Joanne Dochterman,
now-retired chair of organizations, systems, and
community health, wrote, “Jean’s teaching
excellence extends beyond her regular assignments…Jean
is an excellent ambassador for the college and for
our outreach programs. She has persuaded numerous
nurses to continue their education. Her teaching
performance has been evaluated by her students consistently
at a high level for several year.”
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| Frank
Mitros |
Frank
Mullan
|
Frank Mitros, professor of pathology
in the Carver College of Medicine, whose teaching
includes General and Systemic Pathology, Introduction
to Human Pathology, and Pathogenesis of Major Human
Diseases. Two second-year medical students wrote, “His
enthusiasm about teaching is contagious, and his
students in turn are eager to understand his material
at the level he desires. He is extremely knowledgeable
from his many years as a dedicated pathologist, yet
he relates to students exceptionally well by remembering
and conveying his own experiences in medical school
and residency…Best of all, he not only teaches
us everything required to understand gastrointestinal
pathology, but he goes on to make a point of focusing
on what we will see in Iowa and on the wards. In
the end, not only are we prepared for entering the
hospital at UIHC in our third year, but we are also
prepared for the variety of things we may see beyond
the walls of this institution.”
Frank Mullan, associate professor
(clinical) of radiology in the Carver College of
Medicine, whose teaching includes Advanced Clinical
Radiology and Clinical Disciplines: Cardiac Physiology—Foundations
of Clinical Practice, as well as participation in
courses in the Colleges of Nursing and Engineering,
and the direction of the Clinical Radiology Clerkship.
A medical student wrote, “Dr. Mullan has been
my adviser, teacher, mentor, and role model for approximately
one year. As my adviser, Dr. Mullan always looked
past the numbers and was interested to get to know
me as the person with a busy family life outside
medical school, instead of only focusing on me as
just another medical student trying to find the way
to secure a residency in radiology. At a time when
the field of radiology has become more competitive
than ever, he always encouraged me to follow my dreams
and believe in my potential, and kept reminding me
that an individual is much more than the sum of academic
achievements.”
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| Susan
Murty |
Margaret
Raymond |
Susan Murty, associate professor
of social work in the College of Liberal Arts and
Sciences, whose teaching includes Integrated Social
Work and Practice I and II, Introductory Seminar
in End-of-Life Care in Rural Communities, and Advanced
Practicum Seminar. A graduate student wrote, “The
end-of-life program has been truly eye-opening and
life-changing. As I prepare to begin my career in
the end-of-life field, I know that I will be doing
so armed with the knowledge, skills, and strength
I will need to process in order to provide comfort
and assistance to those dealing with end-of-life
issues. I have been able to gain these things as
a direct consequence of Susan’s leadership,
foresight, and resourcefulness. Susan has encouraged
all of us in the program to become leaders in working
to ensure that all people have access to the opportunity
to die with dignity and peace.”
Margaret Raymond, professor of
law in the College of Law, whose teaching includes
Criminal Law, Criminal Procedure, and Professional
Responsibility. A former student noted, “In
the classroom, Professor Raymond is hard-hitting,
witty, extraordinarily quick on her feet, and demanding,
but she’s not out to get you. She has endless
energy and equally endless concern for her students,
whether it’s scholastic or personal. She always
makes herself vailable. One thing I’ll always
appreciate about Professor Raymond is how much she
was willing to mentor and guide all students, particularly
women, without being exclusionary or playing favorites.”
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| Marcy
Rosenbaum |
Peverill
Squire |
Marcy Rosenbaum, assistant professor
of family medicine in the Carver College of Medicine,
whose teaching includes Foundation of Clinical Practice
I and III, Community Health Outreach Elective, and
the End of Life Module of Foundations of Clinical
Practice IV. A fourth-year medical student wrote, “In
perhaps the most difficult subjects of medical school—how
to help patients and their families through the difficult
process of death and dying, as well as how to deliver
bad news—Dr. Rosenbaum provided us with outstanding
lectures and also collected our own stories of how
we have responded to death and dying and presented
these back to the class. She welcomed all of us to
come talk with her if we had any concerns about death
and dying, and thereby helped us to face death directly
in our own lives. The lessons I learned from Dr.
Rosenbaum in these lectures and discussions really
helped me on emotionally difficult rotations in internal
medicine when I was caring for patients who were
dying.”
Peverill Squire, professor of political
science in the College of Liberal Arts and Sciences,
whose teaching includes Introduction to American
Politics, The Legislative Process, and American State
Politics. A former student wrote, “Professor
Squire differentiated himself from the vast majority
of professors with his visual demonstrations. Overheads,
maps, and web sites were frequently employed to the
benefit of the entire class. More importantly, these
illustrations symbolized his intense fascination
with American politics. Professor Squire also enhanced
student learning though his unique connection with
the average undergraduate. He effectively connected
the everyday life of average citizens with the functioning
of state legislatures, courts, and governors. This
connection was made more powerful with Professor
Squire’s availability. He constantly spoke
with students outside of class to contribute to their
research and understanding of the course.”
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| John
Scott Westefeld |
Jeff
Wilson
|
John Scott Westefeld, professor
of psychological and quantitative foundations and
counseling psychology in the College of Education,
whose teaching includes Crisis Intervention, Educational
Psychology, and Psychotherapy. A doctoral student
wrote, “One of John’s greatest strengths
as a teacher is the way he builds genuine relationships
with his students. He does this by being authentic,
empathic, and direct. He blends the sharing of his
extensive knowledge and experience with curiosity
and interest in the ideas of his students. By creating
an atmosphere in which every student’s perspective
is heard and valued, true learning takes place. This
is especially important in a field such as counseling
psychology, where the most profound learning comes
in the form of self-exploration.”
Jeff Wilson, professor (clinical)
of internal medicine in the Carver College of Medicine,
whose teaching includes the four-semester course
Foundations of Clinical Practice. A resident in internal
medicine wrote, “As a teacher, Dr. Wilson is
personable and is always available for residents
and students. He is not merely a professor standing
on the podium; he is a mentor to his students. My
mind is still engraved with his words in our first
conversation, that life is about learning every day.
He demonstrates his belief with great enthusiasm
in teaching, but also in learning with the students
and the residents, and from them as well. Despite
the vast amount that he knows in his expertise, he
remains a humble man in every way…As a resident,
I feel reassured and confident to provide my patients
with the best medical care, because I know I am under
the prudent supervision of Dr. Wilson.”
Compiled
by Sara Epstein Moninger |
