16 win Collegiate Teaching Awards
Sixteen faculty members have been named recipients of the 2002-03 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 the Council on Teaching. 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 nominees teaching ability.
The following list includes the recipients and a comment about their teaching from a student.
Adel K. Afifi, professor, pediatrics, whose teaching includes Medical Neuroscience; bedside instruction of students, residents, and fellows; staffing the Child Neurology outpatient clinic; and core lecture curriculum of residents in neurology and pediatrics. A medical student wrote, Education at its core is simply about providing knowledge, but effective education involves much more. Dr. Afifi understands this distinction and strives to make his teaching not only informative but also entertaining and worthwhile. Instead of simply presenting material in a sterile format, Dr. Afifi engages students in active learning. This allows us to be better medical students and in the long run better physicians. His wonderful rapport with students allows a cooperative educational environment, and his positive attitude facilitates a proper therapeutic environment for patients.
Marsha A. Cunningham-Ford, associate professor, preventive and community dentistry, whose teaching includes Preventive Dentistry, Communication, and Patient Care; Fundamentals of Clinical Dentistry; and Intro to Clinic. A third-year dental student wrote, As one of the clinical instructors, Ms. Cunningham creates an atmosphere that asks students to evaluate their own work. In doing this she asks for both the positive aspects of our performance as well as those things that can be improved upon, I remember one frustrating clinic day when I felt that I could do nothing right. She asked me to explain what I could do right and why I needed to improve. This conversation, her patience, and her constructive criticism gave me the confidence I needed for the next time I saw a patient.
Nancy R. Hauserman, professor, management and organizations, whose teaching includes Introduction to Law, Managing and Valuing Diversity, and Conflict Management Seminar. An undergraduate student wrote, Nancy wants every student who enters her class to leave a more aware and involved member of the community. She works at attaining this in two ways: by living as an example through volunteering and community involvement, and by offering students credit for community service projects. She embodies a caring and involved humanitarian more than any other professor I have met, through serving lunch to the needy at the Wesley Center or working the Women in Business car wash to help raise funds for the American Red Cross. Her activities are vast, and she encourages her students to develop a lifelong relationship with their community through volunteer work.
Susan Lawrence, associate professor, history, whose teaching includes History of Medicine in Western Society, Medical Gross Anatomy, and Foundations in Clinical Practice. A graduate student wrote, Class was very interactive. Every class period she asked, What do you think ? Why do you think ? How do you think ? Think, think, think. For many of these questions, history did not provide a definite answer. Use you imagination. Speculate. I had to think beyond the words on the page in an attempt to understand the thinking and the decision-making of the time period. Being told to approach the readings with a critical eye was not new. I had been told this in other classes. The difference in her class was that she did not just tell us, she had writing assignments that taught us how to do it.
John D. Lee, associate professor of mechanical and industrial engineering, whose teaching includes Human Factors, Engineering Economy, and Modeling Operator Performance. A former undergraduate student wrote, It is because of Johns emphasis on the importance of graduate school and his belief in me as a researcher that I am a departmental fellow at the University of Michigan. He prepared me for graduate school by challenging and trusting me in the laboratory and in the classroom, providing me with two top-notch internship experiences, and enabling me to attend and present at conferences as an undergraduate. It has become clear to me that I am as prepared, if not more, for graduate school and research than any of my colleagues here at the University of Michigan because of John.
Scott McNabb, associate professor, planning, policy, and leadership studies, whose teaching includes Human Relations for the Classroom Teacher, Research in Cross Cultural Settings, and Education in the Third World. A graduate student wrote, Scott wants future teachers to face important issues now, in a safe environment, rather than be blind-sided in their own classrooms. He carefully plans the lecture aspect of his course to reflect the issues and concerns raised by the student population. After the attacks on the World Trade Center in 2001, Scott contacted a Muslim woman in the College of Education who agreed to attend the lecture and answer students questions about her faith and her lifestyle. For many of the students, her face, her voice, and her ideas reached them in a way no lecturer could. His open-door policy means that the door to his office may be open, but his office is rarely empty.
Paula Mobily, associate professor, adult and geronto-logical nursing, whose teaching includes Basic Concepts of Nursing, Gerontological Nursing, and Clinical Nursing Internship. An undergraduate student wrote, Dr. Mobily makes an effort to make sure students from different cultural backgrounds or students whose first language is not English adjust well in the college. She takes time during and after class to help these students. Most important of all, her dedication does not stop after the semester is over. When I see her on campus, she greets me and always asks how school is going for me. Although I do not have her class now, her teachings and dedication have facilitated my learning throughout my nursing school years. And she continues to encourage me in my career path. She also shares new information and learning experiences when they are available.
Carol Severino, associate professor, rhetoric, whose teaching
includes Teaching in a Writing Center, Issues in ESL Writing, Rhetoric
I, and Topics in Second Language Acquisition: Writing. A graduate student
wrote, Professor Severino lives up to the title of coach in her
work at the writing center. Her mastery of
Timothy Stalter, associate professor, music, whose teaching includes Advanced Choral Conducting, Kantorei, and University Choir. An undergraduate student wrote, On a daily basis, he demonstrates the importance of each singers responsibility to the score while remaining sensitive to the needs of the individual voice. He exhibits precise conducting skills that are admired by everyone under his direction. The Universitys orchestra members and chamber musicians especially appreciate his expertise and preparedness when conducting works with instrumental accompaniments. His class has become such a priority in my life that I have chosen to remain in Kantorei even thought I no longer need the credit. I feel he has so much to offer as a teacher and as a musician that I cannot afford to miss the opportunity to be in his class.
John-Mark Stensvaag, professor, law, whose teaching includes Environmental Law, Civil Procedure, and Evidence. A second-year law student wrote, Last year I knew on the first day of class that Professor Stensvaag would turn out to be a great teacher. I could tell the moment he walked into the room that he was happy to be there and ready to give everything he had to the lesson he would teach. I am not surprised at how much I have come to respect him. I am, however, constantly impressed with how consistent he manages to be. Professor Stensvaag never has a bad day, or if he does, it is never evident to his students or reflected in his lectures. When I am a lawyer, I will try to remember that this amount of dedication is what I will need to give to my clients, my coworkers, and my firm. I know this will be difficult, but high standards are the natural consequence of having a great role model.
John M. Swegle, assistant professor (clinical), clinical and administrative pharmacy, whose teaching includes Family Medicine Clerkship, Psychiatric and Neurologic Disorders, and Infectious Diseases. A graduate student wrote, Dr. Swegle has many important attributes that make him an outstanding teacher. One such feature is his ability to effectively teach both large groups as well as individual students. When lecturing to large classes, he incorporates personal experiences into the subject at hand creating a learning experience that is practical and applicable to the pharmacy practice setting. With individual students, he is capable of tailoring his teaching to each individuals learning style, making his rotation a challenging and educational experience.
H.S. Udaykumar, assistant professor, mechanical and industrial engineering, whose teaching includes Interfacial Flows and Transport Processes, Heat Transfer, and Thermodynamics. An undergraduate wrote, Dr. Udaykumar is the very definition of what a professor should be. His enthusiasm and passion not only for teaching, but for the subject matters themselves, have been an inspiration to me and to my fellow students. It is these traits that have made him the professor to have in the College of Engineering. He has a way of infecting his students with his energy and excitement that makes time in his class fly by. Dr. Udaykumar has the gift of bringing the real world into the classroom and giving his students the unique perspective of the big picture that is so often overlooked in the college environment. The emphasis of his classes are on having his students walk away with practical, usable knowledge of resources and a good handle on theory and principles.
Compiled by Sara Epstein Moninger