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FALL 2004
Volume 48, Number 1


Beyond registration: Academic advisers help students take stock of opportunities at Iowa

It's all about letting go: A letter from the Parents Association president

Still time to register for Family Weekend fun

In their own words: Students speak out on what makes Iowa professors great

Teaching Matters

Crazy for Kinnick: Stadium Saturdays a part of student experience for 75 years

Global Conversation: Kannada, Arabic join Iowa's language offerings

The provost's perspective: Former Hawkeye returns to consider the undergraduate experience

A Place of Honor

Parent Times Briefs

Important Dates

University Calendar


The University of Iowa

In their own words: Students speak out on what makes Iowa professors great

The University of Iowa places a high premium on teaching. Each year, the University recognizes excellence in teaching by awarding the Collegiate Teaching Awards. This past summer, 18 faculty members were recipients of the 2003-04 Collegiate Teaching Awards.

Nominations for the awards are made by students, other faculty members, and department heads. Award winners are chosen by their respective colleges 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.

While Collegiate Teaching Award winners instruct students at all academic levels, the following awardees were nominated in particular by their undergraduate students. Student comments make it apparent that University of Iowa professors go above and beyond, making time for students both in and out of class, acting as role models, and providing instruction that inspires students both personally and professionally.

Robert Bork
Robert Bork  

Robert Bork, associate professor of art and 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.”

Nicole Grosland
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."

Randy Hirokawa, professor of communication studies in the College of Liberal Arts and Sciences, whose teaching includes

Randy Hirokawa
Randy Hirokawa  

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
Todd Houge  

Todd Houge, assistant 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.”

Peverill Squire
Peverill Squire  

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 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.”

Compiled By Sara Epstein Moninger





Published by University Relations Publications. Copyright The University of Iowa 2004. All rights reserved.

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