gazette.unc.edugazette.unc.edu/.../teaching-awards/TeachingAwardInsert-2011.d… · Web viewBoard of Governors’ Award for Excellence in Teaching. Established by the Board of Governors

Board of Governors’ Award for Excellence in Teaching

Established by the Board of Governors in April 1994 to underscore the importance of teaching and to reward good teaching across the university system, the awards are given annually to a tenured faculty member from each UNC campus. The award will be presented to Carolina’s winner, Dino S. Cervigni, by a Board of Governors member during the May 8 Commencement ceremony.

Dino S. Cervigni Professor of Italian

Faculty member 1989

Field of expertise Medieval and Renaissance Literature, autobiography, religious literature

Little known fact “Until recently I could not even find on any map the little town in central-East Italy where I grew up. Now, through Google Earth, I can even see the house where I was born!”

Teaching philosophy “In all my courses, I emphasize not just the knowledge of key notions, dates and people, but even more so independent thinking, critical analysis and being able to express oneself clearly and correctly in speaking and writing, in the highest respect for all peoples and cultures. After 37 years of teaching, I believe that the most effective writing exercise for undergraduates is the short essay, which requires research and is supported by explanatory notes.”

Excerpts from award citation

As one student said, “Every class period was like listening to a beautifully composed sonata.”

His faculty colleagues are equally impressed by his teaching and dedication: “Dino has prodigious energy and this shows in all aspects of his work. He grades with a fine-toothed comb and is always available to help students one-on-one.” Another commented that he is “remarkably well-informed, imaginative, clearly articulate, and energetic.” One colleague noted that some of his students have completed honors theses, many of which began as term papers in classes taken in earlier semesters. A former student, now teaching at another university, said that she learned what it means to be an excellent teacher through Prof. Cervigni’s careful and attentive mentoring.

Distinguished Teaching Awards for Post-Baccalaureate Instruction

This award was first given by the University in 1995 to recognize the important role of post-baccalaureate teaching.

Melissa Shaffer Miller Assistant professor of special education in the School of Education

Faculty member 2007

Field of expertise Special education: prevention and remediation of academic and behavioral difficulties

Little known fact “I lived in Alaska for two years where I had the unique opportunity to work with at-risk students and students with severe disabilities in a wilderness survival program.”

Teaching philosophy “I teach and advise students so that I model not only best instructional practices in special education, but also skills necessary to become future leaders in the field of education. This is accomplished by teaching in ways that motivate, challenge and support student learning, while also emphasizing the importance of leadership. I balance between presenting theory and opportunities for practice because knowledge cannot be created without theory and without theory there can be no application that generates knowledge.”


“What more could a student ask for out of a professor?” This question is often heard when students reflect on Dr. Melissa Miller. Professor Miller is an assistant professor in the School of Education. She is the only full-time professor of special education. She teaches a broad range of undergraduate and graduate students. Yet, despite her demanding teaching and advising responsibilities, she always is mindful of her students’ academic and professional development. She distinguishes herself through “her personification of compassion and empathy that are so important in the composition of a good educator.”

One student reflected, “You feel loyal to her and to UNC. She motivates you to want to be better as a human being, a woman/man, a participant in society, and a leader in the profession.”

Professor Miller demonstrates her commitment to graduate students through her classroom instruction, her mentoring, and her care. A student who reflected on his work with Professor Miller exemplifies her dedication to students: “[She] continues to challenge me, and continues to remind me that teaching is so much more than instruction. It is developing trust through compassion and sincerity. Without trust, teaching is handicapped. Dr. Miller has my full trust and because of this I am confident in pushing towards my goal knowing that I am not alone in my endeavor. This type of inspiration is truly contagious and should be admired and rewarded.”

John E. Paul Clinical associate professor of health policy and management, Gillings School of Global Public Health

Faculty member 2005

Field of expertise Health care organization behavior

Little known fact “Peace Corps service in Nepal provided my first ‘up-close and personal’ introduction to the challenges of public health.”

Teaching philosophy “In graduate and professional schools, teaching and mentoring are two sides of the same coin. Mentoring, therefore, is an integral part of my teaching philosophy. Additionally, my work and management experience, along with that of the students, provides examples relevant to discussions and activities in the classroom. My teaching and mentoring philosophy drives me to be enthusiastic, experience-based, collaborative and technologically savvy. These characteristics are continually developed and refined through interesting and productive engagement with my students.”


Professor John Paul is driven by a commitment to teaching and mentoring. This commitment is evident in his innovative use of technology in the classroom, his continual efforts to adapt and improve his teaching, and his active advising and ongoing mentoring of students.

To Professor Paul, every day has many “teaching moments.” His classroom instruction strives to blend real-time policy and management practice with presentations of theory and research. He bridges these domains by providing examples and sharing personal experiences, bringing practitioners into the classroom, and by connecting his current students with graduates of the department and other successful professionals.

Professor Paul regularly solicits feedback on his teaching practices from students and colleagues, which he uses to improve his assignments and approaches. One faculty colleague remarked that Professor Paul “is equally comfortable and competent teaching in both the affective and technical domains.” Professor Paul actively explores new teaching methods and emerging technologies to best help his students learn, and to prepare them for successful careers in healthcare policy and management.

Beyond being an accomplished teacher, Professor Paul sincerely cares about his students. He frequently participates in and supports student-led events. Whether it is meeting after hours, continued contact with and mentoring of recent early career graduates, or sharing his wife’s home-baked cookies, Professor Paul distinguishes himself as “fostering excellence with a warm heart.” Shared learning and colleagueship are critical for the intellectual community he strives to nurture.

Gregory Flaxman Associate professor of English and comparative literature, adjunct professor of communication studies

Faculty member 2003

Field of expertise Theory: philosophy and critical theory, psychoanalysis, narrative theory and aesthetics; cinema: film and genre theory, classical Hollywood and post-classical American cinema; literature: postwar American fiction, postcolonial literature

Little known fact “My first job out of college was as a film reviewer for the Boston Phoenix.“

Teaching philosophy “Whatever the discipline, whether I’m working in philosophy, literary theory or film studies, I’m committed to teaching challenging texts that defy common sense. In my experience, students at almost every level respond to the challenge of theoretical difficultly and formal innovation – but they do so on the condition that I meet this challenge myself. Only when I demonstrate rigor and responsibility as a teacher can I expect as much of students. Ultimately, the classroom remains the best test for the clarity of my own thinking and writing.”


Professor Gregory Flaxman has been at Carolina for just six years. Yet, during this time he has soundly proven himself to be a valuable scholar, teacher, and mentor. Professor Flaxman has helped to nurture a dynamic intellectual atmosphere within the departments of English and Comparative Literature. Professor Flaxman distinguishes himself as a teacher and a mentor not only through his charismatic teaching, but also through his extreme passion and dedication to mentoring doctoral students. He consistently puts forth the extra effort to demonstrate “unflagging support and advocacy for graduate students, and his immense generosity of time and spirit.”

Whether it is discussing a dissertation over a cup of coffee or leading a lecture at the Varsity Theatre, Professor Flaxman is well-known for his intellectualism and compassion. As one colleague stated, “His students simply adore him, and they strive to emulate the best in him. They do more work, and harder work, for his classes than for any other demands made on them as graduate students. He makes his students feel confident about their professional futures, but not in a naive way: he instills in them a sense that hard work actually pays, and that ample preparation in one's field is the best armor in a competitive job market.”

Another colleague reflected, “in the six short years since he has arrived at UNC, he has made himself indispensable to so many of our graduate students by encouraging them to produce rigorous scholarship, to become master teachers, and to develop mature and confident professional identities.” Professor Flaxman’s students and colleagues overwhelmingly note that he is generous with his time and expertise. He instills a belief that each student can learn more and do more. His students repeatedly state, “he got more out of me than I knew I had.”

Alan Nelson Professor of philosophy

Faculty member 2006

Field of expertise History of modern philosophy

Little known fact “After a 35-year moral commitment to being vegetarian, I've recently become vegan.“

Teaching philosophy “Graduate students need to be confident in their work while being rigorously self-critical. The right balance can be very difficult to achieve. I try to help them find it by judiciously combining positive guidance with constructive criticism.”


Professor Alan Nelson epitomizes the notion of Socratic method. His students say that he never tells them the right answer. Rather, he prompts them with questions and suggestions to push their thinking. Professor Nelson “has an almost preternatural ability to understand his students’ needs, strengths, and weaknesses, and in light of this, he possesses a seemingly limitless ability to elicit the best work from his students.” It is through this process that students pursue the research paths that they identify.

Professor Nelson has an extensive history of teaching and mentoring graduate students. During this time, he has worked tirelessly to foster intellectual community amongst students and to push each student to “proceed with confidence.” His students feel that “he seems to understand the individual changing needs of each of his graduate students as they progress through various stages of their professional development.”

Both students and faculty view him as a role model who sets the tone for high scholarship, leadership and advancement of the field within and beyond the UNC

Philosophy Department. Professor Nelson is tirelessly patient with students who seek to better understand the field of philosophy. He is indeed a foremost scholar in the field and seeks to nurture his students’ scholarship. Professor Nelson cultivates a sense of community. One student commented that “it is quite extraordinary to be involved with a school of thought that is almost a movement.”

Tanner Awards for Excellence in Undergraduate Teaching

The awards were created in 1952 with a bequest by the children of Lola Spencer and Simpson Bobo Tanner in memory of their parents. The award recognizes excellence in inspirational teaching of undergraduate students, particularly first- and second- year students.

Susan H. Irons Senior lecturer of English and comparative literature

Faculty member 1999

Field of expertise Literature of the American South, American literature before 1900, business communication

Little known fact “I'm basically a vegetarian – with one exception: barbecue. Where I grew up (Perquimans County), barbecue was a comfort food. I can still bite into a barbecue sandwich and feel good childhood associations flood over me.”

Teaching philosophy “My greatest strength as a teacher is my enthusiasm for my subject matter and the dynamics of the classroom. Teaching is my professional passion. I endeavor to create an intellectual climate, fuel critical thinking, insist on analysis, share knowledge and mentor students. I offer my students enthusiasm, expertise, respect, accessibility, fairness and multiple challenges. Then I work to help them develop the resources and strategies to meet the challenges. It’s a partnership, a collaboration, which brings rich rewards.”

”


Professor Susan Irons is described as the “Great Professional Model” who is accessible to both students and colleagues and is adored in all her classes. Her gift for teaching is “truly stellar,” writes a colleague; “she is loyal to both her students and the department beyond measure.”

Students in her literature classes describe Professor Irons as “extremely approachable,” “wonderful,” “enthusiastic,” “awesome,” “fantastic,” “kind,” “amazing,” and “one of the best.” They say every class with her is packed full of material, and is exceptionally clear and engaging. It’s very common to see students lined up outside her office waiting for her fair and constructive feedback. Her Writing in Business students value her “vast knowledge of the subject,” and appreciate her “excitement, positive attitude, thorough knowledge of materials, and experience,” describing her as “gracious and generous.” They consistently cite her approachability and passion for her work and her subject matter. She brings positive energy to the classroom, and students quickly perceive her emphasis on critical thinking, intellectual engagement, problem solving, effective communication, and the rewards of discussion and debate.

Her colleagues also applaud Professor Irons’ contributions. One observer describes a “collaborative classroom, with Susan setting the tone of mutual investigation and respect.” The faculty member continues, “She has the experience and dynamism to keep even a large class of students focused and interested.” Colleagues noted the intellectual rigor of her classes as reflected in her choice of exceptionally good readings. “Susan Irons is the rare colleague who is as charming as she is intelligent, as kind to her students as she is challenging” writes one nominator; “the learning environment she creates is as inviting as it is rigorous.” A fellow teacher sums up, “…we are lucky to have this accomplished and knowledgeable instructor teaching our undergraduates.”

A former student, completing an MAT program, wrote to Professor Irons, “I wanted to thank you for being such a wonderful teacher; now after a semester of education coursework, I have come to realize and appreciate your teaching even more.” Another Carolina graduate considers Professor Irons as someone who impacted her life in many extraordinary ways that “she may not realize. As a

mentor, Dr. Irons was generous with her time, her knowledge, and her heart.” Her former student concludes, ”

Without a doubt, Professor Irons is an extremely valuable teacher at Carolina who gives her very best to her students, the department, and to the University. The Tanner Award for Excellence in Undergraduate Teaching is just a small way to recognize her dedication to the art of teaching.

Geoffrey Sayre-McCord Morehead Alumni Distinguished Professor, chair of the Department of Philosophy

Faculty member 1985

Field of expertise Moral theory, metaethics and the history of philosophy

Little known fact “I’ve worked as a car mechanic, and I am a motorcyclist and a coffee lover. ”

Teaching philosophy “Philosophy (and critical thinking) is a contact sport. You can't do it without bumping up against ideas, taking hold of them and testing their mettle. So I work to engage students actively, and reflectively, with ideas. And my aim is to give students the tools they need to appreciate, challenge, evaluate and refine the ideas about how to live, what is worth accomplishing and how the world works.”


In a word, Professor Geoffrey Sayre-McCord is phenomenal. He has an extraordinary gift for turning a large 200 person lecture class into an intimate seminar in which everyone is drawn into the philosophical action. One student commented, “I was by no means a perfect student, but his lectures captured my attention. He communicated his points without dumbing down or patronizing his students. Although it was hard work, it really caused me to see things in another

way, which was the most rewarding.” This sentiment was reiterated in comments by one of his colleagues, who says, “Geoff is a master teacher. Many of us have learned from him that ‘philosophy is a contact sport.’ You’ve got to approach students directly, not lecture at them, but probe with them if you want them to learn how to think critically.”

Professor Sayre-McCord is clearly a pro at his job. His door is always open to students for their academic and personal concerns. Not only is Professor Sayre-McCord a great teacher, he is a great mentor to his Teaching Assistants. If you ever have the opportunity to attend a lecture, you will find that Geoffrey is one of the most positive, academically stimulating, passionate, and fun-loving individuals you’ll ever meet. His personality fills the room with “Geoffitude!!”

One student wrote, “It is awesome to have a professor who genuinely has a passion for what he is teaching, and what more, can inspire his students to have a similar passion.” Another wrote, “It was my hardest class, but he made it enjoyable with his quirky music at the beginning of the class and his motorcycle boots.”

Given his dedication to the University of North Carolina and his love of the teaching of philosophy, Professor Sayre-McCord was the ideal choice for the Commencement speaker for the December 2010 graduation ceremony and is most deserving of the Tanner Award for Excellence in Undergraduate Teaching.

Robert C. Allen James Logan Godfrey Distinguished Professor of American Studies

Faculty member 1979

Field of expertise Cultural history, popular entertainment, digital history

Little known fact “I was a judge for the international "Reigning Queen of Burlesque" competition in Las Vegas in 2009.”

Teaching philosophy “I am a vocal proponent and keen practitioner of ‘project-based learning.’ Whenever possible I structure my undergraduate courses around integrated, interdisciplinary discovery experiences that leverage individual student interests and curiosities. My classes are places where students share and synthesize learning that might take place in Wilson Library, grandmother’s front porch or a Buddhist monastery in Thailand. I want students to see opportunities for learning all around them, and to see their undergraduate experience at UNC as a catalyst for life-long learning.”


As the former dean of Honors and an instrumental force in the creation of both the Burch Fellows and Burch Field Research Seminar programs, Robert Allen is known to his students and colleagues as a vocal proponent and keen practitioner of “project-based learning.” Whenever possible he structures his undergraduate courses around integrated, interdisciplinary discovery experiences that leverage individual interests and curiosities. Class meetings are designed to share and synthesize student learning that might take place in Wilson Library, grandmother’s front porch, or a Buddhist monastery in Thailand. In his first year seminar on the history of the family, students become experts on their own family histories. In his comparative Australian/U.S. cultural history course, students create historical “avatars” that live (and die) during key periods of Australian history. Allen’s pedagogy encourages students to see opportunities for learning all around them, and to see their undergraduate experience at UNC as preparation for life-long learning. One student observed that Allen’s comparative Australian history course was so engaging that some students wanted to continue the discussion after class--impressive given that the class meeting lasted three hours and ended at 9 o’clock at night. “Professor Allen has a mix of Southern charm and worldly experience that make him a great teacher,” remarked one former student. Another stressed Allen’s affability and willingness to give extra help outside of class: “I felt like I had a standing coffee appointment with him just to chat.”

A colleague noted that Allen is constantly working to integrate new technologies in the learning environments he creates and to integrate his own research and community engagement into his pedagogy. Instead of term papers, his students produce multi-media wikis and blog on the course website. An expert on the history of American popular entertainment, Allen holds the James Logan Godfrey Distinguished Professorship and has published eight scholarly books and more than forty journal articles and book chapters in his thirty years in Chapel Hill. Over the last five years, he has also become a nationally-recognized, award-winning innovator in the emerging field of digital humanities. Last month, “Going to the Show,” an online digital resource on the history of movie going in North Carolina produced in partnership with Wilson Library, was awarded the 2011 Rosenzweig Prize, given by the American Historical Association for innovation in digital history. In 2009, he was named the first winner of the C. Felix Harvey Award to Advance Institutional Priorities at UNC to support “Main Street,

Carolina,” a digital history tool-kit designed the help cultural heritage organizations around the state produce digital projects about the history of their communities. He has hired six of his former undergraduate students to work with him on these projects—three of whom took his first year seminar in their first semester at UNC. One student summed up his time in Professor Allen’s class by saying “It is clear that he cares deeply about teaching and his students.” Another closes with the comment that “As I reflect on my time at Carolina, it is clear to me that those years would have been far less academically and personally enriching without the influence of Professor Allen.”

Wei You Assistant professor of chemistry

Faculty member 2006

Field of research Organic solar cells, organic spintronics, molecular electronics, organic electronics and devices, biomaterials

Little known fact “Organic chemistry was the only chemistry course I did not end up with an A in college (I had a B), though I achieved the Tanner Award because of my teaching organic chemistry.”

Teaching philosophy “Engage, engage, and engage! Why engage students? Because this practice will convincingly show students that you genuinely care about their own success in the subject, thus your enthusiasm will inspire the students' true interest in learning the subject. The ones that raise their hands every time you have an in-class question usually perform well; it is those who never volunteer to answer questions and flounder that need more of your attention. Effectively engaging those students is challenging, but very rewarding.”


For many students organic chemistry represents a daunting rite of passage they must get through in good shape in order to have any chance of going on to medical school. Dreaded, the course represents an obstacle, rather than an opportunity. Professor You are helping to change the perception students have

and in the process a large number of students are embracing organic chemistry and seeing science in an entirely different light.

Many of the students who nominated Professor You acknowledged an important sense of debt to him. It was noted by several students that as they relished their success on the organic chemistry section of the MCAT, they thought of how Professor You had contributed to their success with a huge sense of gratitude. One student wrote, “I recently took my MCAT and aced the Organic Chemistry portion… I owe the knowledge I brought with me to the exam that day to him. I was successful due to his inspiration.” Another NC Community College transfer student described how from the first day of class, Professor You made her feel empowered and confident of her ability to succeed. She commented that Professor You’s class transformed her sense of her academic potential and transformed her life.

Professor You not only instills his students with a passion for studying organic chemistry but he also encourages his students to start thinking like scientists. One student noted that he encouraged her to see the world of science as something to be approached with the mind of an adventurer. Another student stated “Professor You instructed students to develop a creative approach towards organic chemistry-something I had never considered before his class- and in so doing, demonstrated how there is not just a science to organic chemistry but an art as well.”

It’s You’s “kinetic energy,” in the words of a colleague, and his “full turbo octane enthusiasm” that helps him connect to students. “That’s his hook, that’s where he’s exceptional,” his colleague said. Although a non-native English speaker, You works to make his lectures crystal clear and succeeds in making the material relevant and engaging for his students. “You is … the Socratic kind of teacher,” his colleague said. “He asks leading questions and gets students to engage.”

You is also famously dedicated to the department and meeting with students in his lab. You uses his research on solar energy and applied chemistry to help interest his students. “There’s not a student in the room who doesn’t care about how we’re going to make energy, store energy,” said a colleague.” And despite the large numbers of students chemistry courses often involve, You gets to know many of his students well over the course of the semester. Dr. Wei You’s consistent engagement, both in his research and in the classroom, have gained him recognition within his department as well as a following among students that resulted in half a dozen student nominations for an Undergraduate Teaching Award. He is fully deserving of his selection as the winner of the Tanner Award for Excellence in Undergraduate Teaching.

Jeannie Loeb Senior lecturer in the Department of Psychology

Faculty member 2005

Field of expertise Behavioral neuroscience

Little known fact “I learned English from watching Sesame Street. I still think Count Dracula is ‘the man’!”

Teaching philosophy “Amidst the rigors of UNC graduate school, I had almost forgotten that learning was fun. I was enthusiastically reminded of this in Dr. Abigail Panter’s class, studying, of all things, statistics! I still remember my skit’s topic (Cohen’s effect size), but more poignantly, I’ve never forgotten the importance of fun when it comes to learning and retention. Today, I strive to create the same experience for my students. Doing so is absolutely my dream job!”


Everything Jeannie Loeb touches within the teaching arena turns to gold. Whether she is lecturing a large section of Introduction to Psychology, mentoring dozens of undergraduate students, supervising students who lead sections of her lecture courses, leading the Psychology Club, serving as Director of Undergraduate Research in Psychology, or any number of countless other service obligations, Dr. Loeb’s work consistently is marked by excellence, passion, and an unwavering commitment to students.

“Outstanding,” “excellent,” the “exception to the rule,” “exceptionally versatile,” “inspiring,” “incredibly enthusiastic,” “engaging,” “deeply committed,” “superstar,” “dynamo,” and “the essence of outstanding teaching” are terms routinely used to describe Dr. Loeb and her work. She has been honored with a record number of teaching commendations within the Department of Psychology, and an impressive list of honors within the department, University, and broader community. Literally dozens of students have enthusiastically nominated Dr. Loeb citing the extraordinary influence she has had on their lives, even many years after graduation. One student writes, “…as a current undergraduate instructor of statistics, I frequently ask myself, ‘How would Dr. Loeb try to present this material?’ Remembering how much I felt engaged as one of her students, I strive to do the same with my own students.”

Dr. Loeb’s teaching style is described as wonderfully innovative. On a given day, she may pull a power drill out of her handbag, ask her class to smell coffee and garlic, demonstrate the Stroop task, or produce jars filled with q-tips and spoons – all to demonstrate complex psychological concepts with humor, remarkable clarity, skill, and fun. Dr. Loeb also is frequently cited for her exceptional dedication to students and their professional development. Many of her prior students credit their current career trajectories, and their success at UNC, even during difficult crises, to Dr. Loeb’s warm, supportive, and genuinely concerned demeanor. Dr. Loeb is an inspiration to her students, and her colleagues, and is a treasured Tar Heel that deserves every honor available.

J. Carlyle Sitterson Freshman Teaching Award

This award was created in 1998 by the family of the late J. Carlyle Sitterson to recognize excellence in freshman teaching by a tenured or tenure-track faculty member in the College of Arts and Sciences.

Allen Glazner Chair, and Kenan Professor of Geological Sciences

Faculty member 1981

Field of expertise Formation of granite and the Earth's crust, crystal growth in magmas, plate tectonics and the space-time patterns of magmatism in western North America

Little known fact “In an alternate universe I am a fashion photographer.”

Teaching philosophy “My favorite teaching moments come when a student realizes that many of the "things we know" are wrong, that textbooks don't hold the answers--the Earth does, and that they can make new discoveries for themselves.”


The J. Carlyle Sitterson Freshman Teaching Award recognizes excellence in teaching first-year students by a tenured or tenure-track faculty member in the College of Arts and Sciences. The 2011 recipient is Dr. Allen Glazner, Chair and Professor in the Department of Geological Sciences.

Every letter of nomination and every single student who was contacted during the review process said positive things about him, his teaching, and his courses – and everyone acknowledged that they valued the hands-on learning provided by Dr. Glazner in his first-year seminar, Field Geology of Eastern California. Those that began with the class uncertain about the topic of geology changed their minds – going so far as taking additional geology courses and becoming geology majors!

A student who took his class wrote that Dr. Glazner makes “his first year seminar class more than just a class – it is an experience for his students.” Another student wrote, “Taking this class was the best decision I made last year. And I would recommend it to everyone.” A letter of nomination from a colleague stated, “Allen is an excellent example of an outstanding researcher who loves to teach. His first-year seminars are becoming legendary and the students’ accomplishments last year are a result of both his research and teaching skills.”

Once the first-year seminar ended, students continued to work with Dr. Glazner and two groups of them presented their work at the Geological Society of America meeting in Anaheim, California, in May 2010. One project, about Mono Lake, won the Best Student Poster award at the meeting from thirty entries. The judges were told, after the winner was announced, that the presentation was by first-year students!

Mentor Award for Lifetime Achievement

This award, created in 1997, acknowledges a lifetime of contributions to a broad range of teaching and learning, particularly mentoring beyond the classroom.

Barry R. Lentz Professor of biochemistry and biophysics

Faculty member 1975

Field of expertise Membrane and molecular biophysics

Little known fact “At 67, I am the oldest student in Carrboro's United Tae Kwon Do dojang, but its great fun to be a student, and the kids are not only supportive but also love to teach Mr Barry!”

Teaching philosophy “What should one do to create a top educational program? First, put the students above all else. That has been my mantra in building the biophysics graduate program and undergraduate summer course in biophysics. Second, make learning a group activity; create a community in which all participants (faculty and students) enjoy learning from each other. Third, care about people. Finally, rejoice in your students’ growth and take pride in their success.”


Dr. Lentz is an internationally recognized biophysicist. He started the Program in Molecular and Cellular Biophysics at UNC-CH and built it into a top-ranked program. It has been funded by NIH for the past 15 years and attracts outstanding graduate students. As one colleague stated, Dr. Lentz “has been the heart and soul of the UNC Biophysics Program. Without his undying efforts, there would have been no program, or if there was, it almost certainly would have been of lesser quality.”

As impressive as Dr. Lentz is as a scholar and program builder, it is for his exceptional mentoring of his students that he is being honored by this award. So many of his current and former students attested to his impact on their lives, it is not possible to quote them all. But the themes of their remarks were consistent and are reflected by the comments noted here. As one student put it, “He expects a lot out of his students and really pushes us to be prepared for great careers in our field.” Said another, “Barry is a very excited and passionate biophysicist. This passion is carried into his teaching and training of new students... His efforts go beyond the classroom in mentoring new students, and

[he is] a go-to person if you are having any problems, as you know Barry truly cares and will do his absolute best to help resolve your problems.” A current student commented, “Though tough in the classroom, Barry is one of the kindest, most compassionate people I have met and [he] will do anything in his power to ensure you will succeed.” Another put it this way: “I have never seen another teacher who uses more sheer force of will to get students learning than Barry.” Finally, one student explained that Dr. Lentz’s “mentorship applies not only to our endeavors as scientists, but also to our pursuit of happiness as people. Personally, I have met few people of Dr. Lentz’s prestige that are as eager to assist in the development of the next generation of researchers, while also remaining humble enough so that he is known to his students simply as Barry.”

Especially worthy of recognition is Dr. Lentz’s devotion to bringing more minority students into the field of biophysics. As president of the Biophysics Society, he created an ongoing summer biophysics program for minority undergraduate students. One colleague cited this course as Dr. Lentz’s “most important contribution.” He observed that it has been very successful in “producing very strong graduate students who continue to pursue academic research both at UNC and elsewhere.” One former student in the summer program explained that Dr. Lentz “takes to heart the need for diversity in the field of biophysics, and, particularly through the Summer Course in Biophysics, works to develop and maintain platforms that introduce underrepresented minorities to the field.”

One final comment by a colleague captures why Dr. Lentz is this year’s recipient of the Mentor Award for Lifetime Achievement: “Barry’s dedication to the students in the Biophysics Program is legendary. Once you’re a member of that program, you’re imprinted into Barry’s daily thoughts, and he gives you all the time imaginable [and more] to making sure your classes go well, your rotations are fruitful, and your thesis research is successful. I can think of no mentor at Carolina more dedicated to his flock than Barry.”

William C. Friday/Class of 1986 Award for Excellence in Teaching

The award was created by members of the 1986 graduating class to recognize faculty who have exemplified excellence in inspirational teaching. It is named in honor of William C. Friday, who devoted a lifetime of service to the University as president of the UNC System.

Benjamin Mason Meier, assistant professor of global health policy

Faculty member 2009

Field of expertise Employing human rights to realize global health policy

Little known fact “If I wanted you to know, it would already be on my Facebook page.”

Teaching philosophy “Working across the Department of Public Policy and Gillings School of Global Public Health, I seek to provoke students to think critically about the global health policy challenges presented by a globalizing world. In this new world, interdisciplinary perspectives are required to become the change that students seek. I teach my classes how to apply their disciplinary training to this interdisciplinary landscape, preparing them to become leaders in developing global policies for a healthier tomorrow.”


Dr. Benjamin Mason Meier is an Assistant Professor of Global Public Health who has made a very tremendous impression on his students from his very first semester at UNC.

“I am nominating Professor Benjamin Meier for the William C. Friday Award, because he is absolutely the best teacher I have had in my entire life, from Kindergarten to my junior year of college” wrote a student in his nomination letter. “I hold Professor Meier in such high regard because of his incredible passion for public policy and applied ethics, his innovative, humorous, and engaging teaching style, and the clear personal interest he has for each of his students’ success” wrote the same student.

“My first class with Professor Meier was also his first class as a professor. His dedication to his students was obvious from day one and he has been my favorite teacher while at Carolina” wrote another student who also added that “Professor Meier is different than other professors I’ve had because to him, the curriculum and class is only half of his job. He is determined to help his students plan their futures and post graduation plans in every way he can.”

The multiple nomination letters that Benjamin received all reflect his dedication towards his students. His students wrote about how willing Benjamin was to help them find summer internships and also to discuss with them about future career

paths. All the nomination letters mentioned about his open door office policy and his willingness to connect with each and every student in his class. His students also wrote about how he came to class on the first day of the semester knowing the names of each and every student in the class. “His passion, teaching techniques, and genuine interest have made him the most influential teaching figure I have ever encountered” were the words of another student. Dr. Benjamin Meier has made a terrific impact on his students in such a short time at Carolina and he is fully deserving of the 2011 William C. Friday/Class of 1986 Award.

Johnston Teaching Excellence Awards

The awards were created in 1991 to recognize excellence in undergraduate teaching. The awards are funded by the James M. Johnston Scholarship Program.

Todd Ramon Ochoa Assistant professor of religious studies

Faculty member 2008

Field of expertise Religions of the African Diaspora; I am currently writing an ethnography of an annual Old Dahomey-inspired and Kongo-inspired feast in rural central Cuba.

Little known fact “I like to walk in the Old Chapel Hill Cemetery. I learn a lot about this community, its past struggles and moments of overcoming, there.”

Teaching philosophy “My teaching is problem-driven, which is to say I'm not asking studets to look for answers or solutions. We're talking about religious

studies, so this is extraordinarily important. The only given is that that there is no end-point, no perfect formula, and this opens thinking. Together, our task is to refine problems, make them more interesting, accessible, complex. Remembering my own undergraduate years, I never lose sight of the fact that the university can be place of moving inspiration but also of deep alienation. Students are working through incredible learning and life experiences, both positive and negative, and I try to connect to as much of it as I can. If I can make a problem relevant to the everyday lives of students then learning becomes a life practice and, as such, unlimited.”


What stood out most among the praises about Dr. Todd Ramón Ochoa, a cultural anthropologist from the Department of Religious Studies, were his passion and his “abstract teaching method.” The diagrams created to explain the ideas of Hegel or Nietzsche, for example, must have looked confusing to an outsider, but for his students, they were “instrumental in the deeper understanding of the subject matter.” As one student explained, “only through this nonlinear method was Dr. Ochoa able to help [the students] understand the complicated theories.”

When trying to describe Dr. Ochoa with three words, most students used inspiring, engaging, and creative. Students raved about his talent to develop their abilities beyond the scope of his class since he “allows you to see the utility and construction of religion in a way that can be applied to all areas of life.” Another student added: “Never before have I been challenged and compelled to think so deeply about a subject matter.” Dr. Ochoa is always approachable and very interested in “student feedback, student well-being, and student development,” whether pertaining to Religious Studies or other academic interests.

Although only in his third year at UNC-Chapel Hill, he has impressed the department chair by his “infectious enthusiasm” and his continuous effort to be a better teacher. Furthermore, Dr. Ochoa values creativity as much as critical thinking, and is described as a “terrific listener” by the department chair and students alike. Because of “his boundless dedication to helping students” and his passion for teaching, Dr. Ochoa is a worthy recipient of a Johnston Teaching Excellence Award.

Todd L. Austell, assistant professor of chemistry

Faculty member 1998

Field of expertise Chemistry education (general, analytical, organic), curriculum development and the use of technology in the classroom and academic advising for science majors.

Little known fact “Including both my graduate and undergraduate education, I was enrolled as a UNC-CH student for 24 semesters.”

Teaching philosophy “My strategy as an instructor, adviser and mentor of students is based on four principles: abundant accessibility, personal transparency, instructed responsibility and an attempt to emulate the love of Jesus in how I treat all students. Once a student recognizes you are genuinely interested in helping them reach their maximum potential on the campus and in life, I believe the avenues available for real education are opened wide. I try to not just stimulate excitement in students about the importance of science in their lives but more importantly to help them ‘learn to learn’ effectively in the university environment. This often involves helping students make the significant changes in their study habits necessary to achieve the highest academic goals. I’ve loved the educational experiences provided to me during my time at UNC-CH, and I want to help students find and take advantage of those opportunities.”


Dr. Todd Austell truly is “more than just a professor” in the Department of Chemistry, as one of his students put it. He also excels in the roles of mentor, advisor, career counselor, and, finally, friend. Thus, it is no surprise that he is the first professor ever to receive a Johnston Teaching Excellence Award for the second time. His department chair observed that Dr. Austell teaches in three out of six divisions within the Chemistry department – more than any other professor –, and he added that Dr. Austell is “the reason why students become Chemistry majors.”

His students wholeheartedly agree. Dr. Austell “speaks [their] language” and uses pertinent examples to make organic chemistry interesting and relevant to the students’ daily lives. His self-designed course packs serve as the skeleton for students’ notes and enable them to focus better during class. Several students remarked on his ability to “advance weaker students while challenging top students”, reflected in his excellent evaluations. Besides his in-classroom enthusiasm, his commitment outside of the classroom is exemplary. He runs regular help sessions for his students which are always well-attended, he helps students in the chemistry resource center, and he answers and writes countless emails, including personalized end-of-semester notes to his students congratulating them on their achievements.

Furthermore, his students were impressed by how “flexible and accommodating” he is, by the way he “connects with [them] on a personal level,” and by his interest in helping each one of them succeed. In the words of one of his students: “Not only does Dr. Austell share with us his passion for science, but he also teaches us what we need to do to be successful at UNC and in life.” For this tireless dedication and creativity, Dr. Austell is most deserving of his second Johnston Teaching Excellence Award.

Chapman Family Awards

The Chapman Teaching Awards were created in 1993 during the Bicentennial Campaign with a gift by Max Carrol Chapman Jr. '66 on behalf of the Chapman family. The awards were established to honor distinguished teaching of undergraduate students. The award conveys a semester's leave as a fellow at the Institute for the Arts and Humanities and a stipend of $10,000.

George Lensing, Mann Family Professor of English and Comparative Literature

Faculty member 1969

Field of expertise Twentieth century British and American Poetry

Little known fact “For the past 16 years, I have been president of the Inner-Church Council Housing Corp., owner of 78 unites of ‘affordable housing’ at two locations in Chapel Hill, and now in the middle of a $4 million rehab.”

“Teaching philosophy “I hope that some of my own love of poetry, particularly that of the 20th century, carries over into my teaching. Over the years I have

changed my own sense of how best to teach it. I used to think that the purpose of the professor was to connect the students directly with the poem and its contexts and then get myself out of the way. I saw myself as a kind of transparent and almost invisible agent. ‘The poem is not about me, but about itself,’ I used to say. Now I’m much more involved through my own personal reactions, one who, I like to think, has read and reread the poems and come to know and love them. This brings a certain performative aspect into teaching. In addition to what I say about the poem, the poet and the culture surrounding both – and I have plenty to say about all three – it is finally my personal commitment to the poem that most directly engages the students and makes them want to appropriate it to their own lived experiences.”


Generosity is a word that arises again and again when observers seek to describe the core of Professor George Lensing’s teaching. Whether leading a class of undergraduates into the lives and offerings of British and American poets or mentoring a colleague regarding alternative paths to successful professionalism, he shares his time and insights with patience, good humor, and care. Holding excellent command of the material he teaches, Professor Lensing was nevertheless cited for his receptivity to new interpretations from students, an approach that generated an atmosphere encouraging open and engaged discussion. This mix of clarity and generosity also served our students well during his most successful six-year term as director of the University’s Office of Distinguished Scholarship. With genial and genuine good humor, his wit and caring nature have fostered inspired learning for decades of UNC undergraduates. There is no doubt that Professor Lensing is most deserving of recognition as a recipient of the Chapman Family Teaching Award.

Michele Tracy Berger Associate professor of women’s studies, adjunct professor of city and regional planning

Faculty member 2002

Field of expertise Women’s political participation on HIV/AIDS issues; community based, intergenerational HIV/AIDS prevention programs for mothers and their adolescent daughters; the professionalization of women’s and gender studies students

Little known fact “I am a professional coach and creative writer. In 2004, I launched The Creative Tickle®, a coaching practice that helps individuals and organizations to understand and harness the power of creativity. I write a blog called 'The Practice of Creativity': micheleberger.wordpress.com.”

Teaching philosophy “My teaching has focused on providing students opportunities to define, develop and exercise their creative thinking and creative problem-solving skills. The utility of creative thinking is no longer just for artists; it is a critical competency for the 21st century. Recent surveys of employers suggest that graduates' creativity skills are often underdeveloped. My classes work to develop interdisciplinary thinking, imagination and innovation so that students are prepared to apply their training to current technological, political and societal challenges.”


Professor Michele Tracy Berger is an exemplary teacher, whether in making a large class feel like a conversation held in an intimate space or in promoting a meaningful discussion about the complex assignments she places in front of more advanced students in her smaller classes. Her erudition is obvious, her command of her subject indisputable, and yet the manner in which she shares what she knows proceeds from a wellspring of generosity and enthusiasm. Her large classes are packed with multi-media experiences, structured exercises, and vigorous discussions among students in engaged, collaborative learning. With resourceful and painstaking preparation, Professor Berger demands that students embrace a range of ideas, information, and methodologies while subjecting it all to critical evaluation before applying everything to their everyday lives. Her style is confident, personable, graceful, knowledgeable, creative, and kind. Especially notable in her teaching is her exceedingly effective use of silence. For all this and more, Professor Berger shows herself to be a most deserving recipient of the Chapman Family Teaching Award.

Kelly Hogan Lecturer of biology

Faculty member 2004

Field of expertise Using technology and active learning in large introductory biology and genetics classes

Little known fact “My Italian grandmother taught me that the best dinner guests are the ones that eat the most.”

Teaching philosophy “Students prefer passive lectures, but should I please and entertain them or teach and challenge them? I enjoy discovering new ways to stop talking at 400 students and actively include them in their learning. I continually tell the students why I am trying to engage them. For example, using technology, I can give students instant data about their collective capacity to teach each other if I poll them before and after peer-teaching time. I now judge the success of my lectures on the amount of noise I can generate.”


It would be easy to imagine a very large introductory class with marginally attentive students, but Dr. Kelly Hogan does not allow that to happen. Displaying boundless energy that seems effortless, she packs each class period with an unending series of active inquiry activities that engage students in ways that keep each one individually involved. Clearly, one who pours herself into her teaching, Dr. Hogan continuously displays a highly organized and masterful use of a wide range of pedagogical methods and innovative technologies. “Simply amazing” and “able to generate outstanding responses” are just two of the testimonials offered to describe her style and the students’ responses. In addition to her exceptional talents and creativity as a teacher, Dr. Hogan also serves as an unofficial mentor for Carolina Covenant scholars, particularly those majoring in the sciences. She is committed to ensuring that all students have the greatest opportunity to perform to their full abilities. Her expertise in the field, her practical wisdom, and her approachability are cited as critical to the success of many students. Dr. Hogan shows through her energetic creativity, caring commitment, and deliberate approach that she is most deserving of this recognition as a recipient of the Chapman Family Teaching Award.

Tanner Awards for Excellence in Undergraduate Teaching by Graduate Teaching Assistants

In 1990, the University expanded the purview of the Tanner Awards to recognize excellence in the teaching of undergraduates by graduate teaching assistants.

The 2010 winners were:

Elizabeth Greene, Department of Classics

Ted Gellar-Goad, Department of Classics

Natalie Fixmer-Oraiz, Department of Communication Studies

Erika Bagley, Department of Psychology

Matt Carlson, Department of English and Comparative Literature.

This year, the 53-member Teaching Awards Committee considered nearly 400 nominations for awards to honor distinguished teaching by faculty and graduate students at the University.

Throughout the process we were deeply impressed with the number of faculty and graduate students engaged in teaching undergraduates and graduates using diverse strategies – inside and outside the classroom walls. Committee members shared their stories of the innovation with which faculty pursues the University’s teaching mission, according to its 1789 charter: “To consult the happiness of a rising generation, and endeavour to fit them for an honourable discharge of the social duties of life, by paying the strictest attention to their education.”

It has been an honor to serve as chair of one of the hardest-working committees

on campus; it has been a great privilege to help identify the work of the 23 award recipients who received special recognition this year. We are all in debt to the winners, all the nominees, and the members of the Teaching Awards Committee for their extraordinary work at Carolina. Rachel Willis, Bowman and Gordon Gray Associate Professor of American Studies

of faculty and students

classroom walls. Over and over committee members shared their stories of how seriously and innovatively the faculty pursues the teaching mission of the University of North Carolina across the disciplines as they live up to the 1789 Charter establishing the University:

“To consult the happiness of a rising generation, and endeavour to fit them for an honourable discharge of the social duties of life, by paying the strictest attention to their education.”

Over and over committee members shared their stories of how seriously and innovatively the faculty pursues the teaching mission of the University of North Carolina across the disciplines as they live up to the 1789 Charter establishing the University:

This year 53 members of the faculty and student body took under consideration nearly 400 nominations for teaching awards to honor distinguished teaching by faculty and graduate students at the University of North Carolina at Chapel Hill. Beginning their work in mid-August, they interviewed hundreds of students and faculty colleagues, examined teaching portfolios, observed classes, and read through stacks of supporting documents. Throughout the process we were deeply impressed with the number of faculty and graduate students engaged in teaching undergraduates and graduates using diverse strategies – inside and outside the classroom walls. Over and over committee members shared their stories of how seriously and innovatively the faculty pursues the teaching mission of the University of North Carolina across the disciplines as they live up to the

1789 Charter establishing the University: “To consult the happiness of a rising generation, and endeavour to fit them for an honourable discharge of the social duties of life, by paying the strictest attention to their education.”

It has been an honor to serve as chair of one of the hardest-working committees on campus; it has been a great privilege to help identify the work of the twenty-two award recipients who received special recognition this year. We are all in debt to the winners, all the nominees, and the members of the Teaching Awards Committee for their extraordinary work at Carolina. Rachel Willis

Rachel A. Willis, Ph.D.Bowman and Gordon Gray Associate Professor of American Studies

Documents

gazette.unc.edugazette.unc.edu/.../teaching-awards/TeachingAwardInsert-2011.d… · Web viewBoard of Governors’ Award for Excellence in Teaching. Established by the Board of Governors