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School of Nursing Awards

Therese Richmond

The Faculty Teaching Award recognizes a member of the School of Nursing faculty for excellence in teaching. Dr. Therese Richmond, associate professor of trauma and critical care nursing, "is extremely engaging, always innovative and contextually meaningful. She stimulates interest in further study and is always seeking new and unique opportunities for student learning."  "She has cultivated relationships across the University and the wider community that have allowed for exceptional student experiences at both the master's and doctoral level. She is the ideal teacher who beautifully reflects the tripartite mission of the school in her teachings. Her teachings are fully grounded in her clinical practice and most current evidence from research."


Sarah Kagan

The Doctoral Student Organization Award--now known as the Barbara Lowery DSO Faculty Award was named to honor Dr. Lowery who was instrumental in the lives of so many doctoral students at Penn. Dr. Sarah Hope Kagan, the Doris R. Schwartz Term Chair in Gerontological Nursing, and a MacArthur Fellow, "truly epitomizes Barbara Lowery's spirit of inquiry, with thoughtfulness and a deliberative nature." The award recognizes the significant impact and contributions of a faculty member to the development of future nursing scholars, researchers, and leaders. It is awarded each year to a member of the School's standing faculty by a vote of the Doctoral Student Organization membership. Dr. Kagan is noted as being an excellent formal and informal mentor throughout the many phases of doctoral student life with a sincere commitment to her students from the very first day of doctoral study, continuing the process as the newly graduated doctorally prepared nurse looks for their first job or post-doctoral fellowship and beyond.


Mary Ann Lafferty-Della Valle

The Undergraduate Advising Award recognizes a member of the School of Nursing faculty who excels at advising undergraduate students. Dr. Mary Ann Lafferty-Della Valle, adjunct associate professor and senior research investigator, advisees praise her willingness to be there whenever they need her. She plays an integral role in the initiation of every undergraduate nursing student here in the school as an instructor as well as an official and unofficial advisor to any and all students. Dr. Lafferty, while being extremely knowledgeable in chemistry, biochemistry, and organic chemistry, is able to help her students make the connection between these sciences and practical applications in nursing. She instructs through a variety of methods and incorporates a spectrum of learning techniques because she defines her success by her students' learning.


Rosemary Gillespie

The Academic Support Staff Teaching Award recognizes excellence in teaching, including knowledge of subject matter, ability to present subject matter clearly, accessibility, and a willingness to work with students. Lecturer Rosemary Gillespie is extremely sensitive to the different learning needs and styles of particular students and seeks out learning opportunities to best suit them. She is dedicated to her students beyond their expectation because she challenges them clinically while providing a base of confidence and comfort that allows them to learn easily. She incorporates research and best practice models routinely in her seminars and encourages student involvement.  Her students describe her as an advocate, a leader, and a role model.

The Teaching Assistant Award goes to a teaching assistant who demonstrates cognitive, professional, and interpersonal competencies. Erme Maula is an exemplary teaching assistant for a heavily subscribed course, yet she manages to provide individual attention and support beyond the expectations of her students and faculty.  She sets achievable, but challenging goals, mentors students, provides volunteer opportunities, and gives constructive, supportive feedback. Through weekly observational journals, she molds student's observational experiences so that students interpret abstract theories and see the applicability of course material in clinical practice.



  Almanac, Vol. 50, No. 34, May 25, 2004