Lindback and Provost's Awards—Sketches of the 2014 Winners |
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April 15, 2014, Volume 60, No. 30 |
Since 1961, Lindback Awards—for members of the standing faculty—have been a springtime tradition at Penn.
The Provost’s Awards—for full- and part-time associated faculty and academic support staff—have been given in
conjunction with the Lindbacks since 1988. Another University-wide award to honor faculty who teach and mentor
doctoral students began in 2003 for members of the standing or associated faculty in any school offering the PhD.
Below are profiles and excerpts from colleagues’ and students’ letters of recommendation for this year’s winners.
Teaching Award Reception: April 28
All members of the University community are invited to a
reception honoring the 2013-2014 recipients of the
Christian R. and Mary F. Lindback Foundation Awards for Distinguished Teaching,
the Provost’s Awards for Teaching Excellence by Non-Standing Faculty
and the Provost’s Awards for Distinguished PhD Teaching and Mentoring
Monday, April 28, at 5 p.m.,
Hall of Flags, Houston Hall, 3417 Spruce Street |
Lindback Awards |
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Non-Health Schools
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Health Schools
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Provost's Awards
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Christian R. and Mary F. Lindback Awards at the
University of Pennsylvania:
Awarded for Distinguished Teaching
The Lindback Awards for Distinguished Teaching at the University of Pennsylvania were established in 1961 with the help of the Christian R. and Mary F. Lindback Foundation. Christian Lindback was president and principal of Abbotts Dairies, Inc. and a trustee of Bucknell University. The Foundation established Lindback Awards for Distinguished Teaching at colleges and universities throughout the Abbotts Dairies, Inc.’s service area in New Jersey, Pennsylvania, Maryland, Delaware and Virginia.
See www.archives.upenn.edu/people/notables/awards/lindback.html for the previous recipients.
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Lindback Awards–Non-Health Schools
Charles Kane
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Charles Kane, Class of 1965 Professor of Physics in the School of Arts & Sciences, has taught at Penn since 1991. With an “infectious” enthusiasm and teaching that “has all sorts of subtle flavors and flourishes,” he “always has a smile on his face” and remains “very gentle and approachable” as “he is always available to answer questions” and “consistently makes a great effort to ensure he resolves any confusion a student may have about the material.” A “fantastic lecturer” who “showed us the beauty of electricity and magnetism” and “was always very excited to talk about aspects of statistical mechanics,” he “made [PHYS 171] an absolute blast” even though it “is one of the hardest rated courses here at Penn and is shirked by the vast majority of people.” Writes another student, he is “not only exceptionally brilliant and a fantastic, innovative lecturer but also incredibly approachable, humble and considerate. He never turned down a student’s question or failed to answer that slightly stupid email.” In particular, undergraduate and graduate students both appreciate his “ability to convey hopelessly dense material through approachable and edifying concepts.” Writes a senior colleague, he “is the best teacher we have of the ‘habits of mind’ practiced by working physicists. As an extremely successful scientist himself, he has focused the essence of understanding how to think like a physicist into all of his courses.” For him, in short, “doing the job means nothing more or less than bringing your best thinking to the task for teaching and exploration of new knowledge.”
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Katherine Kuchenbecker
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Katherine Kuchenbecker, associate professor of mechanical engineering and applied mechanics in the School of Engineering & Applied Science, has taught at Penn since 2007. “Without a doubt, the most engaging, passionate and fun instructor I have ever had,” writes one student. She “inspires me to be a better student, a better engineer and to try my best to understand the subject matter.” Says another student, “If I could describe Professor Kuchenbecker in a few words, I would say: goes above and beyond. She doesn’t have to write all of her own homework problems … or provide extra videos on complex topics, or hold countless office hours, or jump up and down with excitement when you get good results, or take the time to explain to you exactly how to use a certain plot and format your first technical paper, but she does. She commits her time to her students and her research with a level of enthusiasm and innovation that inspires people to be better learners, mentors and teachers.” She “is not only an inspiring and incredibly effective instructor,” notes a senior colleague, “she has also been an innovator and a leader in education and in combining education, research and mentoring. This is clearly demonstrated by her undertaking the significant role of Undergraduate Curriculum Chair for MEAM and in co-leading an NSF-supported Research Experience for Undergraduates site, which has had tremendous impact.” As one student sums it up, “I couldn’t ask for anything more of a mentor, teacher and leader than a person who is constantly trying to be a better mentor, teacher and leader. She always looks for ways to improve and learn, and that attitude rubs off on all who get to work with her.”
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Heather Love
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Heather Love, R. Jean Brownlee Associate Professor of English in the School of Arts & Sciences, has taught at Penn since 2003. “In 20 years of teaching at Penn,” writes a colleague, “I have seen no colleague more successful in the classroom … her teaching has changed the lives of her students, profoundly shaping how they think and often setting them on new intellectual and professional paths.” In particular, both undergraduate and graduate students appreciate the ways in which she encourages “students to consider scholarship as a … collaborative environment where students contribute their scholarly interests to shape the progress and goals of a course.” Specifically, she “deftly manages conversations by encouraging student contribution, serving as a participant facilitator rather than a lecturer. Her classes thus model interdisciplinary inquiry in both content and practice.” Indeed, this spirit extends to her inclusion of other disciplines, as her “interdisciplinary approach pushes her students to think about the world through more than one lens” and make her, in the words of a colleague, “a prime mover of graduate instruction at Penn, not just in the English department but also in interdisciplinary space and programs.” It also characterizes her work organizing a national Queer Method conference in which she “readily gave graduate students ownership over the conference” even as she also “actively guided us through all the steps of putting a large-scale conference together.” As a colleague sums it up, “Many professors are learned and brilliant; many are caring; many are challenging; many are innovative; but few are all of these, all the time, every hour they spend in the classroom and many more of the hours they spend outside it.”
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Philip Rea
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Philip Rea, professor of biology in the School of Arts & Sciences and Belldegrum Distinguished Director of the Vagelos Program in Life Sciences and Management, has taught at Penn since 1990. Students, reports a senior colleague, “view classes with Phil as transformative experiences, where they learn to love biochemistry but also master critical thinking skills they will use for the rest of their lives.” Indeed, writes one of those students, “this is the kind of learning seed that Dr. Rea plants—the idea that knowledge is energy.” Indeed, he tangibly conveys that “boundless energy” in class, as he “dances through the audience, engaging, as if in conversation, with students” with “an extraordinarily subtle and charming touch” that “shows how teaching means much more than excellence in lecturing (though he does that) but rather a complete package as an educational experience.” Writes one student, “I’ve never been asked such thought-provoking questions; they made me wrack my brain for everything I knew about biology, and then the answer to the question would slowly crystallize in my head, which was an incredibly satisfying experience.” One student vividly captures this experience: “He would jump around the room animatedly and would assert that he absolutely would not leave until every one of his students understood every point he was trying to make. He would not go home. He refused. He dragged people up to the chalkboard. He’d argue with us and force us indeed to think critically about the fundamentals of a tough discipline. When we got his point through he’d slide on his knees on the floor playing his air guitar amidst raucous laughter from us students. We loved it. He loved it. I love biochem because of him. Love it.”
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Lindback Awards–Health Schools
Lisa Bellini
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Lisa Bellini, professor of medicine in the Perelman School of Medicine, has taught at Penn since 1991. “She is not just a teacher of students, residents and fellows,” says a colleague, “she is a teacher of teachers,” elevating “the role and importance of medical education across the medical education continuum at Penn.” A graduate student adds that “Dr. Bellini served as an excellent model of professional behavior: she demonstrated not only an extensive knowledge of pulmonary disease, but also a sincere commitment to education and compassionate patient-centered care.” A colleague agrees: “she is truly a luminary in medical education,” further noting that, “I learn something new from every interaction, whether it be a clinical fact, the process of building an educational program or even how to handle myself in a multitude of situations.” A former trainee echoes these sentiments: “she recognizes other people’s passions and ideas and helps nurture and develop them into viable career paths with distinct and valuable niches. She quite frankly changed the course of my medical career, even as early as my second year of training.” At the same time, says another former trainee who is now a junior faculty member, “the autonomy that she gives to her program leadership comes with an expectation to embrace the culture of excellence that she has developed over the years. We are all driven by her support and guidance.” A colleague sums it up very well: “Lisa Bellini is absolutely one of the finest teachers, role models and leaders in this health system.”
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Grant Liu
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Grant Liu, professor of neurology and ophthalmology in the Perelman School of Medicine, has taught at Penn since 1993. Students and colleagues alike point to his “local, national and international” reputation as an expert clinical neuro-ophthalmologist—which, adds one admirer, “is probably the most difficult field to learn among ophthalmology subspecialties.” His textbook on neuro-ophthalmology, says a colleague, “is widely considered the standard text in the field.” A former student adds that “it is a testament to Dr. Liu’s mentorship that he allowed his learners to assist him with the text, providing a framework for our own future academic achievements.” Current and former students alike are in awe of what, in their field, is known simply as “the book.” A fourth-year medical student adds “there is no denying that Dr. Liu is brilliant and extremely knowledgeable. However, in medicine these attributes will only take you so far if they are not coupled with the ability to genuinely interact with patients. I witnessed on a daily basis his ability to make patients feel cared for and at the center of his undivided attention.” A current student makes particular note of his patient-centered care: “his pediatric exam is especially impressive… I’ve never seen anyone do anything as fast as Dr. Liu can put three sets of eye drops in a kid.” One student says that “he knows an incredible amount and gave us very structured feedback about ways to improve our presentations.” Summing up, another student adds, “my only regret from this rotation is that it wasn’t longer.”
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Rose Nolen-Walston
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Rose Nolen-Walston, assistant professor-clinician educator in the School of Veterinary Medicine, has taught at Penn since 2007. A winner of numerous School teaching awards, she is, in the words of a current student, “an undeniably amazing lecturer.” Another adds that, “when Dr. Nolen-Walston walks up to the podium, it feels like the room is transformed.” A former resident who is now a colleague notes that she is a gifted teacher with “critical talents. She is able to engage students by facilitating a humorous yet safe environment, and she is able to boil concepts down to packages and pieces that veterinary students can understand.” Many current and former students remark on her extraordinary mentorship, with one resident noting that “Rose not only taught me a huge amount about medicine, but also how to be a better clinician and educator.” Another current resident agrees: “she is one of those rare teachers who allows you the right amount of freedom to make your own decisions in the clinic while at the same time providing insight and direction when needed.” Colleagues and students alike cite her dedication to the community, with several noting her volunteer work with animal owner groups and groups associated with economically or socially disadvantaged children. A former student who is now a colleague says it very well: “she remains the teacher whom I most try to emulate in my own work. I aspire to maintain the same level of enthusiasm and creativity that she demonstrates every day in her teaching.”
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Barbara Riegel
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Barbara Riegel, Edith Clemmer Steinbright Professor of Gerontology in the School of Nursing, has taught at Penn since 2002. A former student, now a colleague, writes that “Dr. Riegel is recognized throughout the world for her distinguished program of research focusing on heart failure self-care.” A holder of numerous awards for nursing excellence, she is held in high esteem by students, one of whom notes: “Wow! What a role model! Yet so much work and knowledge is a bit discouraging: the bar is so high!” Another adds that “Dr. Riegel has been instrumental in molding my understandings and aspirations of what it means to be a scholar.” She creates “an intellectually demanding dialogue,” writes an admirer, “which molds and shapes the way students approach their research problems,” while at the same time remaining “accessible,” even while out of the country. “She offered to schedule a Skype meeting!” exclaims one student. This same student adds, “when I expressed a desire to spend more time working directly with patients before junior year clinical rotations, she gave me the opportunity to recruit and interview patients for her study.” A current colleague recalls a recent trip to a conference in Asia. “I was greeted by a full table of recent PhD graduates from all corners of Asia, all excitedly waiting for their mentor: Dr. Riegel. Their overwhelming admiration was palpable.” Writes a student: “I consider Dr. Riegel the greatest example of excellence in teaching and mentorship among all my professors at the University of Pennsylvania, both within and outside of the School of Nursing.”
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Provost’s Award for Teaching Excellence by Non-Standing Faculty
In October of 1987, the Office of the Provost announced the establishment of two additional Penn teaching awards—one in a Health School and one in a Non-Health School—to be given annually in recognition of distinguished teaching by associated faculty or academic support staff. The guidelines for the selection of the award recipients are the same as those given for the Lindback Awards, and the selection processes and deadlines are the same.
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Amy Jordan
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Amy Jordan, adjunct professor of communication in the Annenberg School for Communication, has taught at Penn since 1995. A mentor to generations of undergraduate and graduate students —and currently president-elect of the International Communication Association—she is a master at “seamlessly blending her roles as teacher, mentor and exemplar” while providing students with opportunities “to engage in original research projects (and the training to complete such projects).” Her courses on Children and Media and, recently, the flagship Introduction to Communication Behavior, inspire students to become communication majors and pursue careers in children’s media. “Dr. Jordan’s classroom was an open environment full of discussion and debate. In her class, we were taught to use the knowledge from the lessons and textbooks to critically examine and question the media presented to the most vulnerable members of society.” As a former grad student notes, “you can see and feel her passion for the subject. Her excitement is infectious … Whether it is a 50 or 150 person class, she has a dialogue with us. She walks around, asking questions and documenting our answers on the board. You can tell how much she wants to get to know each of us, constantly requesting that we share our personal stories that connect with the material and encouraging us to come to her office, where the door is always open.” In the words of a colleague, “This is real teaching—making students feel seen, heard and loved so that they find joy in the hard work of achieving the high standards toward which she gently and firmly guides them.”
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Richard Summers
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Richard Summers, clinical professor of psychiatry and co-director of the Residency Training Program in the Perelman School of Medicine, has taught at Penn since 1985. “Quite simply,” says a current resident, “he is the heart of psychotherapy training at Penn … a master clinician and teacher” and there is “consensus among the residents” that his course in psychotherapy is “the highlight of the third and fourth years.” A fourth-year resident concurs: he is “the kind of teacher and physician you remember for years to come,” and “you remember exactly where you sat in his class and which coffee mug you used and then you wish you could take that class over again every fall.” A former student, now a colleague, writes that “Dr. Summers taught me not only what a psychiatrist should know, but how a psychiatrist should think” and adds that he is the person “who most singularly represents the type of psychiatrist that I aspire to become.” Another former student notes that “Dr. Summers enjoys getting to know each of his residents” and maintains an “open door policy in which residents frequently stop by his office unannounced.” A long-time colleague writes that Dr. Summers’ leadership in the residency program has “helped to make our residency a national model for integrating psychotherapy training with general psychiatry training.” A current third year resident says it very well: “I consider myself lucky to train with him and hope that I will come close to approximating even a fraction of his skill as a clinician and educator.”
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Provost’s Award for Distinguished PhD Teaching and Mentoring
Excellence in PhD education is the hallmark of a great university. That excellence depends upon the skill and commitment of faculty mentors. The Provost’s Award for Distinguished PhD Teaching and Mentoring was established specifically to honor faculty who mentor PhD students. The prize is intended to underscore the University’s emphasis on graduate education, by celebrating the accomplishments of faculty who show special distinction in doctoral education.
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Russell Composto
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Russell Composto,professor of materials science and engineering in the School of Engineering & Applied Science, has taught at Penn since 1990. A “selfless, patient and talented advisor willing to dedicate endless hours to educate, guide and mentor graduate students in his and other research groups,” he “embodies the very essence of a dedicated and committed mentor driven by a desire to help young scientists discover the thrills, challenges and rewards of research,” in the words of a colleague. “In research and teaching,” echoes one of his many former graduate students who are now professors in leading universities around the world, he “would always … direct our thoughts deeper into the essence of a subject.” Notes another student, “he emphasized preciseness, thoroughness and conciseness. He always challenged me and other fellow students to write a more perfect expression and compose a more logical flow, while he himself appeared never tired of revising.” He mentors students through every stage of their graduate work, offering “personal attention and specific advice” that “recognizes the nature of each person in his group by providing the right personalized balance of direct supervision and freedom,” while believing in “the necessity of making real scientific contributions and being a part of the scientific society” and remaining “truly passionate about the education of PhD students in the area of polymer science and engineering.” His impact and his mentorship last throughout his students’ careers, as they continue to turn to him for career advice. “When I prepare for my class,” writes one them, “I often ponder: ‘What would Russ do? How can I make the class more fun, more engaging and more interactive?’”
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Rogers Smith
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Rogers Smith, Christopher H. Browne Professor of Political Science in the School of Arts & Sciences, has taught at Penn since 2001. “I have never known any colleague,” writes a senior colleague, “who was a more dedicated, caring, effective and successful PhD teacher and mentor—or who was so at any given time for more doctoral candidates, postdoctoral students and former PhD students.” His former students, who now hold successful government, academic or postdoctoral positions across the country, testify to how he “goes far beyond what would be expected of advisors” as he “has always made clear that he prioritizes the intellectual development of his students above all” and therefore “profoundly shaped my intellectual trajectory and my development as a member of a scholarly community.” His colleagues and students testify not only to his remarkable work ethic—“chairing a total of 17 theses over a span of a dozen years is an amazing feat, and no one else in our department even comes close”—but also to his individual attention, as he “does not tell the students what they should say, but rather helps guide them to a clearer articulation of what they want to say.” As another student writes, “he asked incisive and insightful questions that pushed me to make the project even better. It was a type of guidance and support that I didn’t realize I needed. It pushed me to grow into the scholar that I am today.” In the end, he is “undeniably the most attentive, diligent and effective teacher and mentor I have ever encountered in any doctoral program.”
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