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2014 Recipients of SAS Teaching Awards Announced



 2014 Awards for Distinguished Contributions to Undergraduate Education

The 2014 SAS Awards for Distinguished Contributions to Undergraduate Education were held on May 6, honoring seventeen teachers--from faculty members to graduate students--for accomplishments both within and beyond the classroom.  Acting Executive Dean Richard S. Falk opened the ceremony with remarks that emphasized how important instruction of undergraduates is to a strong arts and sciences program and then presented the awards which cover the spectrum of SAS fields from Biology and Classics to Economics and Geography.

SASTeachingAwardsAll2014
Scroll down or click on a name to read the citation
 
Professor: Martha Cotter
Professor: Dianne Sadoff
Associate Professor: T. Corey Brennan
Associate Professor: David Feigley
Associate Professor: Jorge Marcone
Associate Professor: Carolyn Moehling
Assistant Professor: Asher Ghertner
Assistant Professor: Sarah Novacich
Non-tenure Track Faculty: Jason Lewis
Non-tenure Track Faculty: Patrick O'Connor
Teaching Assistant: Vivian Kao
Teaching Assistants: Biology Group

 

 


 Professor
Martha Cotter, Chemistry and Chemical Biology

CotterMarthaSince 2009, Professor Martha Cotter has been both the lecturer and recitation instructor every fall in Chemistry 327, Physical Chemistry I.  This course covers classical thermodynamics, an introduc-tion to statistical thermodynamics, and chemical kinetics at a relatively sophisticated mathematical level and is considered by most chemistry majors to be one of the most challenging courses in the chemistry curriculum. Professor Cotter has raised the mathematical and conceptual level of the course while providing even mathematically challenged students with the support they need to succeed. Students lavishly praise her teaching style and concern for students, the “perfect” organization of the course, and the “awesome” materials and extra help provided to students.  As one student put it, “The instructor provided a learning environment in which I could thrive.” Another student summed things up by saying: “Awesome course. Great professor, highly recommended. Although it’s a hard course, she makes it very accessible and understandable.” Still another student said simply “Martha Cotter is probably the best professor I have ever had at Rutgers.”

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  Professor
Dianne Sadoff, English

SaddofDianneWhen Dianne Sadoff arrived at Rutgers in 2006, she brought with her a broad range of experience at the highest levels of undergraduate education. Her time at Rutgers bears out the high estimation the English Department had at the time of her hire, and then quite a bit more as well. Few colleagues we have known demonstrate the same level of interdisciplinary imagination and variety in the classroom; even fewer have brought to the university a corresponding passion for and experience in curricular development, which Professor Sadoff has demonstrated by her work not only in English but also for Cinema Studies. Professor Sadoff is most well known among students for her hugely popular courses looking at issues raised by film adaptation of literary texts, courses like “Novels on Film,” “Screening Dickens” and “Our Vampires, Ourselves.” Student ratings of these courses have been not merely exceptional: they have been exceptional almost without variation. And Sadoff’s undergraduates have themselves had great success. She has directed departmental Honors theses for seven of her eight years at Rutgers, including three last year. Many of these students have gone on to graduate school at institutions like Georgetown, Fordham, and UVA. She has also convened panels of student papers at the Undergraduate Symposium in the English Department and at the Aresty Research Symposium. Over the course of her career, Professor Sadoff has developed a reputation among students for setting exacting and demanding standards for student work. Her courses help the English Department and Rutgers as a whole to imagine the project of the humanities as the transmission of stories over historical time. And her interdisciplinary vision for undergraduate education continues to manifest itself in her current work in curriculum development.  For all of these reasons, we very pleased to recognize Dianne Sadoff for her exceptional contribution to undergraduate education at Rutgers.

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  Associate Professor
T. Corey Brennan, Classics

BrennanCoreyWhat do a Roman gladiator, Mussolini, and the Pope have in common? No, they didn’t all walk into the same bar—but they do all have a starring role in the incredibly wide-ranging undergraduate courses of Associate Professor of Classics, T. Corey Brennan. Professor Brennan is a world-renowned expert on the ancient Roman world and has written the definitive history of the Roman magistrate known as the praetor, along with numerous articles on topics ranging from women in the late Roman republic, to Roman dress in North Africa, to the 1960 Olympics in Rome. In his research and his teaching, Professor Brennan fearlessly leaves his comfort zone and boldly crosses disciplines and departments. Whether in his Byrne seminar on Mussolini’s Rome, his blockbuster Core course on Greek and Roman Athletics, or his newly developed online class on Papal Rome, Professor Brennan inspires his students to rethink what they know about the ancient world and to make fresh connections with the modern world. Indeed, his online course on Papal Rome exemplifies what makes Professor Brennan such a special teacher and showcases online education at its best: through high-quality videos filmed on-location in the Eternal City, it allows the students in his class to immerse themselves in the majestic world of Papal Rome from the comfort of their computers—yet, the heart and soul of this course, as in any great course, lies in the stimulating discussions that Professor Brennan leads online, as he engages his students in an active journey from the Raritan to the Tiber.


 Associate Professor
David Feigley, Exercise Science and Sports Studies

FeigleyDavidDavid Feigley is an Associate Professor in the Department of Exercise Science and Sport Studies Department who was the Chair and Undergraduate Program Director of the Department for 17 years. ProfessorFeigley’s efforts have contributed to the large growth and current success of the undergraduate program in the Department of Exercise Science and Sport Studies. Professor Feigley teaches 150-200 students each semester in his multiple courses.  He consistently has high evaluation scores that can be attributed to his multiple methods to keep students engaged in the classroom.  In addition, he developed and previously directed the continuing education program known as the Youth Sports Research Council that provides training to thousands of volunteer youth sports coaches and municipal recreation directors throughout the state of New Jersey. He has also made outstanding contributions to students through advising, orientations and internship efforts, besides initiating new programs and creating educational materials.  David Feigley is a dedicated teacher who is compassionate, patient and accessible to his students, and has been a devoted member of the Rutgers faculty for 37 years.

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  Associate Professor
Jorge Marcone, Comparative Literature and Spanish and Portuguese

MarconeJorgeA distinguished scholar of environmental humanities, Jorge Marcone teaches interdisciplinary courses across three academic units: the Program in Comparative Literature, the Department of Spanish and Portugese, and the Center for Latin American Studies.  Over the past five years, Professor Marcone has served as the tireless, dynamic and visionary Undergraduate Director of the Program in Comparative Literature.  During his first three years in this position the number of majors and minors in the program doubled.  For the Department of Spanish and Portuguese, he has, among other things, been the coordinator and adviser for the Study Abroad Program, taking students to Cuzco, Peru in 2008, and to Salamanca, Spain in 2009 and 2013.  One of the students who participated in the most recent trip described Professor Marcone as “an amazing mentor,” adding that he “was a director, a father figure, a friend, a leader, and a teacher. He was so easy to talk to and went out of his way for 35 people [so we could] experience individual growth in a foreign country. He took a personal interest in each and every one of us equally.”  Professor Marcone’s service to the University has also involved a deep commitment to important aspects of undergraduate life outside the classroom.  Among the many committees on which he has served two deserve special note: one was charged with the review of academic support for student athletes; the other had the important task of helping to hire a new university athletic director.  As is clear from this all-too-brief summary of his many contributions to undergraduate education at Rutgers, Professor Marcone is an all-around guy.  Or as one student so aptly put it, “Professor Marcone is the man!”
 

 Associate Professor
Carolyn Moehling, Economics

MoehlingCarolynCarolyn Moehling has an exemplary record as a teacher, undergraduate mentor and advisor, departmental undergraduate director, and member of SAS instructional committees. Her consistently high teaching evaluation scores in one of our most feared and difficult courses, Intermediate Microeconomics, reflect her ongoing commitment to excellence in the classroom. Her honors thesis students rave about her commitment to teaching them how to do research and helping them with their careers. She has been a model director of undergraduate studies for the economics department ensuring our programs' smooth operation and tending carefully and attentively to the many and varied problems of students and staff. Professor Moehling has been described as an invaluable member of SAS instructional committees with outstanding leadership skills. But the students really say it best: "She is one of those rare professors with an ability to shape the minds of her students"
 
 
 
 
 

 Assistant Professor
Asher Ghertner, Geography

GhertnerAsherAsher Ghertner is in his second year as an Assistant Professor at Rutgers after two years teaching at the London School of Economics. His performance on both sides of the Atlantic has played to rave reviews by students.  Capturing the prevailing sentiment, one student described him as “one of those rare and exceptional professors, [who is] really gifted” as an instructor.  Another claimed that he “articulates his lectures like a book”!  Student after student testified that Professor Ghertner had dramatically reshaped the way they see the world, and that his courses were among the best they’d taken during their time at Rutgers.  In addition to his regular teaching duties, Professor Ghertner also serves as Director of the South Asian Studies Program, in which capacity he has overseen a dramatic increase in co-curricular programming.  Over the past year alone, he has helped organize over a dozen public lectures by prominent South Asian scholars; organized group advising sessions for all students seeking the Minor in South Asian Studies; and helped broker student internships at the South Asia Journal.  In all of these ways, Professor Ghertner has made himself an invaluable asset in the pursuit of excellence in undergraduate education in SAS.

 


 Assistant Professor
Sarah Novacich, English

NovacichSarahSarah Novacich, who joined the English Department three years ago after completing her Ph.D. at Yale, very clearly belongs at a university like Rutgers that values teaching as an intellectual enterprise.  When teachers complain about how difficult it is to get students to read the material assigned for class (as we all have), they often scant the significance of the institutional setting:  in some ways the conventional mass lecture encourages students to see themselves as passive recipients of a knowledge that doesn’t belong to them.  One virtue of Professor Novacich’s teaching is that she makes the act of reading socially salient: students have a credible reason to think they can play a part in shaping the knowledge at the center of the course. Were we asked to encapsulate Professor Novacich’s “philosophy of teaching,” we would say that it aims to inspire her students’ active participation in the “culture of books” that produced English studies itself—a culture of reading, writing, conversation, critical reflection, creativity and sharing.  Her classes push back against a very different culture, one that imparts the resignation and learned helplessness underpinning the “society of the spectacle” in which we all find ourselves today. In her short time here at Rutgers, Sarah Novacich has contributed instrumentally to the personal and intellectual development of scores of undergraduates working in the humanities. She not only exemplifies the tradition of the English Department’s commitment to undergraduate education; she also projects its future.

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 Non-tenure Track Faculty
Jason Lewis, Anthropology

LewisJasonAnthro2014For this three years at Rutgers, Dr. Jason Lewis has devoted himself to what he calls “evolution literacy.”  He teaches in a fashion that is both inspiring and tough.  One student wrote on an evaluation that Dr. Lewis, “changed the way I see things in life and made me discover a love for something I never knew existed.” “I wish I could hate you,” wrote a black sheep of the same course, “because I am getting a C in this class. Your exams are really intensive and specific and they kick my ass. I appreciate, however, the lengths you go to help us out.”  Beyond the classroom, Dr. has built up the undergrad program in evolutionary anthropology in three specific ways.  He reorganized our stone and bone specimens, effectively acting as a volunteer collections manager.   Meanwhile, Dr. Lewis has advised six undergrad honors theses and countless internships. Finally, in his most lasting contribution to Rutgers, Dr. Lewis has negotiated a special route of access for students to attend the Turkana Basin Institute in Kenya.  Based in Nairobi, he will shortly take up the position of Academic Director of this field school.  In this capacity, Dr. Lewis will continue to work with some of our students – a fortunate relationship with the Department of Anthropology and for the School of Arts and Sciences.
In sum, Dr. Lewis presents a character and matching set of accomplishments that have vastly enriched majors, minors, and occasional students of Anthropology.
 
 

 Non-tenure Track Faculty
Patrick O’Connor, Chemistry and Chemical Biology

OConnorPatrickDr. Patrick O'Connor began his teaching career forty seven years ago at an intermediate school in the South Bronx, at the time the Bronx was burning.  From there he moved to a large public high school on Staten Island where he began to teach AP Chemistry and in doing so rediscovered his interest and love of Chemistry. This lead to earning PhD here, as a part-time student. Soon after, in 1996, Pat began teaching Organic Chemistry at Rutgers, and he has delivered exceptional lectures to thousands of students ever since. His SIRS numbers are inspirational given such a large class, with difficult material, and an average grade of C+. Pat has a reputation for clarity, organization, humor, patience, and understanding. In Dr. O'COnnor's own words: “I have always regarded teaching as the most important of the professions in that it subsumes all of the others: where would we be without a coherent transfer of knowledge from one generation to the next?  I have always considered myself a public servant and I am proud to be one.” 

 

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 Teaching Assistant
Vivian Kao, English

KaoVivianTAIt would be easy to quantify Vivian Kao's excellence.  On Question 9 of the SIRS form, which addresses the teaching, her four-year average is 4.84—an almost impossible achievement for someone who often works with remedial students.  But numbers don’t tell the whole story.  In their written comments, many of Vivian’s students praise her for helping them to read more critically and to write in new ways.  As one student said, “This is the first time I’ve ever had to pay attention to my grammar.”  But apparently, being in Vivian’s class was an existential experience as well.  “Now I see I can do better,” a student wrote.  Another said, “This course has helped me to think beyond black and white and encouraged me to work at a higher level.”  Still another had this to say: “She challenged me as a thinker to step out of my comfort zone. . . and to enjoy the challenge.  I’ve become interested in ideas, and that amazes me.”  The Director of the Writing Program recalls a conversation with a student in his class who had taken a course with Vivian the previous semester.  The student, a young woman, described Vivian to him as the kind of person she wanted to become.  She hoped that she would someday be as intelligent as Vivian, and also as funny and generous.

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  Teaching Assistants
Kristie Butler, Ivelisse Irizarry, David Jespersen, Hillary Stires, Diana Vengsarkar, Katie Voskoboynik, Biology Group

BioTA Awardees2014The unexpected April 2013 news that Doolittle Hall would be demolished to make space for a new Chemistry Building forced SAS and the Division of Life Sciences to replace the traditional General Biology model with one where the weekly laboratory was replaced with a student-centered workshop supporting the lectures and an entirely new laboratory course that emphasizes the process of science.  In just four months, our pilot program serving 280 students had to be up-scaled to service 2100+ students while the facilities renovations, equipment acquisition, and logistical changes for an anticipated enrollment of 800+ students in new teaching and preparatory space were completed for January.  These exceptional graduate students, l. to r., Diana Vengsarkar, Kristie Butler, David Jespersen, Ivelisse Irizarry, Hillary Stires, and Katie Voskoboynik, provided essential assistance, encouragement, insight, and recommendations enabling us to provide this year’s students with the truly active, student-centered learning environments, assessments aligned to outcomes, content that better prepares them for their professional exams, and novel research opportunities that we envisioned.  In addition to serving undergraduate students, they have provided guidance, processes, procedures, and logistical support for their graduate student peers conducting the workshops and laboratories.  We were extremely fortunate to have had such a group help make this transformation a reality and with this award celebrate and recognize their significant contribution to undergraduate education.

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