1. science
2. social science
3. philosophy

University
Teaching Awards
TERRY SULLIVAN Associate professor of political science
Faculty member since 1988
Hometown Austin, Texas
Fun fact I spend my summers working on a house in the backwoods
of Vermont built in 1834 which has no running water or electricity but is
surrounded by 600 acres of barely developed, dense north woods.
Teaching philosophy Students of political science learn best when
they work in teams and complete a project reflecting how politicians practice their trade and that will inform real politicians how to do their jobs.
Excerpt from award citation Students attest to the learning environment that Sullivan creates, which challenges them to be their very
best. “Professor Sullivan creates a dynamic, intellectual environment,”
says one student, “which allows his students to think critically about
politics.” Sullivan sets high expectations for his students, “but he
gives back,” says another student. “His door is always open.” Other
nominators praise Sullivan’s passion and storytelling skill. “I’ve never
seen a professor with more energy in the classroom,” says one. Another
still remembers the first lecture in Sullivan’s class: “Through the
narrative twists and turns, I had never felt more engaged in a lecture.”
Faculty colleagues observe that Sullivan “devotes considerable attention to writing and gives students hands-on opportunities to engage in
research design.” As another colleague concludes, “Students love him;
he is a great storyteller, a provocateur and outspoken. Students find
him to be a breath of fresh air.”
“Professor Sullivan creates a dynamic,
intellectual environment which allows his
students to think critically about politics.”
JUSTIN SMITH
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 institution.
Mentor Award for
Lifetime Achievement
PHILIP SLOANE Distinguished professor of
family medicine
Faculty member since 1979
Hometown Chapel Hill
Fun fact His research interests include institutional and
community-based long-term care, management of Alzheimer’s disease and related dementias, medical care of older
persons, medical symptoms and translational research.
Philosophy I hope to see the next generation do better
Sloane
and go further than I have, so I am most happy when I see
(as I often do) students who are excelling at a level greater
than I did at the same age or career stage. Another cornerstone of my mentorship
philosophy is to encourage young people to welcome opportunities and changes in
career direction. If you are open to entering doors that unexpectedly open for you,
you’ll go further than if you plod forward on a path you chose years ago.
Excerpt from award citation Sloane takes his mentoring responsibilities seriously. Since 2003, his faculty mentees have won more than 20 national career
and project awards. The National Institutes of Health has given Sloan funding
for the development of mentoring programs. He treats mentoring as a lifelong
responsibility that requires creativity, flexibility, empathy and the highest regard
for evidence-based medicine and rigorous science.
This award, created in 1997, acknowledges a lifetime of contributions to a broad
range of teaching and learning, particularly mentoring beyond the classroom.
William C. Friday /Class of 1986 Award
for Excellence in Teaching
DEBORAH JONES Professor of psychology
Faculty member since 2004
Hometown Pittsburgh, Pennsylvania
Fun fact: In my next life, I will come back as a veterinarian. Until then, I get my furryfix by volunteering at Paws4ever, a guaranteed-adoption animal shelter and sanctuary.
Teaching philosophy As William Arthur Ward said far more eloquently than I
can, “The mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires.” Now that I am a teacher, I am keenly
aware of my responsibility to inspire. Although I am never quite certain whether
or not I have accomplished this lofty goal, I aspire to achieve it by adjusting my
Jones
instruction and mentorship to match the strengths and limitations of each student.
My role is not only to push the best and brightest students even further, but also to build confidence,
reinforce progress and celebrate accomplishments with those who with less of a foundation for success.
Excerpt from award citation Students repeatedly describe Jones as “the best professor I have had at UNCChapel Hill.” They see her as a passionate and inspirational faculty member, who works tirelessly to expand the
traditional classroom experience in psychology into a diverse and practical learning environment. Her dedication to her many students is “ever-impressive,” says one. Jones possesses a rare quality of being able to create
a comfortable learning environment while at the same time holding her students to high standards and expectations. Her work in child and family psychology is continually folded into her teaching, making it a living, breathing experience, and she uses vibrant clinical experiences to make the subject matter come to life.
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 the late William C. Friday, who devoted a
lifetime of service to the University as president of the University of North Carolina system.
2 2 015 University Teaching Awards
Tanner Awards for Excellence
in Undergraduate Teaching
RITA BALABAN Senior lecturer
of economics
Faculty member since 2006
Hometown Camp Hill, Pennsylvania
Fun fact I’m the youngest of 13
children. My second oldest brother, Bill,
was a member of the UNC football team
when I was born.
Teaching philosophy Economics
Balaban
provides a way of thinking that my
students can use to understand the
world around them, to help them make sound decisions and to
critically evaluate public policy. When I teach, I think of the
classroom as a practice field. It is an environment where I can
give my students exercises to do and it is my role to provide
guidance, evaluate them and make any necessary adjustments
to help them learn the economic approach to thinking.
Excerpt from award citation Students heap high praise on
Baliban as a teacher: they say that she is a “great lecturer” and
that she has an uncanny knack for “taking the hardest concepts
and making them easy to understand.” Her interactive lectures
helped forge connections with her students in what could have
been a large, anonymous setting. Students are “enthralled,”
“captivated” and “riveted” by materials that might otherwise
seem a bit dry. “Rita was, quite simply, the best in the department,” says a faculty colleague who has won a number of
teaching awards, “and she challenges all of us to be more
committed to our students, more committed to teaching and to
constantly seek to be better professors.”
JOCELYN CHUA Assistant
professor of anthropology
Faculty member since 2011
Hometown Brooklyn, New York
Fun fact I trained in kalaripayattu, a
form of Indian martial arts.
Teaching philosophy My teaching
philosophy is to get students engaged
with the diversity of human experience in
Chua
its richness and complexity and in doing
so, to unsettle our own assumptions
about who we are and why we do what we do.
Excerpt from award citation Chua receives the highest lecture ratings in her department. Students describe her
as the best professor they’ve had at UNC and her courses as
Tanner Award 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. This year’s winners are:
Lindsay Brainard Department of Philosophy
Suzanna Geiser Department of English and
Comparative Literature
Jordan Radke Department of Sociology
Kyle Slinker Department of Physics
Joseph Zappa Department of Statistics
Operations Research
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 awards recognize excellence in inspirational teaching of undergraduate students,
particularly first- and second-year students.
and
students are
enthralled, captivated
the best
truly a
and
riveted
professor [students have] had at UNC
breath of fresh air
most
gives students the
eye-opening course
knowledge, passion and
confidence to affect the health of the world
some of their most demanding academic experiences. “It was
one of the most eye-opening courses I’ve had at UNC” or “the
class has definitely made me reconsider changing my major to
one related to the subject matter” are common throughout her
student evaluations.
KELLY HOGAN Senior STEM
lecturer
Faculty member since 2004
Hometown Aberdeen, New Jersey
Fun fact I’m a biologist who cannot
keep plants alive.
Teaching philosophy My philosophy
used to be much lengthier. I can now
state it in two words: “Include everyHogan
one.” This is a difficult task when you
appreciate the diversity of students in
our classrooms, but the challenge keeps me continually exploring how students learn best.
Excerpt from award citation Students speak not only about
Hogan’s dedication to the craft of teaching, but also her commitment to working individually with students. “I could come to
her with a question from class or just simply to talk about how
things have been going for me and she was always happy to
hear from me,” says one former student. “She was truly
a breath of fresh air amongst all the competitiveness that
surrounded science courses and student life.”
active application of the course material.
Excerpt from award citation The gossip swirling around
Melwani is that her courses are a ‘must take’ in the Business
School, which is appropriate since Melwani’s research focuses
on the influence of gossip, emotions and interpersonal relationships in the workplace. Melwani is consistently lauded
for going above and beyond as a mentor. Her nurturing of
students has already left a lasting legacy. “She affected my
undergraduate career positively in a monumental manner,”
as one student says, was a sentiment echoed in many of the
nomination letters.
KARL UMBLE Clinical assistant
professor of health policy and management and director of the bachelor of
science in public health program
Faculty member since 2003
Hometown Chambersburg,
Pennsylvania
Fun fact I like to play the clarinet
and to listen to orchestral music.
Teaching philosophy In our pro-
Umble
gram, we seek to welcome and care for each student as a
unique person of great worth. We try to learn about and affirm
each student’s gifts; serve them with respect; offer service
opportunities in which they can grow; and help them discover
where their talents intersect with the world’s needs. All of my
SHIMUL MELWANI
classes emphasize case studies, reflection on practice and
Assistant professor of organizational behavior
work-based or service learning. Broadly, we try to lead them in
Faculty member since 2011
Hometown Mumbai, India
Fun fact I was born without
fingerprints because of a genetic
disorder called adermatoglyphia.
Teaching philosophy I see
Melwani
learning as an affective experience; without passion and enthusiasm, there is little
motivation to learn. To enhance learning in this way,
I focus on two related factors: building relationships
with my students by creating opportunities to engage
with them inside and outside the classroom and
constructing an engaged classroom experience
that involves experiential activities that stimulate
than taught.”
ways that we hope they will lead, knowing that “more is caught
Excerpt from award citation Students characterize Umble’s
courses almost as works of art, brought about by his efforts to
provide all students with learning experiences that will give
them the knowledge, passion and confidence to affect the
health of the world. “Rather than creating a mock project to
test the leadership theories he teaches, he creates a project
where student teams act as real consultants for a broad variety of not-for-profits and other healthcare organizations that fit
their interests,” says one senior. “The time and effort he takes
to create these real-world consulting work experiences is unparalleled. Even in a class of 40 students, Umble makes every effort
to create classes, case-studies and assignments to meet every
student’s needs.”
April 15, 2 015 Johnston Teaching Excellence Awards
CHÉRIE RIVERS NDALIKO The awards were created in 1991 to recognize excellence in undergraduate
teaching. The awards are funded by the James M. Johnston Scholarship Program.
warm, quick-witted sense of humor, but respect her for the kind of partnerships she has built
with undergraduates.”
Assistant professor of music
Faculty member since 2012
STEVEN HEMELT Hometown Nicasio, California
Fun fact I used to train horses.
Teaching philosophy I teach because I believe that it is through
balancing critical inquiry with human connections that we all become
more globally responsible citizens. My goal in the classroom is to inspire
students to think critically and creatively about the global issues in which
Ndaliko
we are all implicated. I teach about Africa, about conflict and about art,
which are topics that can seem distant or overwhelming. I aim to make
them relevant to students in exciting ways that lead to empowering interactions with their peers
around the world. Sometimes we make audio-visual digital media pieces together in collaboration with students in various African countries. Ultimately, I ask students to put theories into
practice as they engage, creatively, with ethical and aesthetic questions and work to find solutions to some of the world’s pressing global challenges.
Excerpt from award citation The chair of the music department commended Ndaliko
for making “more about inclusion in a sometimes isolating field of study.” She “brought the
students a viewpoint that made them realize that they are responsible citizens,” instead of passive consumers of music. An activist for social justice and gender equality, Ndaliko seamlessly
weaves these themes into all of her University work. “She brings in real-day, real-life intersections between political conflict and music,” and gracefully shows that “that music is always a
tool and sometimes a weapon,” the department chair adds. “Her students not only love her
Assistant professor of public policy
Faculty member since 2013
Hometown Baltimore, Maryland
Fun fact My wife and I met as freshmen in high school.
Teaching philosophy Foster a passion for inquiry, cultivate an
engaged community of learners and set high standards while providing strong support. I aim to help my students find personalized ways of
interacting with the material at hand that will allow them to learn it more
fully, to ask questions of it more thoughtfully and to apply it more practiHemelt
cally. I want my students to become critical consumers and producers of
social science research, to be able to separate weak from strong evidence.
Finally, I set high expectations for my students and strive to recognize and provide the supports
necessary to meet those expectations.
Excerpt from award citation Students often comment that Dr. Steven Hemelt spends a great
deal of care creating a classroom environment that gives students every opportunity to master
policy theory. Teaching both Research Design and Policy Analysis and Innovation, his classroom
discussions are planned and cultivated, encouraging students to participate fully. One student
wrote, “he is a master of using a variety of instructional techniques to help students learn. By
using techniques like think-pair-share, group discussion, and individual problem solving, he is
able to check for understanding throughout the class period.”
Distinguished Teaching Awards for PostBaccalaureate Teaching and Mentoring
BERNARD BOXILL This award was first given by the University
in 1995 to recognize the important role of
post-baccalaureate teaching.
in turn from them. That’s what teaching is,
Pardue Dis-
and I’m fortunate to have both colleagues
tinguished Professor in the Department of
and students eager to join in.
Philosophy
Excerpt from award citation Calling
Faculty member since 1986
Downing “one of a kind” and “one of the
Hometown Castries St. Lucia, West
most intelligent professors at UNC,” a col-
Indies
league praises his love of reading. “The
Fun fact I love to remember West Indies
students see this in his seminars... They wit-
versus England Lords 1950.
ness a forgotten act of loving literature and
Teaching philosophy Try not to talk
books.”
too much.
Excerpt from award citation Over
the course of almost 30 years of service to
3
Boxill
Byerley
Downing
Ennett
SUSAN ENNETT Professor
of health behavior and doctoral program
UNC, Boxill has proven to be a stellar gradu-
director
ate educator. To a person, his colleagues
and former and current students express both a great deal of
impact. Once students determine where they are headed, we
affection for him as a human being and admiration for him as
should individualize their opportunities to most effectively and
Hometown Charlotte, North Carolina
a scholar who is “an intellectual giant” and a trailblazer in his
efficiently educate them toward that end.
Fun fact I’ve been exploring the country around Chapel Hill
Faculty member since 1997
for almost 25 years with my husband on our tandem bicycle.
field. His students uniformly describe Boxill as an incredible
Excerpt from award citation The terms nominators use to
source of inspiration to them; he is warm and encouraging, but
describe Byerley include caring, passionate for her students,
Teaching philosophy Whether teaching in the classroom or
at the same time has high standards and “doesn’t let you get
compassionate for her patients and their families, engaging and
mentoring students, I want to provide a coherent and structured
away with anything.” A colleague describes Boxill as “a legend-
committed to teaching and mentoring. Byerley is “one of my
learning environment so my students can be fully engaged in
ary teacher, mentor and adviser…a natural, obvious and superb
highest role models, both personally and professionally...She
shaping their own learning. My goal is to encourage students
candidate for this award.”
teaches on a continuous basis--on rounds, at the bedside, in
to explore and develop their interests while thinking criti-
every context,” says a former student. “In everything she does,
cally, applying rigorous standards and always questioning their
there’s something to learn. The size of her heart is so large. The
own assumptions.
JULIE BYERLEY Professor of pediatrics and vice dean
for education
biggest opportunity for her teaching is observing her with her
Excerpt from award citation Ennett is so “exceptionally
Faculty member since 2002
patients. The world would be a better place if we could clone
prepared for class” that she motivates students to “maximize”
Hometown Lynchburg, Virginia then Spartanburg, South
her over and over.”
their learning opportunities. In her courses, Ennett maintains
Carolina
Fun fact I play more baseball than most women my age.
I enjoy doing that to spend time with my two teenage sons. I
ERIC DOWNING a careful balance between conveying information, challenging
Hanes Distinguished Term Profes-
sor of German, English and Comparative Literature
students’ assumptions and eliciting engagement through the
incorporation of student’s experience. As one student puts it,
love to throw them soft toss for hitting, or hit pop fly balls so
Faculty member since 1995
she “never shied away” from asking challenging questions, but
they can practice outfield and long toss, especially on a beauti-
Hometown Warren, New Jersey
is careful to craft her teaching in “a thorough, clear and concise
ful day.
Fun fact I am not the finest swordsman in all of France.
manner” to include students from a variety of academic back-
Teaching philosophy Faculty should inspire students to
Teaching philosophy Teaching is a byproduct of a way of
grounds. Ennett’s classroom environment of “openness and
determine their talents and passions, then assist students in
life. I love to read, think and write about literature and theory,
acceptance” of different approaches enhances student learn-
deciding how to use their individual gifts to make the greatest
to share that love with my students and colleagues, and to learn
ing, another student says.
4 2 015 University Teaching Awards
J. Carlyle Sitterson
Freshman Teaching Award
BARBARA OSBORNE where students can discuss important issues and learn from one another.
Associate professor of exercise and
Excerpt from award citation Describing Osborne as engaging and passionate, her stu-
sport science
Faculty member since 1998
Hometown Kenosha, Wisconsin
Fun fact I went to college on a cross country and track scholarship. I
could barely walk to get my diploma at graduation because I ran the marathon at the national championships the day before.
Teaching philosophy I believe that learning is personal and that students achieve consciousness when they can connect concepts/theories
to their own lives. I try to create an open and respectful environment
Chapman Family
teaching Awards
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.
dents love her for the way she brings complex and controversial topics into the classroom. Her First Year Seminar course on discrimination and sports is a favorite among
students. “The subject itself pushes us as UNC students. Dr. Osborne made us develop
opinions about issues that really matter,” one student says. The discussion-based seminar
affects students so strongly that many of them switch to exercise and sport science majors
after just one class with her. “The first-year seminar with Professor Osborne sparked up a
passion and anger inside of me that I did not know existed,” says one former political
Osborne
science major.
The Chapman Family Teaching
Awards were created in 1993 with a
gift by Max Carrol Chapman Jr. ‘66
on behalf of the Chapman family,
to honor distinguished teaching of
undergraduate students.
Estrada
OSWALDO ESTRADA Associate professor
of Spanish
Faculty member since 2007
Hometown Lima, Perú
Fun fact I love to sing. At home, at work. By myself. With
others. Last year I sang at a local tango concert and also at
the Cat’s Cradle.
Teaching philosophy Teaching is always a rewarding
journey. To me, it is a personal matter that involves learning
and sharing, targeting different learning styles and adjusting
to new circumstances, every single time. It is a challenging
endeavor that gives me the unique opportunity to make a
difference in someone’s life.
Excerpt from award citation Estrada is frequently
described as a “hands-on” instructor, using his own
experiences and creativity to construct an active and varied classroom experience for students in his intermediate
Spanish, Latin American culture and introductory survey
courses in Latin American literature. He arrived in the United
States at the age of 14 with no understanding of English, so
Estrada understands “how frustrating it can be to try to conjugate verbs in your second language when you are struggling to participate in a discussion,” he says. “From the
very first moment we meet, I let students know that only by
making those mistakes, by participating actively, by putting
themselves out there, will they feel that a ‘foreign’ class,
taught in Spanish, can also be theirs.”
ELIZA RICHARDS Associate professor of English
and comparative literature
Faculty member since 2004
Hometown Voorheesville, New York
Fun fact I taught English as a Second Language for five
years in Brazil, Germany and the United States before going
to grad school.
Teaching philosophy I work with students to achieve the
common goal of understanding literature and history and
thinking about how these subjects can help us understand
and engage with the world we live in today. I don’t believe
that I am the only teacher in the classroom. I encourage
everyone to contribute knowledge and skills; that’s the way
to generate educational synergy. The most crucial point I
seek to convey is that we each must take responsibility for
our own education. I aim to teach people how to learn, in the
classroom and beyond.
Excerpt from award citation Relying upon a combination
of lecture, discussion and student presentations, Richards
develops a supportive, yet rigorous learning environment.
“Her approach to share authority in the classroom resulted
in a room filled with students who respected learning, listening, sharing, respecting and studying,” says one former student. That same classroom spirit is noted by a peer observer,
who was disappointed by being unable to return to Richards’
class as a student. “Eliza Richards makes you passionate
about what she is teaching,” the observer says. “She does
the work, she makes the class organized, she has discipline
in an overarching manner, but allows for the moment to be
free and spontaneous. The students are thriving as a result.”
MARK SCHOENFISCH Richards
Shoenfisch
marathons, and have hiked the Grand Canyon (down to the
Colorado River and back) at least 10 times.
Teaching philosophy I believe that the best way to learn
chemistry is to work with others and make mistakes. Grit goes
a long way if you want to achieve. That’s true in any subject,
but especially chemistry. Encouraging students to work in
small groups outside the classroom helps facilitate discussions
about what they do and don’t understand. Plus, they feel like
they are part of a team. I feel lectures should be informative,
connect the material to something real and inspire students
to learn more and continue despite the hurdles.
Excerpt from award citation Teaching sections with
more than 200 students in the introductory course, Schoenfisch stimulates learning throughout the semester by introducing problems and then working through the issues with
the class. As one former student comments, he “delivered
the materials of the course with that passion and intent. He
worked very hard to make the class interesting and stimulating.” Another praised his practice of weighting the final
Professor of chemistry
Faculty member since 2000
Hometown Palatine, Illinois
Fun fact I enjoy running and hiking. I have run a few
using his own experiences
examination such that earlier grades could be replaced, noting that this encourages students to continue studying and
working throughout the semester and that this demonstrated
Schoenfisch’s commitment to student learning.
and creativity to construct
an active and varied classroom experience
allows for the moment to be
free and spontaneous
delivered the materials of the course
with that
passion and intent