(Front L-R): Cynthia Ward, Dana Bultman, Tina Carpenter, Wesley Allen, Betsy Vonk, Stephanie Jones
(L-R): Malcolm Adams, Markus Crepaz, Akinloye Ojo, Lisa Fusillo, Kathryn Roulston, Sherry Clouser,
Craig Wiegert, James Hamilton, Lance Palmer, Eddie Watson, and Brock Tessman
(L-R: standing): Anna Karls, Joseph Goetz, Barbara Biesecker, Alfred Vick, Caroline Medine, Marsha Black, Gary Green and Richard Menke
UGA Teaching Academy – Class of 2011
(L-R): Mark Cooney, Lonnie Brown, Elizabeth Kraft, Linda Renzulli
Erika Hermanowicz, Wan-I Oliver Li and Brian Cummings
Kathleen de Marrais and Fausto Sarmiento
UGA Teaching Academy – Class of 2010
(L-R Back): Jeffrey Berejikian, Paul-Henri Gurian, Patricia Reeves, David Berle
(Front): Janette Hill, Takoi Hamrita, Paul Quick and Tina Harris
UGA Teaching Academy – Class of 2009
(L -R Back): Tim Foutz, Mark Compton, Michael Wetzstein, Kojo Mensa Wilmot,
Mike Azain, Robert Fecho, Scott Gold and Richard Morrison;
(Front): Audrey Haynes,Marisa Pagnattaro, Betty Jones, Jody Clay-Warner,
Melissa Harshman (not pictured: Robert Cooper)
Class of 2008 Members:
M. Carolina Acosta-Alzuru, Journalism
P. Gayle Andrews, Elementary and Social Studies Education
Joel D. Black, Comparative Literature
Brenda J. Cude, Housing and Consumer Economics
Christine A. Franklin, Statistics
W. Dale Greene, Forestry and Natural Resources
Mark A. Harrison, Food Science
Patricia K. Hunt-Hurst, Textiles, Merchandising & Interiors
C. Rhett Jackson, Forestry and Natural Resources
Martin H. Kagel, Germanic and Slavic Languages
Naomi J. Norman, Classics
Ray Paolino, Drama and Theater
Brigitte Rossbacher, Germanic and Slavic Languages
David H. Zerkel, Music
Shelley E. Zuraw, Art History
(L-R back row): Gregg Coyle, Janet Frick, Jodi Holschuh, Marguerite Brickman, and Nelson Hilton.
(front row): Sid Thompson, Linda Bamber and Ann Hollifield. Not pictured: Margaret Graham.
Linda S. Bamber, Accounting
The most rewarding words I can hear from a student is that he or she has achieved and grown more than they would have believed possible. . . While I hold students tohigh standards, they know that I hold myself to equally high standards. For example, I not only learn studentsÕ names, but I also learn about their prior workexperiences, so I can illustrate the importance and/or practical application of thedayÕs topic in the context the individual studentÕs experiences.
Marguerite Brickman, Plant Biology
After teaching at the college level for the past decade, I am just now becoming aneffective instructor. This is a humbling statement, and it should be. Admittingfailings and striving to improve are the essence of what makes a good teacher. It takes decades of trial and error, of justifying why students should spend their timelearning what you have to teach, and of critically questioning your effectivenessbefore it is possible to become a good teacher.
Gregg A. Coyle, Environmental Design
The product of excellent teaching is an excellent student and beyond that anexcellent citizen. . . Teachers should act as an inspirational source directing studentsto take advantage of all the educational opportunities available in order to improvetheir chances of advancement. Teachers should also create opportunities andencourage students to capitalize upon given moments or tasks that potentially allowfor self success.
Janet E. Frick, Psychology
Outstanding teaching, in my view, requires reflection more than anything else. It requires time and space and energy, much like academic writing. Outstandingteaching requires a deep knowledge of the subject, but that alone is insufficient. It also requires a passion for seeing students grapple with ideas, and for watchingthem be transformed by knowledge and growth. True teaching is transformative, both for the student and the instructor.
Margaret A. Graham, Language Education
I believe in the power of an inquiry mindset and have introduced my students – bothpre-service and in-service – – to teacher research, exploring with them the value ofposing questions which grow from their own teaching practice and then identifyingways they might go about finding answers for themselves. Perhapssimply very good learners who adapt to change, assume multiple perspectives, andvalue constant inquiry.
H. Nelson Hilton, English
Everyone should have the good fortune to spend life, or at least a goodly portion, incompany of the perfect teacher. Such an exemplar would be untiring, alwaysavailable, infinitely various, accessible, and profoundly engaging. The nature of that mentor will depend upon the student, of course, but I can say that upon firstencountering mine in high-school I felt with shock the presence of a profound butaccessible vision.
C. Ann Hollifield, Telecommunications
I believe that the primary role of the teacher is to mentor the intellectual andprofessional development of students through effectively managing the classroomexperience. As a mentor, a professor is called upon to guide and advise students onthe best means to accomplish their personal goals, to support and encourage them intheir work, to cheer their successes and to tell them clearly when they have failed tomeet expectations.
Jodi P. Holschuh, Reading Education
To me teaching is one of the great challenges in life. As a teacher I strive to help mystudents understand what it means to learn. . . I want students to see that learning isnot merely memorizing facts for an exam; instead learning can be a transformative process. In fact, I believe that each learning experience changes the learner in some way.
Sidney A. Thompson, Engineering
For over 25 years, I have taught engineering courses at The University of Georgiaand have always strived to create an environment that encourages students to thinkcritically about their academic career and their professional career that enhancesprofessionalism in the classroom and that makes the student appreciate the chanceto learn.
(L-R front row): Charles Atwood, David Knauft, Karen Cornell, Juanita Johnson-Bailey.
(back row): John Dayton, Edward Halper, David Shipley, Karl Espelie, Jack Fincham, Caliborne Glover, Doug Toma, Chi Thai and Rodney Mauricio. Not pictured: Jolene David and Helen Epps.
Charles H. Atwood, Chemistry
Philosophically, I am interested in understanding what makes learning chemistry difficult and how to best assist students in improving their performance. I prefer to do this based upon strong statistical evidence and psychological understanding of student learning. While we are still early in our learning curve, it is clear that we are making significant inroads into understanding student performance in large classroom settings.
Karen K. Cornell, Veterinary Medicine
My teaching philosophy is not complicated or profound. I feel strongly that students learn best by understanding a concept not memorizing a fact. As a teaching academician in veterinary medicine, I strive to have a lasting, positive impact on veterinary students. I want to be the voice inside their heads that encourages logical thinking and calm confidence when, after graduation, they perform a complicated surgical procedure for the first time.
Jolene R. Davis, Music
During my 25 years of teaching, I have tried to emulate those great teachers who inspired me during my school years. I have been trying to discover how to move my children to a deeper understanding of the subject of music theory. Much of my “planning” time is spent visualizing the class and imagining new and creative ways of explaining difficult concepts. . . Most of all, enjoy the teaching experience. If I love what I do in class, then most of the students will understand the importance of the subject. Some will also come to love it.
John P. Dayton, Education
A professor cannot simply assume that students will automatically share their love for the academic subject, or assume that the student will understand the importance of learning this knowledge. In an increasing hectic world, many things compete for our students’ time, attention and energy. Under these circumstances, it is essential that professors effectively explain to the students the significance of the subject they will be studying, and clearly demonstrate to students why learning this knowledge is worthy of investing their time, attention and best efforts.
Helen H. Epps, Textiles, Merchandising and Interiors
I intentionally ask lots of questions in my classes. Some of my questions are very serious, some are very light and easily answered and some are very difficult . . . If students have no unanswered questions at the end of a class period, or at the end of the semester, or at the end of their college career, I will have failed to teach – failed both the student-learner, and myself, the teacher-learner. Regrettably, I frequently fail. But when I succeed in stimulating a thoughtful question or two, or on those rare occasions, when every answer stimulates multiple questions, I am confident that learning occurs
Karl E. Espelie, Entomology
One of my main goals in the classroom is to be able to treat each student as an individual. In a large classroom this is often a difficult task. At a large university, it is also difficult for a student to feel that they have the ability to succeed. I like to help students adapt to life at a large university. I serve as the academic advisor for a large number of students with a diversity of majors and a wide range of career goals. I always ask my advisees about their opinion of the courses that they take . . I make a point of asking my older advisees to provide advice to younger students.
Jack E. Fincham, Pharmacy
In the rush of days, weeks, and years as an academic with attendant pressure and stress to excel as a scholar with overlapping faculty roles, it is so very easy for many of us to forget why we entered academia. Many of us are here because we wanted to teach, research, and share knowledge others. Often, the rewards for much of what we do daily may seem scant. However, our ability to influence students at an eager, formative stage is an awesome challenge with equally enriching rewards in scope and outcome.
Claiborne Van C. Glover, Biochemistry
At its core, teaching is a formal extension of raising children. . . Whenever one is choosing what to teach the next generation, particularly when it touches on moral, political, or religious issues, there is always danger. My rule is this: if you would be a teacher, ask yourself, “Is it my ambition that my students should learn to think like me or that they should learn to think for themselves?” This is the crucial test, and it is harder than it may sound if you have any convictions at all, but it is the most important thing. It boils down to faith in the human mind and in the human heart, that given an environment of open inquiry and free expression, that our students – that our children – will chose wisely.
Edward C. Halper, Philosophy
Learning is a transformation that does not become apparent to the learner until after it has been made. There are many reasons that students come to the University. A desire to learn is very rarely among them; so rarely that it can be discounted entirely. The task of a teacher is to provoke students to transform themselves by showing them exciting ideas and books. What makes the ideas exciting is that they are at once important and problematic. Students live between accepted truths and purely subjective feeling. They don’t see any space for thinking. They are facing the wrong direction, convinced that nothing lies behind them.
Juanita Johnson-Bailey, Education
Teaching is a three-way interaction: the learners, the teacher, and the context all drive the process. Therefore, I never teach the same course the same way. So, whether I have a new course prep or not, I am always doing a new course prep. This is a necessity because there are always new readings to add and no new group of students is the same as the last. I find this process of continual revisions and uncertainty exhausting, but it is such an exciting and synergistic way to live. I cannot imagine doing it any other way for nothing makes me more anxious or happier than teaching.
David A. Knauft, Horticulture
What does a successful graduate “look like” when they have been away from school for 5-10 years? . . they should be successful in their job, have the capacity for continued growth as a person and as an employee and they should be generally pleased with their quality of life. As I reflected on these issues, I realized there were “big things” that we needed to help our students understand, so that they could gain the “little things” on their own. These “big things” tend to be centered on human relations such as the ability to communicate, work together in teams, solve problems and continue learning.
Rodney Mauricio, Genetics
Science is the ultimate in hands-on learning: every 3rd grader is a natural-born scientist with an insatiable curiosity about the world. How we as science educators can, in many cases, turn that innate curiosity off surprises me – but I regularly see us bludgeon curiosity and problem-solving out of students with lectures that focus on memorizing lengthy catalogs of facts. The lecture is here to stay in the 21st century university, but must it be so uninspiring? Science can be intimidating, but science classes need not be.
David E. Shipley, Law
I learned from many outstanding teachers during my formal education. . . I had great teachers who lectured, great teachers who engaged their classes in lively discussions, and great teachers who challenged students through rigorous Socratic questioning. My best teachers . . . were enthusiastic about their subjects and were able to convey their enthusiasm to their students. They enjoyed being in the classroom. All had a sense of humor and could laugh at themselves, and they treated students with respect and showed that they wanted us to understand the material. . . they never made students feel that we were wasting their time. They put students first.
Chi N. Thai, Bio and Ag Engineering
I do not consider that teaching and learning only occur inside the classroom, thus I reserve for the classroom, activities that require more “coaching” and more “interactions” between teacher/students and students/students, where as the content may be more “concentrated” in terms of quantity and speed. I also create other materials that student can access asynchronously on their own because this would be the “quiet” time for students to work on reinforcing their personal internal understanding linkages. . . thus, I come back full circle to student “motivation,” to a human dimension which reminds me not to be blinded by all of the glitters of technology.
J. Douglas Toma, Institute of Higher Education
My teaching philosophy is straightforward. Fundamentally, in recognizing that students have different learning styles, I attempt to accommodate these while teaching, changing my approach and even my affect regularly to keep the attention of the group. The same is true of not only offering students theoretical models but also presenting multiple ones so individual students can discover those that resonate with them. I also introduce humor into my classes as often as possible, as I believe that relaxed students are more likely to master the material.
(Left to right) front row: Michelle Ballif, Martha Thomas, Paige Carmichael, Wiliam Kisaalita; second row: Sybilla Beckman, George Francisco, Karen Leonas, Rob Shewfelt;
back row: Tom Eaton, Mark Huber, Karl Kuhnert, Ron Walcott
I demand a high level of performance from my students in writing, reading and thinking. . . I teach my students that there are at least two sides – if not an infinite number of angles – from which to interpret texts and the world.
I was interested in mathematics research and, although I enjoyed my teaching and took it seriously, I didn’t think of it as scholarly work. But when I had children, and when my children started going to school, I began to think about the importance of teacher education.
Paige K. Carmichael
The effectiveness of a teacher should not be measured just by the number of dollars in teaching grants she brings in, or the number of classes she teaches . . . but by the number of students she inspires in her life, and I hope to inspire many.
If I had to reduce my teaching philosophy to a single word, it would be “engagement.” My goal is to engage students – to keep them actively thinking about the material and its applications. The tricky part is figuring out how to keep them engaged.
George E. Francisco
While students and new professors alike understand that learning content is paramount to the success in a course, it is the seasoned professor who understands that skills, abilities, and attitudes are of equal or greater importance in the student’s educational development.
Mark W. Huber
Management Information Systems
I strive to create and maintain a personal commitment to creatively and energetically engage students in a manner that fosters their intellectual and personal growth . . . I stress interaction with students as adults, worthy of respect and valued for their ideas and aspirations.
William S. Kisaalita
Biological and Agricultural Engineering
I want students to learn to make connections across disciplinary, national and cultural borders – today’s undergraduates will occupy workplaces and communities that have been transformed by globalization.
Karl W. Kuhnert
. . . the most I can give a student is my love of wisdom. Appreciation for the complexity of truth arises from the personal pursuit and discovery of it. My philosophy of teaching is to develop that appreciation and to inspire the joy of the hunt.
Karen K. Leonas
Textiles, Merchandising and Interiors
My underlying philosophy is to help the student learn to learn . . . Ultimately, my goal is to enable the student to internalize the goals of their education so that the need of external motivation is diminished.
Robert L. Shewfelt
Food Science and Technology
If I am to have an impact on each of my students, I must be able to get into each of their minds . . . I try to seek out the gifted and the struggling students to learn of their needs and to simulate their interests.
Martha L. Thomas
I want my students to love music and to have the skills to continue learning after they leave the university setting. I hope that their music studies become a part of their lives and become something they will never lose.
Ronald W. Walcot
Because good teaching is fundamental for introducing young people into disciplines critical for the advancement of society, teachers must make a personal commitment to excellence in instruction, even at the risk of no reward and sometimes, professional peril.
Front row (left to right): Sheila W. Allen, Jan M. Hathcote, Libby V. Morris, Margaret M. Robinson;
Back row (left to right): Ronald W. McClendon, Lynn A. Bryan, Timothy J. Smalley, Gregory S. Broughton; Not pictured: David C. Hazinski
“When mentoring young faculty members, I try to help them see in themselves what the rest of the faculty members see: talented young professionals who are valued by their students and colleagues.”
School of Music
“The successful teacher is not one who simply has all the right answers coupled with pristine oratorical skills through which he dispenses them. I believe the successful teacher is one who is willing to not only reach out to the student but to reach into the student’s experience.”
Mathematics and Science Education
“. . . education is one of the fundamental elements that makes us a global community . . . what an individual teacher understands about her classroom can only be understood in relation to a broader set of concerns, whether they are social, political, economic or cultural.”
Family and Consumer Sciences
“Students are the customers of the University of Georgia, and my teaching philosophy is to provide them current, relevant information, to deliver the material in a variety of methods, and to have them demonstrate their understanding in real-world applications.”
“I believe in hands-on, active education built upon respect for the student and intelligent thought. Lessons should be simple. Exercises should be hard. Responsibility should be inherent and should be taken seriously.”
Biological and Agricultural Engineering
“In high school, I never considered teaching as a career. My mother taught elementary school and her complaints about her job convinced me that teaching was not the choice for me . . . now, thirty years later, I cannot possibly imagine myself in a role other than teaching.”
Institute of Higher Education
“Indeed, the educator teaches the student, not the content. The instructor should approach the responsibility to teach – to bring about learning, to change individuals – with joy, humility and honor.”
“Teaching is a challenge. It is a challenge to keep students engaged, to keep the material fresh, to open up young minds. However, it is also a privilege. When we forget the privilege part, we lose what is uniquely our job – the opportunity to shape and mold future generations.”
“I teach every class, as if my child was in the class, and treat every student as I would wish my child to be treated. This attitude assures that my students obtain the respect and caring that they deserve and fosters an environment conducive to learning.”
Scott A. Brown
I make efforts to understand the challenges they face; I believe that most of my students know and appreciate that I care deeply about their performance in class today, on the exam next week, and in life long after my class is over. Scott Brown
John P. Dattilo
Recreation and Leisure Studies
My philosophy of teaching is based on the premise that each student is to be appreciated for their unique perspective and their ability to contribute to the learning environment; therefore, each individual is to be respected and treated with dignity. John Dattilo
John A. Maltese
I set very high standards in the class, but in doing so I try to convey a sense of enthusiasm for the subject matter and instill the notion that wide ranging interests – including politics – make life exciting. John Maltese
Thomas W. McCutchen
My goal for each of my students is to help them learn the skills necessary to be successful in life, not just music. Tom McCutchen
R. Baxter Miller
African American Studies
By helping undergraduates–graduates are even a higher challenge of a more professional kind–become highly analytical during their emotional, religious, and patriotic fervor, I help them redirect blind beliefs in traditional forms into brave new theories of flexible freedoms. Ron Miller
David H. Newman
I have often felt like a pilgrim in my teaching. I have grown to appreciate the importance of getting students to think about issues in ways that may be foreign to their normal thought processes and observing the times when a spark is set. Dave Newman
Stephen F. Olejnik
While my primary objectives are to teach the tools of science and to help students develop the skills needed to complete their research degree requirements, my secondary objectives are to increase interest in the research process and to motivate and excite the students on the potential and rewards of new discoveries and understandings through research. Steve Olejnik
William L. Power
. . . the aims of education involve forming and reforming human beings in order to live knowledgeably, virtuously, productively, and abundantly in a world that contains both good and evil. Will Power
Lloyd P. Rieber
I believe that learning is rooted in experience and in meaningful activities. Explanations are important of course, but I feel their relevancy and usefulness hinge on the degree to which a person can relate the explanation to a personal experience. Lloyd Rieber
Hugh M. Ruppersburg
My aim in the class room can be summed up with an oft-cited motto from E. M. Forster’s novel, Howard’s End: “Only Connect” . . . . In my classes I work to make personal connections with students, and encourage them to connect directly with the subjects we study. Hugh Ruppersburg
Kathleen B. Smith
Instructional Support and Development
To teach well we must not teach in isolation from our peers or from our students. The process of teaching and learning must be collaborative between teacher and student, with students taking much of the lead in applying knowledge to practice. Katie Smith
Thomas G. Dyer
Higher Education and History
John C. Inscoe
Pamela B. Kleiber
Denise S. Mewborn
Rosemary E. Phelps
Counseling and Human Development
Thomas C. Reeves
Robert A. Scott
Deborah J. Tippins
Scott S. Weinberg
- Donna E. Alvermann Reading Education
- Stanley V. Longman Drama & Theatre
- Paul W. Ammons Social Work
- Brenda H. Manning Teacher Education
- James C. Anderson Classics
- Robert W. Matthews Entomology
- Wyatt W. Anderson Arts and Sciences
- Hubert W. McAlexander, Jr. English
- William E. Barstow Biological Sciences
- Patrick G. McKeown Management & Information Systems
- Michelle Henry Barton Large Animal Medicine
- Linda Medleau Small Animal Medicine
- Ronald L. Bogue Comparative Literature
- Sharan B. Merriam Leadership & Lifelong Learning
- Karen S. Calhoun Psychology
- Charles W. Mims Plant Pathology
- Nancy L. Canolty Food and Nutrition
- Sherrie Nist Academic Assistance
- Dan T. Coenen School of Law
- Clifton W. Pannell Arts & Sciences
- Walter M. Darley Biological Sciences
- Sylvia J. Pannell Drama & Theatre
- Delmer D. Dunn Political Science
- William G. Provost English
- C. Ronald Ellington School of Law
- Judith C. Reiff Teacher Education
Robert L. Anderson
Jeanne A. Barsanti
Josef M. Broder
Agricultural & Applied Economics
Ronald L. Carlson
Joe W. Crim
Sylvia M. Hutchinson
William K. Jackson
Instructional Support & Development
Patricia L. Kalivoda
Instructional Support & Development
Child and Family Development and Women’s Studies
Peter J. Shedd
Frederick J. Stephenson
Susette M. Talarico