“What strikes me most about Dr. Cheng’s pedagogy is how direct and personal it is. He rarely uses technology, but this has not made him any less of a draw for our students. Almost every time I pass his office, he has a student in there. With the simplest means—teacher, students and a text—he does more than any technology could achieve.”

“Dr. Smoak is recognized throughout the nation, and indeed internationally, for his wide-ranging contributions to public history and the institutions that support it. He has advised 53 graduate students in his time at the University of Utah and is renowned for his deep knowledge, high standards, and commitment to effective teaching and mentoring. He is the real deal: an immense asset to the University of Utah and the diverse communities and publics it seeks to serve.”

Randy L. Dryer's service both on and off campus is a testament to his lifelong commitment to community engagement. His volunteer community service has focused on government transparency and addressing the unmet legal needs of underserved persons. Prior to receiving his full-time faculty appointment, he served a combined total of 15 years as a member of the University’s Board of Trustees, six as chair or vice chair. He has served in several administrative and leadership roles at the university, including president of the University Academic Senate, acting dean of the Honors College and president of the Board of Advisors of the Natural History Museum of Utah.

Isabel Teresa Molina Avella’s long-term presence in the community has established trusting relationships with diverse partners to find creative solutions to existing challenges. As associate director at University
Neighborhood Partners, her mission is to nurture the development of UNP’s community
capacity and wellbeing, education pathways, and community leadership-supported
partnerships. She is one of the founding faculty members of Bridging Borders (BB), a global collective of educators, students and community partners working to create vital networks that lead to innovative opportunities and pathways in education.

“One of the most impactful aspects of Liz's mentorship is her strategic approach to publication. Recognizing the lengthy process of obtaining publications, most of Liz’s publications as a faculty member include graduate student co-authors. She involved students in projects early on and generously allowed them the opportunity to earn first authorship, even when the original idea might have been hers. She pushes them to think and mentors them through executing the first—and often second, third and 10th—attempts at all the tasks related to our research projects. Dr. Tenney teaches students with the very intention to set them up for success.”

“Throughout our interactions, Dr. Christison's approachability, willingness to share expertise, and encouragement have created a nurturing atmosphere for intellectual growth. Her insightful feedback on my research and scholarly pursuits has been instrumental in shaping the trajectory of my academic journey. Collaborating with Dr. Christison has not only enriched my understanding of the subject matter but has also instilled in me a deep appreciation for the importance of mentorship in academia. Her mentorship extends beyond the confines of the classroom, fostering a sense of community and camaraderie among her mentees.”

“Dr. Ulrich is a world-renowned and highly respected investigator with an impeccable record of achievement in research, mentorship, and leadership. Her dedication to the Huntsman Cancer Institute (HCI), the people we serve as a Cancer Center, and training the next generation of cancer researchers is remarkable. She has an infectious enthusiasm and passion for cancer control and prevention, is steadfast in building HCI’s impact in service to the patients and populations of Utah and the Mountain West and is a remarkable scientific leader.”

“Dr. Smith’s contributions have been a linchpin in defining the University of Utah as a cutting-edge institution for research and practice in racial and mental health and educational issues. His work enriches the academic milieu and serves as a practical guide for education and medical practitioners and policymakers within the College of Education, the School of Medicine, the Huntsman Mental Health Institute, and the broader healthcare and educational sectors in Utah.”

Academically, Beth is well known for her book, “Engaging Classrooms and Communities through Art: The Guide to Community Based Art Education.” Artistically, she is known throughout the world for her studio practice that borders on the anthropological, unearthing fragments from the past and digging up metaphor. On campus, her classes promote dialogue and healing as students are paired with local schools and organizations to plan, implement and evaluate arts-based projects.

“Khoshnevisan's commitment to teaching and student development is further exemplified by his active involvement beyond regular instruction. He frequently takes the initiative to teach summer classes and readily engages in guiding Independent Reading courses and special projects for individual students. Remarkably, this dedication remains steadfast even during his tenure as department chair, illustrating his unwavering commitment to educational excellence.”

“Dr. Hageman is, in short, one of but a few Ph.D. scientists whose understanding of clinical disease is simply transcendent. Dr. Hageman is committed both to the science of age-related macular degeneration (AMD) and to the patients and family members affected by this tragic disease. His career has been characterized by his willingness to take the initiative, and to commit the time and labor-intensive work necessary to meaningfully advance our understanding of AMD while teaching, training, and mentoring others along the way.”

“I have found Cindy to be an exceptionally creative, productive and effective faculty member across the full range of activities she undertakes: teaching, mentoring, research, technology transfer and administrative and service work. She is intensely innovative, passionate about research and teaching excellence, and compassionate in her interactions with colleagues, students and staff. She moves technology forward, helps lift it off the bench and into the real world, and brings the students and colleagues around her into the adventure as well.”

“Dr. Round is a highly accomplished expert in host-commensal bacterial interactions, with a track record of impactful research that integrates microbiology, immunology, and bioinformatics approaches to understand how the intestinal microbiota, the living organisms in a specific environment such as the gut, can influence the development of human diseases, including metabolic disorders, inflammation, gastrointestinal cancers, and neurologic disease. Her work has the potential to revolutionize our understanding of these diseases through microbiota host interactions and, more importantly, open new avenues for their prevention and treatment.”

“In 2016, a program was launched called Cancer Moonshot. The goal of this program was “to accelerate scientific discovery in cancer research, foster greater collaboration, and improve the sharing of cancer data.” Generally speaking, the Cancer Moonshot program aimed to fund cutting-edge cancer research that would have an immediate impact on society. I can think of no evidence of innovation and a breakthrough achievement than Dr. Kaphingst both pursuing and being awarded a $5 million Cancer Moonshot grant in 2018, a project that will wrap up this coming calendar year.  While the amount of funding is of course impressive, I would argue that receiving funding under such a prestigious and public funding mechanism—to do work that actively innovates and provides thought leadership about cancer research—is evidence of a breakthrough achievement.”

“One important application in Dr. Bowen’s Lab is Project FIND-EM (Forensic Identification of our Nation’s Deceased with Element Mapping). Here, Dr. Bowen’s Lab works with the U.S. Defense POW/MIA Accounting Agency (DPAA) whose mission is to recover and repatriate remains of American military personnel who were prisoners of war or missing in action from past conflicts (e.g., WWII, Korean Conflict, and Viet Nam War). Isotope analyses are used on fragments of human remains to determine the origins of that decedent material. Dr. Bowen’s Lab is responsible for the development of the hydrogen, oxygen, and strontium isotope maps that are key to creating isoscape geographic maps that help describe where these decendants grew up. This application has been receiving well-deserved attention nationally over the last several years as it is a powerful tool to help create closure for those families who have longed to have the remains of their loved ones brought home.”

“Dr. Mathison’s conscientious and patient determination is evident every class day. Her enormous preparation is always clear, she is always responsive and always willing to work closely with students. But also, Dr. Mathison is able to make a space for learning that is kind and compassionate yet persistent toward critical educational goals. She constantly demonstrates an ability to facilitate a deep understanding of critical frameworks from within and through a safe space where learning can happen more freely and easily. Furthermore, she is very capable of making complex ideas accessible to all students. She is an excellent teacher and an excellent communicator.”

“One of the most remarkable aspects of Dr. Page's teaching is his ability to connect with students on a deep and personal level. His students' heartfelt testimonials exemplify his impact on their intellectual growth and personal development. As one student noted, ‘You are one of my role models because you encourage rational/critical thinking but also encourage empathetic, sympathetic, and introspective thinking within your students.’ His commitment to fostering a compassionate and inclusive learning environment is remarkable and speaks to his dedication to students' well-being.”

“Among Dr. Steenburgh’s many curricular innovations, perhaps the one that stands out most is his relatively new course Secrets of the Greatest Snow on Earth (ATMOS 1000). This is a wildly successful general education course, with the kind of best-ever reviews that one would expect for someone nominated for a DTA. But it is much more—and far more innovative—than just that. It is the culmination of decades of public engagement, both informally and formally, where Dr. Steenburgh promoted scientific literacy through innovative channels. He started his Wasatch Weather Weenies blog nearly 15 years ago, and his use of social media (under the handle 'Professor Powder' on X/Twitter) was years ahead of its time. With millions of views and thousands of followers, he quickly became the go-to authority for anyone interested in exploring the Wasatch in winter.”

“Dr. Velayutham employs a diverse blend of pedagogical techniques to engage and inform his students. He applies active forms of learning and adapts his approach to suit the diverse learning styles and needs of his trainees. This adaptability and willingness to explore new strategies not only makes him a standout educator but also demonstrates a deep understanding of educational theory. Dr. Velayutham’s classroom instruction is in the areas of macronutrient metabolism and nutritional biochemistry, which are challenging areas that require mastery of both basic science fundamentals and clinical principles. His strong student evaluations speak to his genuine concern for his students and his varied instructional approaches. Some particularly successful techniques he employs include animated instructional videos, cartoons/fun facts related to the topics, TED videos, Team Based Learning, narrated video presentation (for his online classes), interactive assignments, and projects to stimulate relatable life experiences.”

“Dr. Wood guides student thinking by providing written feedback on every exam, asking questions for students to consider rather than simply leaving the expected answer. Since her students are often interested in pursuing a career in medicine or health science, Dr. Wood uses real-life examples to teach critical thinking skills and expose students to scenarios which could arise in their careers and social relationships. During group discussions with these examples, she would point out that oftentimes there is no right decision because of differences in culture and beliefs between two parties, such as a patient and doctor, and ultimately, to better serve the community and dismantle health inequities, you must put your own biases and opinions aside.”

“As I look towards the future, my dedication to constantly improving as an educator is steadfast. I consider teaching an art form that requires a growth mindset, adaptive refinement, and being open to the idea of failure occasionally. My experiences have taught me that such an approach helps me remain attuned to my students' needs. My vision and goal is to pave the way for a community of lifelong learners and a new generation of engineers equally skilled in tackling real-world challenges and expanding the frontiers of what is possible.”

“In my experience, actively assessing students’ progress is necessary for an effective and balanced learning environment. Generating discussion in the classroom and testing students in innovative ways is an important part of this process. Another aspect of this process is meeting with students individually outside of the classroom to discuss the ways in which each student is excelling and possible areas for improvement. In order to help students self-assess, I assign metacognitive exercises. By interacting with students through several mediums, I strive to encourage students to better understand their learning needs and work through the material in a way that best suits each of them.”

“A student need not have traveled a normative path in order to have valuable insights and success in formal education communities. Students arrive in our classroom at different intellectual stages and with diverse backgrounds, then must navigate conflicting perspectives appropriately in an institutional setting. It is my job to guide them, but I cannot teach without their voices. We produce knowledge together through respectful dialogue and careful consideration of alternate points of view.”

“As a historian of education, I provide opportunities for students to understand how the educational past is entangled with the present, while also challenging students to imagine more just and equitable educational opportunities for all students. The educational past is contingent on many, many decisions and actions. Whether we agree with them or not, those decisions and actions might appear done, but they can always be undone—for better or worse. For anyone in education, this is an essential and hopeful truth. Most of my students will not become historians of education; however, I hope to instill habits of mind in reading, writing, and thinking historically that will shape their approach as researchers and educators who seek justice and equity in their spheres of influence.”

“Teaching is one of the great privileges of my life. The deep fulfillment that comes from fostering growth and creating those connections is unlike anything else. For me it is an especially great and welcome responsibility to nurture our learners as they grow into young physicians who are responsible for the wellbeing of others. My goal as a teacher is to create overwhelmingly positive learning experiences that inspire students and create meaningful education that brings good into the world. It is my role as an emergency physician who is fellowship-trained in point of care ultrasound and the ultrasound curriculum director for the medical school that allows me to do just this and connect with learners of all levels, from medical students and residents to fellows and faculty.”

“Music is a vital element of the human experience; if I have done my job, my students will leave my class with a deep appreciation for how music helps shape and is shaped by our society and culture. Moreover, they will have gained experiences and skills that empower and prepare them to contribute to that society and culture, whatever their professional paths. In the future, I look forward to continuing in these aims while also exploring new methods and subjects.”

“Professor Watt is a passionate teacher at the university of Utah and pours her heart into the material that she teaches. She goes above and beyond, creating opportunities for her students that sets her apart from many other professors. She networks with her students to provide rare and valuable opportunities that allow students to follow their passions, as well as creating experiences and learning opportunities that compliment her classes tremendously. Her passion for the topics she teaches shows through in all of her lessons, always trying her hardest to give us the latest and most informed teachings. Professor Watt takes her position as professor and personal passion and combines the two to make an unparalleled learning experience for her students like no other.”

“McDaniel’s proposed project would support her in further developing her expanding expertise in immersive
environments (VR/AR) and interactive technologies, which have a growing presence in artmaking and performance methodologies. Further, McDaniel is currently working to author a cross-disciplinary undergraduate B.S. degree, a collaboration between the School of Dance and the Department of Film & Media Arts. The project McDaniel is proposing for this fellowship opportunity will support this degree planning and will enrich the teaching and mentoring she contributes at the U.”

“Dr. Rudman is planning an ambitious study based on the methodology of the text "Teaching Music Theory: New Voice and Approaches" (Snodgrass, 2020) that will involve numerous points for data collection through survey analysis, syllabi study, course observations, and focus groups. This is a massive undertaking that will result in multiple articles, conference presentations, and ultimately, a crucial textbook for her field. This request strengthens Dr. Rudman’s already remarkable professional portfolio. In addition, this project will be incorporated into a new special topics course on music composition pedagogy that will make our graduate students better teachers, stronger scholars and ultimately, more marketable.”

Originally from Connecticut, Robert moved to Utah in 2008 after graduating from the University of Connecticut to chase big mountains and deep snow. After a few years of enjoying the outdoors and working a range of jobs, he decided to set new goals. Robert applied to the University of Utah and earned his master's in education, and later a master's of science in physics teaching. He has a passion for education and has found a way to weave it into most aspects of his life. He’s been an educator at Midvale Middle for 10 years, a student teacher mentor, a snowboard instructor and a mountain bike coach. Robert values helping people in their efforts to grow, whatever their goals may be.

“The Public Service Professor Award is designed to help a faculty member strengthen community-engaged learning experiences and foster stronger partnerships with the local community. For her Public Service Professor project, Dr. Kamimura will be working with Understanding Us, a grassroots, non-profit organization that provides Tai Chi and physical activity programs to persons experiencing homelessness (PEH) in Salt Lake City. Together, Dr. Kamimura, her research team, students, and Understanding Us will evaluate the effectiveness of the Tai Chi program for PEH’s physical, mental, and social well-being.”

This professorship offers faculty the opportunity to launch new projects in General Education that will make a difference in the student experience. For the next two years, Cynthia Furse will team-teach a three-credit course called “How your smartphone works, and how they are changing the world.” The course will use these devices to explore such questions as, “What’s inside my phone?” and “Where’s my data?" and “Who controls it?”

This professorship offers faculty the opportunity to launch new projects in General Education that will make a difference in the student experience. For the next two years, Michael Scarpulla will team-teach a three-credit course called “How your smartphone works, and how they are changing the world.” The course will use these devices to explore such questions as, “What’s inside my phone?” and “Where’s my data?" and “Who controls it?”

“I have found Cindy to be an exceptionally creative, productive and effective faculty member across the full range of activities she undertakes: teaching, mentoring, research, technology transfer and administrative and service work. She is intensely innovative, passionate about research and teaching excellence, and compassionate in her interactions with colleagues, students and staff. She moves technology forward, helps lift it off the bench and into the real world, and brings the students and colleagues around her into the adventure as well.”