Grade A talent
Spotlighting Temple’s 2024–2025 faculty award winners
At the forefront of their fields in teaching and scholarship, Temple faculty help shape students into leaders powered by purpose. Every year, the university formally honors its excellent professors and scholars for their achievements and contributions to teaching, research, creative activity and service. April 15 marks this year’s awards ceremony. Current and former students as well as colleagues nominate the recipients.
Get to know the 2024–2025 faculty award winners.
Great Teacher Award
Jason M. Chein, CLA ’97
Professor; director of the Temple University Brain Research and Imaging Center; and principal investigator of the Control and Adaptive Behavior Laboratory
Department: Psychology and Neuroscience
School/College: College of Liberal Arts
Areas of focus: fMRI, working memory, cognitive control, decision-making, adolescence, neuroimaging, cognition
Years at Temple: 19
Inspiration for teaching
In the study of human cognition, we often observe that mental life is shaped by both “top-down” processes, which reflect our prior knowledge and experiences, and “bottom-up" processes, which reflect information coming in from the outside world. My teaching is similarly inspired by two simultaneous forces, one coming from within and one from without: the knowledge imparted to me by the many incredible teachers I’ve had along the way and the energy given off by my students. I’m so fortunate to be able to model, and draw inspiration from, the teachers who I learned from, including my parents (my father is a past Great Teacher Award winner) and several truly fantastic teachers who gave me my start as an undergraduate here at Temple. But what activates those experiences and really gets me going in the classroom is when my students begin to amplify my own enthusiasm through eagerness or curiosity. That dynamic interaction generates a kind of positive feedback loop that infuses the classroom with energy. What a rush!
Proudest accomplishments
What makes me proudest as a teacher is when I learn that a former student has leveraged the experiences they had in my classroom to achieve their own personal or professional goals. While the most obvious examples are past students who have followed in my footsteps by making the journey into academia, I think the most fulfilling examples might be the students who did something more unexpected with what they learned with me, like starting a company or nonprofit, writing a book, or applying what they learned toward more personal endeavors, like in their parenting or relationships. My proudest overall professional accomplishment is likely my role in creating the Temple University Brain Research and Imaging Center (TUBRIC), which is the human brain imaging facility we created on Temple’s Main Campus. TUBRIC serves faculty and student researchers from all over the university and has helped bring in nearly $50 million in research funding. More important to me, the center has been a training ground for hundreds of students, from all levels, many of whom will become the next generation of research neuroimagers.
Memorable moment
Something that really leaves a mark is getting to see a former student take over the teaching or presentation stage. A salient example is from the first time I mentored an undergraduate Diamond Peer teacher. Watching them take the podium in the lecture hall and witnessing the influence I’d had on their approach to instruction and their style of presentation made me realize just how impactful I could be as a teacher and mentor.
Steven N. Popoff
Professor and chair of biomedical education and data science; John Franklin Huber Chair of Anatomy and Cell Biology
School/College: Lewis Katz School of Medicine
Areas of focus: Regulation of skeletal development and the pathogenesis of various metabolic bone diseases including congenital osteopetrosis, inflammation-mediated osteopenia (i.e., rheumatoid arthritis, osteoarthritis and periodontal disease) and estrogen-deficient osteoporosis
Years at Temple: 36
Inspiration for teaching
My primary objective is to equip my students with skills that will allow them to become enthusiastic and proficient lifelong learners. I think it is important for students to embrace the concept that they should be passionate about expanding their knowledge base and in the application of this information in their daily lives. As a teacher, I must be able to convey new, clinically relevant information to students in a manner that is appropriate for the stage of their education. I must be passionate and competent about the subject matter that I am teaching, and I must find innovative ways to explain difficult concepts most effectively if I want my students to be excited about and engaged in the process of learning. It is equally important to teach students the skills needed to apply their newly acquired knowledge to solve problems. In medical education, a case-based approach is the most effective method of teaching students how to apply their knowledge to solve clinical problems.
“In the end, I want my students to have the skills that will enable them to tackle any clinical case with the enthusiasm, confidence and persistence necessary to successfully diagnose and treat their future patients. If my students can embrace and practice the skills associated with lifelong learning, then I feel I have succeeded in my role as an educator.”
Proudest accomplishment
My proudest professional accomplishment was realized when I stood in front of the Lewis Katz School of Medicine Class of 2023 addressing the graduates as the Skull Yearbook dedicatee. Some students told me that I made a lasting impression on their class from the very first day of medical school, while others said that they remembered and appreciated the encouragement and words of advice that I gave and often repeated during Fundamentals 1, their first course in the medical school curriculum. Whatever the reason, I was humbled and honored to be selected as the yearbook dedicatee from among the long list of excellent teachers and mentors they had encountered during their medical school journey. In my speech, I told them that I hope they would remember me as someone who exuded a passion for teaching anatomy and someone who was genuinely excited every time we discovered an anomaly or variation during our dissections. I told them I felt it was important that they also display a passion for their own work as they moved ahead with their clinical careers, as that passion would be perceived by their patients as someone who is competent, confident and compassionate—a doctor who truly cares about them and their health.
Memorable moment
Being appointed as the inaugural chair of the new Department of Biomedical Education and Data Science at the Lewis Katz School of Medicine in July 2021 was a transformational event during my time at Temple. After years of planning and advocating for a single unified department to bring together the core basic science educators, the restructuring of basic science departments in the medical school finally brought about this much-needed change. Prior to the restructuring, departments were aligned along the traditional basic science disciplines (anatomy, pharmacology, physiology, etc.). With the rapid evolution of professional school curricula over the past two decades, the old model of discipline-based departments was suboptimal for the type of faculty collaboration and innovation needed to develop and enhance the integrated and active learning (problem-solving) curricula required by the schools of Medicine, Dentistry and Podiatry. The new department provides an excellent environment for our core educators who share the common mission of providing excellent and innovative instruction to our students to collaborate more effectively and efficiently. The department provides a strong mentoring program for our junior faculty members (early career educators) and sponsors a robust faculty development program. The department also promotes opportunities to enhance educational scholarship among our faculty, with the goal of establishing national recognition of its faculty members as leaders in the innovation of educational methods and resources. Overall, the new Department of Biomedical Education and Data Science has significantly enhanced productivity, satisfaction and morale among its faculty members.
Faculty Award for Creative Achievement
Mark Thomas Gibson
Associate professor; program head of painting
School/College: Tyler School of Art and Architecture
Areas of focus: Painting and drawing: caricature, pop, fantasy and narrative to reflect on current American history
Years at Temple: 6
Inspiration for teaching
It’s the opportunity to help students advance their ideas beyond what they thought they could do. Teaching them communication skills through art is something I love to. With my art, I look for ways to communicate and describe the moment we’re living in.
Proudest accomplishment
It happens every year when I see a new group of students graduate.
Memorable moments
For me, there’ve been moments with my colleagues when we’re working together across our departments with the common goal of serving our community. These moments are extremely moving and keep me coming back.
Paul W. Eberman Faculty Research Award
Grace Xueqin Ma
Laura H. Carnell Professor and Chair of urban health and population science; associate dean for health disparities; founding director of the Center for Asian Health
School/College: Lewis Katz School of Medicine
Areas of focus: Health disparities research; cancer disparities prevention and control (liver cancer, colorectal cancer, cervical cancer, lung cancer, among others); population-, community- and health system-engaged intervention trials; chronic disease intervention (Type 2 diabetes and hypertension); viral-related health research; social, cultural, psychological and structural determinants of health; translational multidisciplinary research
Years at Temple: 28
Inspiration for teaching and research
My passion for improving population health and developing evidence-based interventions is the core driver behind my research and teaching. I am deeply committed to ensuring that all communities have access to high-quality healthcare, prevention and treatment. I am inspired by the tangible impact that collaborative research can achieve when conducted in partnership with communities. Through approaches like community-based participatory research and patient-centered outcome research, I aim to translate scientific findings into culturally relevant interventions that improve health outcomes. Mentoring the next generation of researchers is another powerful source of inspiration for me. I take great pride in fostering a pipeline of scholars who are dedicated to conducting meaningful research and improving health systems for quality of care among all populations and communities.
Proudest accomplishments
Over the past 28 years, I have been privileged to contribute to Temple University’s research enterprise, building a strong foundation for multidisciplinary collaboration and impactful health research at multiple levels. At the institutional level, I have led large-scale, federally funded initiatives that have strengthened Temple’s leadership in community-engaged and translational research. My work has fostered cross-disciplinary partnerships that enhance research capacity and innovation. At the health system level, my research has informed patient-centered models for prevention, early detection and chronic disease management, improving healthcare delivery and outcomes. At the community level, I have established partnerships with more than 400 organizations to expand access to, and utilization of, cancer and chronic diseases prevention and care across multiple states on the U.S. East Coast. At the student and faculty level, mentoring more than 270 junior faculty, postdocs and students has been one of my most rewarding contributions, helping to shape the next generation of researchers committed to advancing health and well-being.
“While I am honored by national and institutional recognitions, my greatest accomplishment is the lasting impact of my work—strengthening research infrastructure, improving health systems, empowering communities and developing future leaders in the field.”
Memorable moments
One of the most memorable and transformational moments during my time at Temple University was the opportunity to build a collaborative research infrastructure across multiple sectors, including multidisciplinary scientists, community leaders and healthcare providers, all working together to address health disparities and improve health outcomes. The process of developing and implementing impactful health interventions has been incredibly rewarding, especially seeing these efforts translate into tangible improvements in health outcomes at the community and population levels, both locally and nationally. Another memorable experience was mentoring my first group of junior faculty and students. Watching them evolve into independent researchers and leaders in the field reaffirmed the importance of mentorship and the profound value of nurturing the next generation of scholars and health leaders. What stands out most is the collective progress made in advancing research, building partnerships and enhancing healthcare solutions—these moments continue to inspire and shape my work at Temple.
Temple University Faculty Research Award
Frank C. Spano
Professor, chemistry
School/College: College of Science and Technology
Areas of focus: Excitons, polarons and polaritons in organic materials; the theory of electronic excitations in organic materials, crystals and thin films
Years at Temple: 34
Inspiration for teaching and research
I am driven by the desire for discovery—the thrill of being the first to appreciate even the smallest fragment of nature’s grand design. In particular, I strive to develop theoretical models that neatly account for experimental observations involving electronic excitations in organic materials. This also has practical utility for the design of devices such as solar cells and flat panel displays. To me it is deeply inspiring that mathematics—which in my field manifests mostly in the form of the celebrated Schrödinger equation—precisely describes so many natural phenomena, from the structures of single atoms and molecules to the properties of macroscopic materials like molecular crystals. Overall, to be able to expand the boundaries of our knowable universe is a wonderful way to utilize one’s time!
Proudest accomplishment
For many years we were obsessed with understanding how electronic interactions between organic molecules in an aggregate or crystal reveal themselves through simple spectral signatures—for example, the various peaks and valleys in the absorption spectrum obtained after shining light on the sample. In some ways this challenge is similar to deciphering Egyptian hieroglyphics as the spectra are often quite complex. After several years of intense investigation, we finally succeeded in developing a set of simple rules—the “ratio rules”—which allow one to determine important material properties, for example, the strength and nature of intermolecular interactions, directly from the absorption and photoluminescence spectra. The rules are applicable to a wide range of materials, from a simple pair of molecules to a molecular crystal, and have been used by many experimentalists to interpret their observations.
Memorable moment
Back in 2010 my graduate student and I were conducting numerical simulations on the fluorescence spectra of molecular aggregates. We had compiled a great many spectra under a wide array of conditions and were amazed to discover what seemed to be an invariant quantity—a property of the spectrum that persists even though the conditions varied widely. For theoreticians, discovering invariants is like discovering gold. The transformational moment came when we derived, using old-fashioned paper and pencil, an exact expression for the invariant quantity. Two complex quantities canceled out exactly leaving behind a beautifully simple expression. It was quite a memorable moment!
Lindback Distinguished Teaching Award
Philip Dames
Associate professor, mechanical engineering
School/College: College of Engineering
Areas of focus: Robotics, active sensing, multi-robot coordination, mapping and target tracking
Years at Temple: 8
Inspiration for teaching
For me, the most rewarding part of being a teacher and research advisor is seeing students have that “aha” moment when they put together the pieces of something they were struggling with and really take ownership of the material. The feeling of pride I take in the students’ accomplishments is very motivating and pushes me to think, read and speak with colleagues about how to create an environment where students feel empowered to do the exploration necessary to get that point of understanding. The other thing that motivates me is trying to make a positive difference in the world. I strive to do that at an individual level in the classroom and when working with students in the research lab, and I focus my broader research agenda around applications where robots can help keep people safe, collect information that would otherwise be inaccessible and more.
Proudest accomplishments
I am most proud about seeing students leave my classroom or research group and go on to use the skills they learned to do great things, whether that is seeing an undergraduate who worked with me over a summer go on to complete their senior capstone project or my first PhD student go on to get a postdoc and then a faculty job. At a personal level, receiving my National Science Foundation CAREER Award and this Lindback Distinguished Teaching Award are both big feathers in my cap. It is humbling and gratifying to be recognized by my peers for my research and teaching.
Memorable moment
One of the best pieces of advice I got from a mentor was that the mark of a successful PhD student-faculty advisor relationship is when the student starts teaching the faculty more than the other way around. Experiencing this process from the faculty side is so much fun, and I can really see the impact that each graduate student I’ve had the pleasure of working with has had on me and the research lab.
Nicole L. Griffin
Professor, biomedical education and data science
School/College: Lewis Katz School of Medicine
Area of focus: Human gross anatomy
Years at Temple: 13
Inspiration for teaching
From an early age, I was a bit of a sleuth, upturning rocks in search of dinosaur bones and rummaging through my grandparents’ basements for treasures. This innate curiosity has certainly influenced my approach to instruction. One of the ways I encourage students to become detectives is by holding competitions for locating particularly elusive structures without faculty assistance. Exercises such as these build team agency, bolster self-confidence and promote retention of the material. In addition, the winners receive a certificate decorated with reward stickers.
Proudest accomplishment
During 2020–2021, a few of us began to create a collection of instructional videos to serve as supplementary resources when in-person activities were limited. Even after pandemic restrictions were lifted, these recordings remained available in most of our Gross Anatomy courses. Just the other day, a student expressed gratitude for having the ability to view a specific video before our scheduled lab session. I was absolutely delighted by such feedback, especially since producing even the shortest and simplest videos had been challenging for me.
Memorable moment
Several years ago, while in lab, our usually quiet space suddenly erupted into a cacophony of noise. My instant assumption was that someone had fainted. I was very wrong. Instead, a gargantuan cockroach had joined our session. The commotion intensified when the visitor took flight across the room. While this entertaining disruption is itself memorable, what I found to be the most remarkable aspect was the group’s response. After the uninvited guest had finally landed, a couple of students caught it and conducted a gentle outdoor release. I was very proud to observe these future healthcare professionals exercising the Hippocratic tenet of doing no harm.
Amy A. Lavin, FOX ’00, ’04, EDU ’19
Associate professor of practice, management information systems
School/College: Fox School of Business and Management
Areas of focus: Information systems and data analytics, user experience, and business intelligence
Years at Temple: 14
Inspiration for teaching
Being included in the student journey from students’ first year through graduation is my deepest inspiration. I am lucky to teach an Introduction to Management Information Systems class where I meet a lot of our talented, newest students. Over the course of their management and information systems studies, I usually see them again in an upper-level course, and it is rewarding to see how they’ve changed and grown over a few semesters. Finally, as they complete their internships, graduate and start their full-time jobs, it is rewarding to watch them succeed. It brings me great pleasure, and it is so meaningful when I hear back from the students that something we covered in class has directly been useful in their careers.
Proudest accomplishment
My proudest professional accomplishment is earning my EdD from Temple’s College of Education and Human Development in 2019. I returned to school in 2012 with one daughter and a full-time job. By the time I completed and defended my dissertation, I was teaching full time and had two daughters and one son. The path to completion was not an easy one; it was filled with late nights, early mornings and writing in any spare moment I could find, along with hiring babysitters and dropping the kids with family so that I could go to class.
Memorable moments
I have been at Temple for a long time—I started as a student in 1996—and I have many great memories, all of which feel like standout moments, including spending a semester at Temple Rome as an undergraduate and teaching an MBA class at Temple University Japan. And the first time I taught a class in Speakman Hall was a surreal experience; I had spent years sitting in the classroom as a student and now I was at the front of the room, a complete role reversal. I did not grow up with the desire to be a teacher, but through various opportunities, here I was—and loving every minute of it. I also love every year at graduation watching the students walk across the stage, smiling and knowing they are off to great things. Also, winning the student’s inaugural Faculty Member of the Year award a few years ago meant so much because it was an award created and voted on by the students.
Joyce Z. Lindorff
(Photography by John Thompson, Jet Photographic, Cambridge, U.K.)
Professor, keyboard studies
School/College: Boyer College of Music and Dance
Areas of focus: Historical keyboard (music, literature and history)
Years at Temple: 27
Inspiration for teaching and performance
“I really love bringing music to life and making it meaningful for audiences, whether it is a piece that has been hidden in the past for centuries or a brand new work composed by a colleague.”
Interpreting early music requires research into the life and performance habits of musicians who lived a few centuries ago and who had the same human emotions we do. Playing new music involves tapping into the intentions of a living composer and perhaps tackling new techniques or skills along the way. In both cases, my teaching focuses on how to communicate our best to an audience and let the music resonate. Actually, I’m still studying that myself.
Proudest accomplishments
During the 1991–1992 academic year I was invited to start a harpsichord program at the Shanghai Conservatory of Music. That blossomed into many years of living, teaching, researching and performing in Shanghai, Xi’an, Beijing and Hong Kong. I am proud of publishing the first research in English on 17th- and 18th-century China-Europe musical exchange, my collaborations with Chinese composers, and most recently coauthoring a baroque keyboard performance practice anthology with a Chinese professor who was one of my first harpsichord students at the Shanghai Conservatory of Music!
Memorable moments
A lot of my classes result in special projects, involving collaborations both within Temple and with the outside music world. They have included women’s music symposia, an improvisation study week, all-day Scarlatti and Couperin performance marathons, and a trip to perform at the Boston Early Music Festival. Most meaningful for me was a collaboration with the Charles Library during the pandemic in 2020. Thirty-five Temple students, faculty and alumni joined together to perform Triumph of the Human Spirit, a five-hour online celebration of Beethoven’s 250th birthday. Still available on the library’s website, it remains a powerful inspiration for me as well as for listeners at Temple and beyond.
Charles Osborne, CST ’10
Associate professor of instruction, mathematics
School/College: College of Science and Technology
Areas of focus: Calculus, the theory of numbers
Years at Temple: 14
Inspiration for teaching
I am most inspired by seeing the intellectual development of my students. Seeing them progress from being new to a concept to being able to solve related problems and then to being able to learn more about the topic independently is greatly rewarding. In addition to the mathematical content of a course, it is my hope that their time in my classes helps students gain understanding of how to reason logically and more generally how to learn.
Proudest accomplishment
Winning the Lindback Award is my proudest accomplishment to date. I am very happy to see that many of my colleagues and students consider me to be very good at my job. I am grateful and indebted to those who set up the opportunities I have had over my career. I’m glad I was able to justify their belief in me.
Memorable moments
There are any number of occasions in which students have told me about their acceptance to graduate school or their new job to start after graduation. These all stand out in my mind since the students telling me about it suggest that they feel I had something to do with it. I also remember looking over scholarship applications and seeing that a student had said my class set up a strong foundation for further study of mathematics. This one really stands out for me since the impact described is more immediate (within the student’s time at Temple). These are the things that reassure me that I chose the right career.
Mary Stricker, CLA ’01
Professor of instruction, sociology
School/College: College of Liberal Arts
Areas of focus: Racial ideology, racial politics, racial and ethnic stratification, social construction of race and ethnicity, social movements
Years at Temple: 30
Inspiration for teaching
As an undergraduate I didn’t engage much with my professors, with my classes in general or with the world around me despite that at the time I was having a lot of complicated feelings about the ills of society. I have great regret about how disengaged I was because I missed out on so much academic and political learning and hence found myself deeply confused and overwhelmed upon graduation. So, I am always driven to engage students who remind me of myself, and there are a lot of us!
“As a sociology instructor, I am inspired by those who work to create progressive and transformative social change, and I want to be a part of that work. I am emotionally, politically, pedagogically and intellectually driven by the desire for all of us to be free.”
To free ourselves from systems of oppression we must have a sociological understanding of our relationships to those systems. That is, we must understand how our behaviors and ideas are interacting with our particular historical moment. Watching my students deeply explore these interactions and then become some of the “freedom fighters” I most admire is what keeps me going. Knowing that I had at least a small part in their intellectual and activist development fills me with pride and inspires me to continue working to engage students and to free us all from systems of oppression.
Proudest accomplishment
I am most proud of the way I have designed my General Education course The History and Significance of Race in America. The course helps students see themselves as active and necessary agents in struggles for social justice and moves them away from the tendency toward political and social cynicism and inertia. I feel really good and confident about the knowledge my students walk away with at the end of each semester.
Memorable moments
I have been at Temple for more than 30 years, so there are many memorable moments.
Currently, I am engaged in organizing against the attacks on freedom of speech in higher education. Building community with the brave Temple students, staff and faculty that are refusing to bow to these egregious attacks on our constitutional rights has been truly transformative.
As a founding member of the Temple University Graduate Students’ Association, it was thrilling to vote with Temple graduate student employees in favor of union representation in March 2001, two months before I defended my PhD dissertation.
It was exhilarating and meaningful to work with the Temple Association of University Professionals (TAUP), community leaders and students to stop the proposed football stadium on campus.
Publishing a book about my teaching experience at Temple with my close friends and colleagues whom I have known and loved since my first days here was both academically and personally transformational. Check it out: Teaching and Confronting Racial Neoliberalism in Higher Education: Autoethnographic Explorations of the Race Studies Classroom.
Provost's Award for Teaching Excellence in General Education
Katie Sudo, EDU ’15
(Photography by Tsubasa Fujikawa Berg)
Instructor, Undergraduate Bridge Program
Temple University Japan
Areas of focus: TESOL, general education, English, first-year writing, Undergraduate Bridge
Years at Temple: 10
Inspiration for teaching
My teaching is inspired by students who choose an American undergraduate degree when it isn’t the obvious path. At Temple University’s international campus in Japan, many cannot rely on secondary school preparations for success. Some students have never experienced a Western-style education, while others return to college after military service or time in the workforce. In my classes, I strive to demystify academic achievement through scaffolded assignments, frequent feedback and tailored mini lessons. While some find my approach too hands-on, I am driven by the students who, after developing structured approaches in my courses, begin to flourish in their other studies.
Proudest accomplishments
My teaching and research are centered on what students can do to have academic and personal success now while in university. My proudest professional accomplishments are when my students ask me for recommendations for scholarships, study abroad opportunities and on-campus work that will add to their college life. I am proud of every student who wants to take their university experience a step further and will do what I can to make that happen.
Memorable moments
My studies at Temple Japan’s Graduate College of Education have profoundly transformed my approach to course design. Under David Beglar’s guidance in the course Curriculum Development in Language Teaching, I learned needs analysis methodologies, which have become integral to my course preparations. This focus on needs analysis contributed to my nomination for the Provost’s Award for Teaching Excellence in General Education for my course Why Care About College: Higher Education in American Life. As a proud Temple alum, I am now pursuing a PhD in applied linguistics at Temple Japan, anticipating further transformative experiences as a researcher.
Part-time Faculty Excellence in Teaching and Instruction Award
Gerald Paterson, EDU ’07
Adjunct associate professor, teaching and learning
School/College: College of Education and Human Development
Areas of focus: Applications of teaching and learning theories to classroom practice, research methods of instruction, assessment and evaluation
Years at Temple: 20
Inspiration for teaching
Throughout my career, I have consistently embraced the principles of collaboration, fostering a positive and inclusive school and classroom culture, and leading with a deep commitment to the ethic of care. These values have not only shaped my approach to teaching but have also served as the foundation for how I lead and interact with others. I believe that collaboration is essential for both personal and academic growth, and it is through working together—whether with students, colleagues or families—that we create an environment where everyone feels valued and empowered to succeed.
At Temple University, I have had the privilege of sharing these core values with my students, encouraging them to understand the importance of collaboration and empathy in their own teaching practices. This focus on care and community extends to my role as the principal at Clarence B. Lamb Elementary School in the North Hanover Township School District. There, I work closely with my team to foster a school culture that prioritizes respect, support and emotional well-being for both staff and students. By creating a safe, nurturing environment, we ensure that all students have the opportunity to thrive academically, socially and emotionally.
“In all of these settings, leading with an ethic of care means more than just offering support—it’s about building relationships; listening actively; and ensuring that every individual feels seen, heard and understood. I am passionate about creating environments where people are encouraged to be their authentic selves and where collaboration is a natural and essential part of the learning experience.”
Proudest accomplishment
One of my proudest professional accomplishments to date is working alongside my dedicated team at Clarence B. Lamb Elementary School to achieve the prestigious Purple Star School designation. This recognition is particularly meaningful to me because it highlights the collective efforts we’ve made to support New Jersey’s military-connected youth, a group of students with unique academic and wellness needs that require specialized care and attention. These students face distinct challenges, particularly during transitions between school settings, and our goal has always been to ensure they receive the support they deserve.
The Purple Star School designation, established by the New Jersey Department of Education, is awarded to schools that demonstrate a strong commitment to serving military-connected children and families. To earn this recognition, schools must meet specific criteria outlined by the Purple Star Working Group, which includes providing resources for military families, offering professional development for staff on military culture, and fostering a welcoming and inclusive environment for students who may be adjusting to new schools or experiences due to military life.
Through our collaborative efforts, Clarence B. Lamb Elementary School successfully met all of the required criteria. This involved implementing programs and practices that ensure military-connected students are supported both academically and emotionally, providing a stable and nurturing environment as they navigate the challenges of transitioning between schools and homes. Whether it was developing support systems for students dealing with deployment or providing resources for families adjusting to new community dynamics, our team worked tirelessly to make sure that these students felt understood and valued.
This achievement reflects the commitment of our entire school community, and I am incredibly proud of what we accomplished. Earning the Purple Star School designation not only acknowledges our hard work, but it also underscores the importance of advocating for and creating a supportive environment for all students, especially those facing unique challenges like our military-connected youth.
Memorable moments
One of the most meaningful and memorable aspects of my time at Temple University has undoubtedly been the incredible people I’ve had the privilege of working with. The students in particular have had a profound impact on me. Their dedication, enthusiasm and appreciation for the learning process have been unlike any I’ve experienced before. They are truly the most appreciative and motivated group I’ve ever served, and it is through them that I have come to understand what success in education truly means. Their eagerness to engage, learn and grow has continually reminded me that success isn’t just about academic achievements but about fostering a deeper connection, encouraging critical thinking and creating an environment where students feel empowered to reach their full potential.
Beyond my students, my experience as a former doctoral student in the field of educational leadership and policy study has been transformative in shaping my approach to teaching and leadership. This journey provided me with valuable opportunities to collaborate with a wide range of departments, faculty members and organizations, each of which contributed to expanding my perspective on educational practices, policy implementation and systemic change. Engaging with such diverse viewpoints has helped me grow as both an educator and a leader, and it has continually inspired me to think critically about how to create a meaningful, lasting impact in education.
Andrew Ervin
Adjunct associate professor
English, Intellectual Heritage; music studies
Schools/Colleges: College of Liberal Arts;
Boyer College of Music and Dance
Areas of focus: Fiction, creative nonfiction, literature, literary editing, interactive narrative, fantasy literature, business and technical writing
Years at Temple: 14
Inspiration for teaching
“Temple is a unique and wonderful place, and I feel a great sense of responsibility to honor the institutional history. Teaching here means being part of something important in the city of Philadelphia and beyond.”
I think about that a lot, maybe too much. But in practice, everything I do is about the current students and who they are in the process of becoming. Our students inspire me, and I hope I’m able to plant some intellectual and creative seeds that they will watch grow for their entire lives.
Proudest accomplisments
It’s really our students’ accomplishments that I’m most excited about and proud of. It feels like every semester I hear from someone who graduated a few years ago and wants to share good news about a new job or an acceptance to graduate school. There’s really nothing better than that. So many of our graduates doing so well is its own reward, and it’s an honor that they’re still thinking about our brief time together in the classroom.
Memorable moments
There have been too many to count. There was a time we took students to Eastern State Penitentiary to watch a screening of Terry Gilliam’s 12 Monkeys, part of which was filmed there. One online class met entirely as avatars in the video game World of Warcraft—what a blast. The most transformational moments, however, are often small and quieter: A student making sense of an especially thorny passage of a book. Watching Plato’s allegory of the cave change from a mind-numbing abstraction to something personal and practical. The laughter that inevitably breaks out during group activities. Watching them actively listen to and encourage each other in online discussions. Week by week and semester by semester our students make me a better teacher—and that’s a real joy.
Angelise Stuhl, KLN ’14, STH ’16
Adjunct instructor
School/College: School of Sport, Tourism and Hospitality Management
Areas of focus: Sport media and sport business
Years at Temple: 6
Inspiration for teaching
Easy question—100% my students! As a two-time Temple grad, I feel privileged to teach the next generation at the university that I called home. I loved every part of my undergraduate and graduate experiences at Temple. I truly cherish being able to give my personal advice, shed light on opportunities that Temple offers and play an integral role in my students’ academic journey. I have the unique opportunity to teach a class that is part of Temple’s B4USoar program. Seeing local high school students assimilate smoothly in the collegiate landscape among upperclassmen at Temple inspires me every class. Our students go out of their way to make the high school students feel welcome and provide a firsthand example of what it means to be a Temple Owl.
Proudest accomplishments
Besides this award, which I am extremely blessed to receive, I was also honored as one of Temple University’s 30 Under 30 recipients in 2023. One of my proudest personal achievements is being able to oversee the top multimedia sports site for high school sports coverage in the Philadelphia area: philadelphiasportsdigest.com. I created the company in my second year of graduate school while pursuing my master’s degree in sport business in Temple’s School of Sport, Tourism and Hospitality Management. Starting your own sports media company in one of the top media markets in the country is no easy feat, particularly for a woman in a male-dominated industry. My staff is compiled of the most talented sports writers, photographers and videographers in the industry—most of whom are Temple graduates! I am most proud when I can offer my students the opportunity to intern with my company—to see them grow and capture captivating stories and videos that they use to build their portfolios. Witnessing my previous students embark in the real world as reporters, photographers and sports information directors for collegiate and professional sports organizations is extremely gratifying to me knowing that I played a part in their academic and professional journeys.
Memorable moment
During the spring semester of 2020, I had the opportunity to co-teach the course From the Locker Room to the Board Room, the Making of a Modern-Day Leader alongside Philadelphia Hall of Fame basketball Coach Fran Dunphy. Upon returning from spring break, it was the onset of the COVID-19 pandemic and classes were moved virtually. It was a time of uncertainty, and we had a handful of seniors in our class that expressed their sadness and frustrations about not being able to return to campus or formally walk at graduation. I wanted to provide one last positive memory that our seniors and all of our students could take away from this experience and be something that they would always remember. I reached out to former Philadelphia Phillies shortstop and 2008 World Series champion Jimmy Rollins on Instagram, and he agreed to surprise my class on Zoom for one of our final class meetings in April. I will always remember the reactions of sheer joy and shock on my students’ faces when Rollins entered the Zoom meeting. Rollins spent more than 45 minutes talking with our students, answering all of their questions and providing lasting leadership advice. This was a moment that I will always cherish.
Faculty Senate Outstanding Faculty Service Award
Heather Marie Gardiner
Professor, social and behavioral sciences; founding director of the Health Disparities Research Lab
School/College: College of Public Health
Areas of focus: Interpersonal health communication, organ and tissue donation and transplantation, community-engaged research
Years at Temple: 10
Inspiration for teaching and research
I am deeply committed to addressing and reducing inequities in healthcare and health outcomes for marginalized, stigmatized and otherwise disenfranchised populations. My primary program of research lies at the intersection of interpersonal health communication and organ and tissue donation and kidney transplantation. Across these areas, my goals have been to improve the organ and tissue donation processes in the United States, reduce transplant inequities, and increase access to kidney transplantation for minoritized and other disenfranchised groups. This commitment to equity extends to my teaching. I teach Ethnicity, Culture and Health; Health Promotion for Vulnerable Populations; and Community-Based Participatory Research courses. They not only examine the structural causes of health inequities but also equip the next generation of public health practitioners and researchers with the tools to identify and address inequities in health and healthcare. By fostering critical thinking and practical solutions, I strive to inspire future leaders to advance health equity and social justice.
Proudest accomplishment
The proudest moment in my career came during a meeting for a Health Resources and Services Administration-funded research project that leveraged the existing network of community health workers (CHW) within Latinx communities to promote the act of registering as a posthumous organ donor. During the meeting, a representative from one of our four partnering CHW organizations praised my team and me for “listening with an open heart,” recognizing the ways in which we had incorporated their feedback into our study materials. In 2019, the educational and communication skills training program we co-developed for this project won Best Training in the American Public Health Association’s Public Health Education and Health Promotion section’s materials contest. This recognition would not have been possible without the invaluable input and guidance from our community partners, reinforcing my belief that meaningful change is achieved through collaboration, transparency, shared learning and shared trust.
Memorable moment
In 2023, Melody Slashinski and I launched the Community Health Education Club, an organization dedicated to training students to design and deliver culturally and linguistically appropriate health presentations to North Philadelphia communities. Since its inception, students have delivered five presentations, with a sixth currently in development. The community’s response has been overwhelmingly positive, underscoring the urgent need for accessible, high-quality health information. One of the most memorable aspects of this experience has been witnessing the mutual support and encouragement between community members and our students. Seeing the community’s enthusiasm and appreciation not only reinforced the value of this work but also inspired our students to continue engaging in meaningful, community-centered health education. This initiative has been a powerful reminder of how collaborative efforts can create lasting, positive change.
Tricia S. Jones
Professor, communication and social influence; director of the Center for Conflict Management and Media Impact
School/College: Klein College of Media and Communication
Areas of focus: Conflict theory, dispute resolution, conflict and peace education, intercultural conflict and communication, conflict dynamics
Years at Temple: 34
Inspiration for teaching
Empowerment. Voice. Engagement. Community.
For me, teaching is about empowering students to find their voice, build agency, and let the world know who they are and how they should be valued and included. It is helping others to see their potential to shape a world that is just, inclusive, ethical and humane. I grew up as a young girl during the Civil Rights Movement, the Equal Rights Amendment, the Vietnam War and Watergate. My greatest teachers and still most profound influences on my life were the teachers who showed the way to speaking truth to power and standing up for myself and for others. I realized then that my life would be directed to being a teacher and a lifelong learner of that goal. I have the honor of teaching Temple undergraduate and graduate students as well as underserved middle school and high school students throughout Philadelphia schools in our Youth Dialogue and Youth Conflict Specialists programs. Watching their courage and resilience as they grow into their power and extend grace and power to others is a constant inspiration.
Proudest accomplishments
I’ve been so fortunate to work with amazing colleagues and communities throughout my career in projects that create constructive conflict management through conflict and peace education, restorative and reconciliatory practices, and integrated conflict management systems. I have three accomplishments to mention here—although not mine alone by any means—that humble me to have been included in and make me proud of the possibilities in this work. Early in my career I led the United States Information Agency-funded Community Peace and Safety Networks in Johannesburg, South Africa, immediately after the end of apartheid. For two years we worked with educators from South Africa and the United States to build community peace and safety programs in newly integrated South African schools and surrounding communities. That initiative led me to work with the Peace Education Working group of the Global Partnership for the Prevention of Armed Conflict (GPPAC). Through the GPPAC and the European Center for Conflict Prevention I was asked to co-chair the Conflict Education and Peace Education Working group for the United Nations Summit on the Role of Civil Society in Preventing Armed Conflict. Three years of planning led to an amazing week at the United Nations in which teams of educators and educational administrators from 47 nations created an initial policy and research agenda for conflict education and peace education programs throughout their nations. From that experience I became more aware of how critical it is to educate teachers and educators about conflict education and peace education. Yet, in looking at pre-service teacher education programs in the U.S., I was dismayed to find that very few included content about these programs or the research on their efficacy. In short, we weren’t preparing U.S. teachers and administrators to support this critical work in their schools. Again, with a cohort of likeminded folks, we obtained funding from the United States Department of Education and private foundations to begin the Conflict Resolution Education in Teacher Education (CRETE) program. CRETE has since trained more than 10,000 pre-service and in-service teachers and administrators; partnered with 30 universities in 12 states and the District of Columbia; and contributed programming internationally to the Organization of American States, UNESCO and the West Africa Network for Peacebuilding.
Memorable moments
After almost 35 years at Temple, it’s difficult to pick one or a few memorable moments. I’ve been honored to be Faculty Senate president, a department chair and a member of TAUP’s Executive Council, and to participate in many memorable Temple moments through those groups.
“In truth, my most memorable and transformational moment was not as a Temple faculty member but as visitor to a Temple conference on culture and community in 1981. My first time in Philadelphia or at Temple, I fell in love with the city and the history of Temple. Nine years later Temple called and invited me to join as a faculty member. From the first day on Temple’s campus as a member of this fine community, I knew I was a true Conwellian.”
Jeffrey Solow
Professor, instrumental studies
School/College: Boyer College of Music and Dance
Areas of focus: Cello, cello performance
Years at Temple: 35
Inspiration for teaching and performance
For me, performing and teaching are inseparable, and I can’t imagine doing one without the other. In its most rewarding instances, teaching allows a performer to have a personally transformative impact: A teacher can influence a student’s entire life. Performing is the main reason that I studied and practiced, and it is a vital part of my life. Because I teach cello performance, being an experienced performer is crucial to the effectiveness of my teaching. Performing invigorates my teaching, informs my musical knowledge, increases my repertoire, improves my playing and reminds me how difficult it is to perform—an easy thing to forget when one only observes the performances of others!
I want my cello students to learn not only what their playing should sound like but how to achieve that result. They must learn what to do, why it should be done, how to do it, what causes it to work and perhaps above all what it feels like to do it. A crucial ingredient in this process is teaching students how to practice so that the essential elements function consistently. When a student understands all these things, they’re able to teach themselves and others—a particularly important aspect of my work with students at Temple University. A student learning to become their own teacher may seem to progress very slowly, particularly in regard to repertoire, but college-age students have their whole lives to learn repertoire, and for most of them, these years are their last chance to develop a healthy relationship with their instrument—to become one with it. To learn to play correctly necessitates slow work with careful attention to minute detail. This establishes a healthy foundation that allows fast and self-reliant learning later on.
Additionally, I consider service to be an important part of my life and my career. College and university service is an integral part of faculty self-governance and is indispensable to a well-run university. Service to the profession keeps me connected to my non-Temple colleagues, enhances my standing in my field and partially repays the many debts that I owe to colleagues who have helped me over the years. Service to the community is the duty of a good citizen and neighbor. Finally, a teacher who actively serves society, institutions and the profession stands as a positive role model for their students.
Proudest accomplishments
Most classical musicians who successfully sustain a professional career blend together some proportion of performing and teaching. I am particularly proud that my career is especially multifaceted, embracing teaching and performing (as a recitalist, a soloist with an orchestra and a chamber musician), plus recording, arranging and editing music for the cello; writing articles for international and U.S. publications; and lecturing on a variety of musical and cellistic subjects.
Memorable moments
Being voted by my colleagues to receive these two awards: the 2014 Temple University Faculty Award for Creative Achievement Award and the 2020 Lindback Distinguished Teaching Award.
Stauffer Award for Distinguished Faculty Service
Steven Balsam
Professor and chair of accounting; Merves Senior Research Fellow
School/College: Fox School of Business and Management
Areas of focus: Taxation, financial accounting, executive compensation
Years at Temple: 34
Inspiration for teaching
My greatest inspiration comes from the opportunity to shape students’ futures and witness their growth firsthand. I thrive on our interactions, which is why I have advised student professional organizations for more than 20 years and have led the Volunteer Income Tax Assistance (VITA) program for nearly two decades. These roles allow me to engage with students on a deeper level, mentoring them one-on-one and seeing their confidence and skills develop over time. That direct connection keeps me motivated every day.
Proudest accomplishment
Over the years, I’ve been honored with numerous awards in research, service and teaching, but the one that stands out most is the 2019 SPO Faculty Award from Temple University’s Fox School of Business. This recognition was especially meaningful because it was awarded by students from multiple professional organizations—ASCEND, Beta Alpha Psi, the Fox Accounting Association, the Institute of Management Accountants and the National Association of Black Accountants. Their acknowledgment of my dedication reaffirmed the deep relationships I strive to build.
“I’m also incredibly proud that I can reach out to many former students today and receive an immediate response—a testament to the lasting connections we’ve formed.”
Memorable moments
There have been countless memorable moments in my 34 years at Temple, but two stand out. In 1997, Melanie Kessler, then-president of Beta Alpha Psi at the Ambler Campus, asked me to be their advisor—an invitation that deepened my involvement in mentoring students outside the classroom. Another defining moment came when Amanda Kemp, now Amanda Smith, approached me with the idea of bringing the VITA program to Temple. In both instances, I eagerly accepted, as they aligned with what I love most: engaging with students one-on-one and guiding them toward success. These experiences continue to shape my passion for teaching and mentoring.
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