Faculty Honors and Awards

President's Professors

2014 Awardees

Bryan Brayboy

Bryan Brayboy
School of Social Transform
College of Liberal Arts and Sciences

Educators are most successful when we work with students long enough to get them to do what we do — but better. Whether students pursue work around issues related to my particular areas of specialty is unimportant. What is important is ensuring students know how to ask questions, contextualize issues, and access relevant and reliable information in order to inform their opinions and professional and academic work. I teach students, at all levels, how to navigate the process of becoming an academic and professional. This means helping students understand how to ask meaningful questions, locate those questions within a larger body of literature or contemporary ideas, and find ways to answer their questions.

Bryan Brayboy

Kaye Reed
School of Human Evolution and Social Change
College of Liberal Arts and Sciences

As an instructor, I feel that I’ve come a long way from that first class in 1997. Now there are 350 to 400 students sitting in front of me, viewing pictures and videos, discussing the concepts that I introduce in class, and watching me walk like a gibbon or an early ancestor. It seems that this latter activity makes me much more approachable, and students are emboldened to come and talk to me after class or in office hours. All of their senses are engaged if they let them.

2013 Awardees

Alexandra Brewis Slade

Alexandra Brewis Slade
School of Human Evolution and Social Change

I like to focus on questions of why we want students to learn not just what we want them to learn, and consider the best ways to promote learning may not be the easiest, the most comfortable, or most obvious. I have worked very hard ever since to discover the myriad ways in which teaching best “works” and doesn’t, through working with my own mentors and then with students, keeping up with educational literature, staying in front of new technologies as much as possible, and rampant pedagogical experimentation. In all this, I always try to “think big.”

Ariel D. Anbar

Ariel D. Anbar
School of Earth and Space Exploration
Department of Chemistry and Biochemistry

Democratic societies require that the public make sound decisions on scientifically infused issues such as climate change and renewable energy. To do so, it is imperative to understand that science is not an encyclopedic collection of facts. Rather, science is the process by which we explore important question […] This status quo of disciplinary, “lecture-lab” courses does not meet the needs of society […] The online revolution in higher education has the potential to constructively disrupt this status quo […] Online education has vast untapped potential to enhance excellence as well as access

Ricardo Alarcon

Ricardo Alarcon
Departent of Physics

The involvement of undergraduates in forefront research at their home institutions is considered a crucial part of student education particularly in the sciences. Students can gain important insights if they have access to faculty doing forefront research. They can get valuable training on a particular technique or problem, they can learn to work in research groups involving graduate students and senior scientists, and they can get an early read of whether to proceed further study in the sciences.

2012 Awardees

Jennifer Fewell

Jennifer Fewell
School of Life Sciences

“Mentoring undergraduate and graduate students in research is one of the most important and rewarding aspects of my career, because it gives me the opportunity to form a long-term connection with my students. Research mentoring is a critical part of undergraduate training; it is the best way for students to truly understand science as a process rather than a collection of concepts. I also benefit from it, because the enthusiasm of my students is infectious. I am continuously reminded that research and discovery is exciting business.”

Glenn H. Hurlbert

Glenn H. Hurlbert
School of Mathematical & Statistical Sciences

“As soon as students enjoy what they are doing they become ripe for learning. The best teacher in the world cannot force anyone to learn, but a willing learner can learn from anyone. It is, therefore, my first task to create willing learners. The challenge then is to create a safe environment for thinking, guessing and questioning in which students can speak freely without fear of ridicule.”

Ileana Alexandra Orlich

Ileana Alexandra Orlich
School of International Letters and Cultures

“My mission is to make certain that the ASU Romanian program, which has benefitted so much from ASU's extraordinary vision of global engagement, empowers our students in an ever-changing world. At the end of the day, I wait to catch up with news from our students. Their world is my world and my enthusiasm is only a small measure of their rich and rewarding engagement with the challenges for which ASU, the New American University, prepares them.”

2011 Awardees

Brad Allenby

Brad Allenby
School of Sustainable Engineering and the Built Environment

“Several themes run through the entire set of courses (I have designed). Most broadly, leadership of any kind these days requires a deep understanding of technology systems, not as collections of physical artifacts, but as deeply cultural, social and institutional phenomena. The challenge is to develop courses that are able to open students up to the risks and opportunities of the world in front of them.”

Eric Kostelich

Eric Kostelich
School of Mathematical and Statistical Sciences

“My pedagogical interests are twofold: first, to implement compelling, 21st-century undergraduate programs in mathematics, and second, to create national models for undergraduate research programs that involve our best students in cutting-edge problems in atmospheric science, cancer modeling and prediction, medical imaging, and others. Additional funding from the National Science Foundation will expand our efforts to mentor outstanding mathematics students in the Maricopa County community colleges and facilitate their transfer to ASU.”

Manfred Laubichler

Manfred Laubichler
School of Life Sciences

“I motivate my students with Clarence Darrow's statement, 'To think is to differ,' and Lenin's recognition that 'Learning is never done without errors and defeat.' Though some of my classes are large, I see teaching mostly as a personal mentorship between student and teacher, with the roles often reversed. I am fortunate that I have encountered many wonderful groups of students, who make teaching at ASU a very gratifying experience.”

Previous Awardees