Faculty Awards Recognize Teaching, Research and Creativity

The University of Nebraska has announced recipients of the highest accolades granted faculty members for outstanding teaching, research, and creative activity. In addition, the universitywide award for excellence in teaching in an academic department was announced.

The award winners were recommended by committees of faculty members representing all four campuses of the university system. This year's awards recognize faculty on all four campuses. The awards were announced by Lee Jones, the university's executive vice president and provost.

The awards and their recipients are:

Outstanding Research and Creative Activity Award:

William G. Mayhan, Ph.D., Professor of Physiology, College of Medicine, University of Nebraska Medical Center.

Cassia C. Spohn, Ph.D., Professor of Criminal Justice, College of Public Affairs and Community Service, University of Nebraska at Omaha.

Outstanding Teaching and Instructional Creativity Award:

Stephen M. Buhler, Ph.D., Associate Professor of English, College of Arts and Sciences, University of Nebraska-Lincoln.

Paul Kelter, Ph.D., Associate Professor of Chemistry, College of Arts and Sciences, University of Nebraska-Lincoln.

Universitywide Departmental Teaching Award:

Department of Psychology, College of Natural and Social Sciences, University of Nebraska at Kearney.

Each individual award carries a $3,500 stipend. The departmental award provides $25,000 for use in further enhancing instructional programs within the department.

Outstanding Teaching and Instructional Creativity Awards:

Buhler has devoted extensive work to the search for ways the works of Renaissance English dramatists and poets, particularly Shakespeare, have been revised to suit modern sensibilities. In the classroom he strives to open students' eyes to the processes of interpretation and re-interpretation over the years. He maps out learning activities that help ensure students will see the works in a fresh light. To accomplish this, he uses readings, videotapes, and scenes acted out by students and faculty. He often team-teaches with members of the history and theater departments. Recently, Buhler showed students several different versions of the same play, Shakespeare's A Midsummer Night's Dream, including a lavish 1930s Hollywood version and a controversial version produced in the 1960s. Students then debated which version is "best" and which comes closest to Shakespeare's original intent. Such teaching approaches are based on Buhler's research on the effectiveness of alternative curriculum development and pedagogical strategies. He earned his bachelor's degree in English Literature form California State University, Long Beach (1976), and his master's (1983) and Ph.D.(1989) degrees in English from the University of California, Los Angeles. Buhler joined the UNL faculty in 1989, having previously served as a teaching fellow at UCLA.

Paul Kelter came to UNL in 1993 having earned a national reputation in chemistry education at the University of Wisconsin-Oshkosh (1986-93). His teaching style is personal and interactive. Despite teaching classes of up to 200 students, he learns each student's name and background. He engages students in the learning process and encourages students to do peer-teaching. He recently involved undergraduate students in writing a new beginning chemistry laboratory manual. They tested the experiments and suggested improvements as well as drafting questions to help guide future students toward complete understanding. Other undergraduate students have assisted Kelter in organizing workshops for teachers and demonstrations for elementary and secondary school students. During the past two years, he has become active in the distance education project CLASS, developing two distance-education high school chemistry courses. He is co-author of a recently published college textbook, Chemistry: A World of Choices. He regularly conducts training for teachers in the Lincoln Public Schools and Southeast Community college, and for members of the Nebraska Association of Teachers of Science. He earned his bachelor's degree in chemistry from City College of the City University of New York (1976), and his Ph.D. in analytical chemistry from UNL (1980). He conducted postdoctoral research at the university of Georgia.

Outstanding Research and Creative Activity Awards:

Mayhan's research efforts have substantially advanced understanding of the mechanisms involved in regulating cerebral blood flow. Mayhan earned his bachelor's degree in biology from Creighton University (1977), and his Ph.D. in physiology from the University of Nebraska Medical Center (1983). He joined the UNMC faculty in 1989.

Spohn's research concentrates on the issues of race, gender, equity, and justice. She approaches these issues through statistical analyses of data on criminal justice processes. Spohn holds a bachelor's degree in journalism and political science (1973), and master's (1975) and Ph.D. (1978) degrees in political science, all from the University of Nebraska-Lincoln. She is director of graduate studies in UNO's criminal justice department and serves on the faculty of the Goodrich Scholarship Program. She joined the UNO faculty in 1978.

Universitywide Departmental Teaching Award

The nine faculty members in the University of Nebraska at Kearney's Department of Psychology are dedicated to providing an undergraduate program that is innovative and academically challenging. Degrees in psychology, gerontology, and psychobiology, as well as teacher endorsements in psychology are offered. The department currently serves 189 majors. Students can also minor in psychology and gerontology; the department provides courses for some 780 non-major students each semester.

OTICA Award Winner

For Kelter, It's Better Learning Through Chemistry

By Mary Jane Bruce, Public Relations

In an introductory chemistry class of 200 students, one might expect some glazed over eyes and few yawns. But not in Paul Kelter's class. His enthusiasm for chemistry is contagious and his teaching methods innovative.

In order to demonstrate chemical concepts, students may use liquid nitrogen to cook up a vat of ice cream or watch Kelter make "elephant toothpaste," a chemical reaction that produces mounds of bubbles. In smaller, more advanced classes, Kelter leads students through challenging material in a way that leaves them wanting more. When Kelter is around, chemistry is no sleeper.

Kelter is an associate professor of chemistry and the winner of a 1999 Outstanding Teaching and Instructional Creativity Award. The award recognizes excellent teaching and is given annually to faculty selected from the University of Nebraska's four-campus system.

Kelter's creative teaching style makes science fun and relevant by showing how chemistry enters into everyday events and social decisions. Kelter never tires of sharing ideas with a new group of students every semester.

"This stuff is fun. And I think teachers should present this stuff in an interesting way and show the passion they have for ideas," Kelter said.

Kelter said a teacher is successful if students know the material well by the end of the class and if the class has a high retention rate. If students know the material but half the class dropped out, a teacher has failed. The third measure of success relates to how students feel about the course.

"Do kids want to know more once they leave your course or is your course like intellectual castor oil and all they want to do is run away?" Kelter asked.

Another important quality of good teaching for Kelter is the ability to make students comfortable in class so they can fully participate. From a large introductory course to a small class of honors students, Kelter creates an atmosphere that encourages learning. He tries to get to know his students, encourages questions and interaction, and keeps his office door open. At a large university, Kelter said it's important for students to have a one-on-one relationship with faculty.

"It's important to have someone, somewhere that you go to for help," Kelter said. "That's also the role of a faculty member: to advise and to support, to help students have as positive an experience as they can in this place."

Kelter is active in the publishing world. He has co-authored a number of books, lab guides and other materials, including a textbook for non-chemistry majors that asks the question, "Why do fools fall in love?" (Chemistry, of course.) He created a World Wide Web-based college prep chemistry course for students who don't have access to a conventional high school course and he's involved in national programs to enhance science education.

Kelter, who earned his bachelor's degree at City College of New York (1976) and his doctorate at NU (1980), joined the Nebraska faculty in 1993.

OTICA Award Winner

Buhler's Teaching Enlivens Iambic Pentameter

By Mary Jane Bruce, Public Relations

Students study their books intently in a class on Renaissance literature, but their toes are tapping when the professor picks up his guitar and starts to rock and roll.

The class is taught by Stephen Buhler, an associate professor of English and winner of a 1999 Outstanding Teaching and Instructional Creativity Award. The award recognizes excellent teaching and is given annually to faculty selected from the University of Nebraska's four-campus system.

Buhler incorporates performance in his graduate and undergraduate classes on Shakespeare, Milton and Renaissance literature. Students may play the roles of characters in "A Midsummer Night's Dream" or help write a stanza for Buhler's original musical score, "The Paradise Blues," a parody of Milton's "Paradise Lost." In order to perform Shakespeare or write a parody, students have to understand the original work and use imagination to bring words to life.

"I've started using performance more and more with all kinds of literature in my class to provide the kind of experience that can unleash the power of language on the page," said Buhler.

Students may be nervous at first about performing in class but Buhler compares the experience to an Outward Bound program for literature. Students face a challenge and with each success, they have the confidence to try something new.

Buhler himself isn't afraid to take on new challenges outside the classroom. He plays occasionally with a band called, "The Miltones", a group of Milton fans and musicians who performed last year in San Francisco before a tough but appreciative crowd: the 50th anniversary meeting of the Milton Society of America. Most recently, Buhler played Friar Laurence in Romantic Rhapsody, an adapted version of Romeo and Juliet staged at the Lied Center for Performing Arts.

Performing adds a new dimension to literature. Unfortunately, Buhler said many students lack experience with theater and performance so they approach literature in a passive way.

"Audiences are primarily consumers. You don't want to annoy them or ask too much of them for fear they'll decide this is too much work and wander off," said Buhler. "They aren't used to material that grabs them by the collar and says, 'I need you for this to work.'"

Buhler said Shakespeare's plays are an example of literature that requires the audience to be a part of the process. "Some people say that's a weakness. But to have an approach to literature and to entertainment that draws us in, that makes us fully a part of what's happening, that's a strength," Buhler said.

He said he is passionate about literature and he teaches so that he can share that passion with others. He views each semester as another opportunity to lead students on a journey of intellectual, personal and social growth as they discover the material together.

Buhler, who joined the Nebraska faculty in 1989, earned his bachelor's degree at California State University at Long Beach and his master's and doctoral degrees at UCLA.

Johanns Delivers Message

Senate Endorses Mutual Agreement Language

By Kim Hachiya, Public Relations

The Academic Senate approved three pieces of business at its March 2 meeting, which included an address by Gov. Mike Johanns.

The senate voted to support a proposal to make non-tenure track faculty classified as senior lecturers eligible for membership in the graduate faculty. The addition of the title of senior lecturer to the academic ranks last fall necessitated this change.

The senate also approved a motion brought forward by Laurie Hodges, representing horticulture, after it was declared an emergency measure.

The text of the motion is: "The Academic Senate strongly endorses continued commitment to the standard of mutual agreement in negotiations of changes in the apportionment of faculty appointments, and the retention of this language in the Regents' Bylaws. Negotiation of academic responsibilities through mutual agreement between the administration and the faculty member assures that the benefits of respect and collegial negotiation will devolve to the students and state populations we serve. This commitment to mutual agreement is reaffirmed so that faculty can fully participate in the continuous renewal of the university's programs of instruction, research/creativity, and public service, thereby ensuring that the university's programs of instruction, research/creativity, and service reflect the most current research and practice in our many fields of expertise."

Faculty are negotiating language changes in the bylaws that conflict with the UNL Faculty Handbook.

The senate also elected Sheila Scheideler, animal science, as president elect through April. Scheideler replaces Gail Latta, libraries, who assumed the senate presidency in January following the resignation of Patricia Kennedy, marketing. Scheideler will serve until a new president-elect is chosen by the senate that will be seated in May.

Johanns addressed the senate, thanking them for providing him with the first of what he hopes will be many opportunities to meet together.

He said that as he developed his version of the state budget, he was struck by the amount of money the state spends on all facets of education. This means, he said, that Nebraskans value education. And while Johanns' budget suggestion for the university is less than the university's needs, he said it totals more than previous administration's commitments.

He said he hoped that his office and the Legislature's appropriations committee can come to consensus on a figure to recommend to the entire Legislature later this spring.

Johanns also said he believes the future of the university lies in strengthening the four-campus NU system. All campuses complement one another, he said, and need to work together for the common good.

Johanns said he "appreciates the rivalry" between the Lincoln and Omaha campuses, and to some extent the two cities themselves, but said the state needs to strengthen the whole NU system with UNL playing a key role.

"We need to strengthen the system as a whole as opposed to identifying one area for emphasis," he said.

Chancellor James Moeser thanked the governor for placing high emphasis on faculty and staff salaries in the budget allocation. He noted that the university is losing key personnel due to salary inequities with peer institutions.

"We are prepared to make the tough internal decisions if you can find a way to support more generous recommendations for faculty salaries," Moeser said.

NU Boasts First Grad from National Project Designed to Boost Minority Ph.D.s

By Gabi Volgyes, Public Relations

Alisa Mosley did it backwards. First she forged a successful career as a business professional; then, she went back to school. And she wouldn't have it any other way.

She was a pioneering member of a new program designed to diversify universities, colleges, and eventually, corporate America. Called the Ph.D. Project, the national program, headquartered in Montvale, N.J., is built on partnerships between business, corporations, and 70 of the nation's most prestigious business schools. The goal of the effort is to promote diversity by encouraging African Americans, Hispanic Americans and Native Americans currently working in business to seek business Ph.D.s and become business school professors.

The project's directors believe that the key to diversification is providing minority professors as role models for business students; research has shown that mentoring minority professors have been a determining factor in encouraging minority students to enroll in business schools.

The project's goals are achieved by encouraging minority business leaders to seek their Ph.D.s from universities and colleges such as UNL. The educational institutions then help the qualified applicants in their doctoral research, providing mentors and advising. The eventual result of the collaborative effort is proud students, faculty and executives.

The University of Nebraska-Lincoln is one of the Ph.D. Project's enthusiastic participants. And Mosley was the first graduate of the Ph.D. Project; she is now an assistant professor of management at Jackson State University.

Fred Luthans, professor of management, was Mosley's dissertation chair and adviser at UNL. She was recruited to UNL by her M.B.A. professor at Florida A&M, a colleague of Luthans' who encourages many of his best students to seek their Ph.D.s at UNL. She also received encouragement from the Graduate Dean's Office and the College of Business Administration.

Once she arrived at UNL, Mosley jumped into her studies with both feet. "She was very enthusiastic," Luthans said. "Her real world experiences served her well, and she was able to make contributions in classes about her business experiences."

Mosley did much more than study during her three and a half years at UNL. She held a doctoral assistantship, and taught such classes as Organizational Behavior and Human Resource Management. Thus, even as a student professor, she was able to make a difference in the classroom. Mosley said that "the students are at such a crossroad in their lives that a professor can be a powerful force in their lives." She hoped then, as now, that she would serve as an example to her students.

The Ph.D. Project's primary support comes during Management and Business conferences when they hold workshops for Ph.D.-qualified students. This encouragement often prompts students to take the plunge away from thriving careers, and galvanizes their activities on campus.

"The Ph.D. Project creates an energy that propels you beyond your own boundaries," Mosley said. "At the conference I met many of the most respected professors . . . they were role models; they said it was do-able and it all clicked for me right there."

Mosley said her current job fulfills her desire to make a difference.

"When it's all said and done," Mosley stated, "I want to be able to look back and say I made a contribution to the global community, that what I had done was significant."

'Thinking Different' About Instructional Technology

CourseInfo Server Allows Web Creation for Novices

By Andrew Washburn, Public Relations

Imagine that every NU instructor possessed the technological knowledge to create his or her own web page for each separate class, supplementing typical lectures and assignments with all the possibilities of the World Wide Web backing them up.

Some professors know all the codes and buttons to push and have already had their own class pages for several semesters. Others have less confidence in their technological savvy.

NU's new CourseInfo server, http://blackboard.unl.edu, allows professors without working knowledge of HTML or any other web page creation software to create impressive and effective web pages which students can easily find and use for a number of activities associated with their classes.

Paul Erickson, instructional technology specialist, has been in charge of the project at UNL and has been amazed with the results.

"CourseInfo has really exceeded our expectations. Our instructors have been able to get a lot of information on-line very quickly without a large investment of time, departmental money and learning new software," Erickson said.

NU has used similar programs before, but technical difficulties and the typical fears of technology have prevented many instructors from participating, Erickson said.

"The cool thing about the package is how quickly faculty all across the university are taking to it," he said. "We've had other systems in the past that small groups made use of, but nothing that really had this kind of broad appeal."

Erickson gave this program his full support in January as he used e-mail, letters and phone calls to solicit participation in faculty workshops and other various activities to get awareness and information out about the new software.

Since the server was established Jan. 8, more than 1,800 people, both students and professors, have signed on to the system with more than 145 different courses registered. In February alone, the server recorded more than 82,000 "hits" of people logging onto the system.

Instructors have been amazed with the ease of getting started, but are impressed that they can improve their sites as their knowledge of web pages grows.

"It's expandable enough to let someone who knows HTML, or uses a lot of video or audio streaming, to take it a lot further," Erickson said. "Students can check their grades on-line, contribute to class discussions 24 hours a day, take practice quizzes, and send homework files to their instructors through the system without having to worry about e-mail attachments. A lot depends on how involved the instructor wants to get with it."

The entire process is relatively simple and the computer walks instructors through each step. It all starts at the generation site http://blackboard.unl.e du/generate.html where any NU professor can go to immediately begin creating his or her page. The instructor is prompted in every phase of creation, from adding graphic elements to actual content and updating processes. The site is then added to the server where the student can find the page by following it down through the colleges and academic departments listed on the opening page until their reach their specific class and section number of the appropriate instructor.

The server comes with local support from the UNL Instructional Technology Group, as well as an on-line forum for instructors to communicate with each other and learn how to utilize more advanced features of the server to maximize the usefulness of their sites and increasing internet knowledge.

For more information on the CourseInfo server, utilizing the new Blackboard program, contact Paul Erickson at 472-1657, or visit the UNL Instructional Technology Group web site at http://itg.unl.edu.