When a professor receives a standing ovation from his students at the semester's end, he must be doing something right. And something rare as well: in the words of one student of Thurnau Professor of History Brian Porter-Szűcs, “the much deserved standing ovation was something I have never seen before or since.”
Porter-Szűcs certainly doesn’t win his students’ acclaim by taking on obviously popular topics. His courses on the history of Poland and the development of the Catholic Church, for instance, focus on subject matter about which many students report having had no prior interest or knowledge. And his courses often treat grim and difficult themes such as the effects of war and the moral complexities of major European social struggles.
But as both students and colleagues report, Porter-Szűcs is beloved for his remarkable commitment to taking undergraduates seriously as intellectual interlocutors and key members of the History department’s academic community. In his undergraduate classes, he engages students as fellow thinkers by giving them primary documents along with a range of historical interpretations—often arguments with which he fundamentally disagrees—and asking them to come to their own conclusions. He uses class blogs to facilitate their interactions with one another’s analyses. And he inspires students to pursue their intellectual passions beyond the bounds of the classroom. Under his guidance as the department's first Director of Undergraduate Studies, the once-moribund History Club has grown into a vibrant intellectual community for undergraduate concentrators. And under his mentorship, a steady stream of students have proceeded to post-graduate study, many of whom who say they would never had thought of themselves as scholars before taking one of his courses. In short, students stand up and applaud Porter-Szűcs not because he entertains them but because he respects them as thinkers.
They do also admit, though, that he is an extraordinarily engaging speaker. Read more »
Submitted by tbraun on Fri, 12/14/2012 - 12:06pm
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Laurie Hartman teaches two courses in the School of Nursing’s Acute Care Advanced Practice Nurse Program (N610 and N573). N610 prepares the Clinical Nurse Specialists and Nurse Practitioner students to synthesize and apply knowledge to manage and negotiate health care delivery systems that address clinical management challenges. Interdisciplinary problem solving is a key component of the course. N573 is a medical management course focusing on acute health conditions in adults and older adults. Evidence-based, advanced practice nursing interventions are discussed in the context of age, culture, race, gender, sexuality, genetics, psychosocial well-being and socioeconomic status. Diagnostic reasoning and decision-making skills are among the main learning objectives. 
Catharine Hoffman Beyer and her colleagues at the University of Washington provides research to back up what many of us already know from experience: most professors care deeply about teaching and continuously work hard on improving it. You can learn more about Inside the Undergraduate Teaching Experience (SUNY Press) from this
Professor Skerlos’s own Skerlosian Efforts are many and lasting; students past and present enthusiastically describe the long-term impact he has had on their academic and professional lives. In describing his teaching, they regularly mention his passion, his ability to teach to a range of learning styles, and his sensitive mentoring. Students and colleagues alike praise Skerlos’s model of “learning through doing”—his drive to enable students to become engineers by working as engineers, side-by-side with their professor.