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Faculty celebrate awardees and Joyce Pfaff, retiring professor

faculty_luncheonAt last week’s faculty luncheon, Augsburg professors took a break from grading exams and final papers to mark anniversaries and celebrate their accomplishments.

In the company of current and emeriti faculty, members of the Board of Regents, and guests, members of the faculty were recognized for 35, 25, 20, 15, and 10 years of service at Augsburg. Faculty who received tenure and promotion were also mentioned, including Kristin Anderson, Robert Cowgill, Colin Irvine, M. Elise Marubbio, Michael Schock, and Jody Sorensen. Continue reading “Faculty celebrate awardees and Joyce Pfaff, retiring professor”

Augsburg recognizes distinguished contributions to teaching and learning

ctl_awardsThe Center for Teaching and Learning annually recognizes exemplary work by faculty and staff in support of teaching and learning at Augsburg College. Up to three awards are available annually reflecting the breadth of contributions important for a quality liberal education. Each award carries a stipend of $1000, recognition and celebration.

Awards are based on evidence of student learning and student satisfaction provided by students, colleagues, and documentation. Awardees will be acknowledged at the Honors Convocation on Friday, Apr. 17 and at other events. Opportunities for winners to share ideas with the campus community will take place throughout the year following the award.

Mentoring/Advising Award – Susan Nash, Nursing (left) and Dale Pederson, Biology (center)

Sustained excellence is demonstrated through deep conversation about and attention to vocation, career and student success overall; students are guided through the processes leading to successful and timely graduation; students recognize the attention and care provided by the nominee.

Teaching Award – Tracy Bibelnieks, Mathematics (right)

Sustained excellence is demonstrated through syllabi, course materials and grading patterns reflecting effective teaching and learning; exemplary work in both content and pedagogy is supported by evidence from the department chair, colleagues and students.