Excellence in Teaching Recipients Announced

Ray Ventre (English) and Wally Niebauer (CAPS) are the recipients of the 2005 Excellence in Teaching Awards at NMU. They will be recognized at the Celebration of Scholarship Ceremony from 4-5 p.m. Thursday, Dec. 9, in the Peter White Lounge of the University Center. Each will receive a plaque and a $1,000 check.

All faculty are encouraged to attend the celebration, which will also honor the following 2005 TLC Faculty Award recipients, all from the School of Education: Kathleen Heikkila, Mitchell Klett, Laura Reissner, and N. Suzanne Standerford. More information on these awards will be published in the next issue of Campus.

Ventre joined the NMU English faculty in 1979. He has served on the following university committees: AAUP executive, educational policy, and salary compression review. He also chairs the graduate programs committee. Ventre is director of English graduate studies and AAUP faculty grievance officer. He is a past recipient of the outstanding faculty award from the NMU chapter of Mortar Board. Ventre received a bachelor’s degree in English from Providence College and an English doctorate from Brown University.

Niebauer arrived at NMU four years ago after teaching public relations for 17 years at Iowa State University. He is a member of the following advisory boards: the USOEC, academic service learning, and health promotions. He also serves as adviser for the NMU chapter of the Public Relations Student Society of America, a role that earned him the 2002-03 student organization adviser of the year award. Niebauer received a bachelor’s degree in communications and natural resources and a master's in environmental communications – both from the University of Wisconsin-Madison. He earned a mass media doctorate in philosophy from Michigan State.

The Excellence in Teaching Award is sponsored by the Teaching Learning Advisory Committee (TLAC) and the office of the provost and vice president for academic affairs.

Nominees must demonstrate a sustained record of high achievement in teaching evidenced by, but not restricted to: positive peer observation; high student qualitative and quantitative evaluation; a thorough knowledge of subject matter taught; clarity, organization, and consistency in subject presentation and assessment; enthusiasm for teaching and learning; creation of a safe and open learning environment; and experimentation with teaching and learning paradigms.