printable version2009 Cuthbertson, Dinkelspiel, Gores awards honor faculty, students and staff
Neuroscientist Robert Sapolsky, Continuing Studies Dean Charles Junkerman and former ASSU Vice President Fagan Harris are among the 10 winners of this year's Cuthbertson, Gores and Dinkelspiel Awards. The awards, given every year at Commencement, recognize exceptional contributions to the university, distinctive contributions to undergraduate education and excellence in teaching. The winners include three professors, an economics lecturer, four students and two staff members. Those who will be honored this year follow:
Cuthbertson Award
Professor Arthur Bienenstock, a special assistant to President John Hennessy for federal research policy, and Charles Junkerman, associate provost and dean of the Continuing Studies Program, each will receive a Kenneth M. Cuthbertson Award for Exceptional Contributions to Stanford University.
The award, which was established by members of the faculty in 1981, was named after one of the early architects of Stanford's long-term financial planning and fundraising program.
Arthur Bienenstock, a professor at the Stanford Synchrotron Radiation Lightsource, and a professor of applied physics and of materials science and engineering, was cited "for his pathbreaking role over three decades in shaping university policy and increasing diversity in both faculty and student recruitment."
Bienenstock, who arrived at Stanford more than four decades ago, was honored "for leading the transformation of the Stanford Synchrotron Radiation Laboratory [now known as the Stanford Synchrotron Radiation Lightsource] into an internationally recognized research facility that is a model of technological innovation and scientific excellence." The award cited "his service on national and international panels and committees that further enhance the university's reputation as a leader in physics, as well as institutional management." Bienenstock, who served as vice provost and dean of research and graduate policy for three years, was also cited for "his staunch, vigorous and influential advocacy for openness in research" and for "his unwavering commitment to Stanford, to research and science in national and international arenas."
Charles Junkerman was cited "for his critical role in forging strong relationships between Stanford and the broader community in the arts and humanities." He was honored "for leading Stanford Continuing Studies for more than a decade with unfailing grace, creativity and diligence so that is recognized nationally and internationally as a model of innovative learning."
Stanford Continuing Studies, established 21 years ago, shares the rich educational resources of the university with neighboring adult students by offering approximately 350 courses annually. The program also offers dozens of public programs and special events throughout the year, ranging from small informal readings and lectures to fully staged performances, symposia and conferences.
Junkerman's award cited "the unbridled joy he has brought to teaching and learning that has engaged many thousands of students from many walks of life and prompted one to describe him as just a 'flat-out fabulous teacher.'" He also was honored for "his generous spirit, calm demeanor and consistently good humor that have left an indelible mark on all who have worked with him," and "for his many contributions in making Stanford a vibrant, intellectually engaging and public-friendly university."
Dinkelspiel Award
The Lloyd W. Dinkelspiel Award for Distinctive Contributions to Undergraduate Education, named after the president of the Board of Trustees who served from 1953 to 1958, recognizes distinctive contributions to undergraduate education or the quality of student life. The 2009 winners are:
T. Patrick Cordova, a senior majoring in biology and economics. Cordova was honored "for his role in publishing the 'Student Mental Health Survival Guide' and in trying to reduce the stigma associated with seeking mental health care." The award cited "his consistent and articulate support of his fellow students through service as a 'live-in' at the Bridge Peer Counseling Center, deputy chair of the Associated Students of Stanford University Undergraduate Senate and participant on various university committees." He was also honored for "his leadership by example, his willingness to listen and his respect for differing opinions," and "for his ability to reach out to students individually, while never losing sight of the big picture."
Fagan Harris, a senior majoring in American Studies and political science. Harris was honored "for his ethical sense, deep commitment and strong leadership on issues of public service." He was cited "for his role in developing the group Students Taking on Poverty to serve the broader community beyond Stanford," and "for his thoughtful service as a resident assistant in Branner Hall for two years." The award honored "his contributions to the university as vice president of the Associated Students of Stanford University and chief architect of its Student Service Division, as well as his leadership on the issue of public financing for student campaigns." It also cited "his intellectual prowess, strong moral compass and belief in the potential of others."
Judith T. Ned, executive director of the Stanford Medical Youth Science Program. Ned was cited for her dedication and passion for her work. The program helps prepare high school students from low-income and under-represented backgrounds to enter college, graduate and/or medical school and, eventually, healthcare-related fields. Ned, who has been the program's director since 2003, was honored "for enriching the lives of all who interact with her and cultivating strong relationships with students that last well beyond their time at Stanford." The award cited "the encouragement, support and friendship she provides to students through letters of recommendation, one-on-one mentoring and confidential guidance in times of personal challenge." It also honored her "for creating an environment in which students of all backgrounds come to appreciate their own achievements and believe in their own abilities," and "for her sincere interest in bettering the lives of students and her ability to instill in them a passion for public service."
Channing R. Robertson, the Ruth G. and William K. Bowes Professor in the School of Engineering and the Yumi and Yasunori Kaneko Family University Fellow in Undergraduate Education. Robertson was honored "for his work as a master educator and mentor to nearly four decades of Stanford students—students who have gone on to successful careers as entrepreneurs, business people, scientists, doctors, lawyers and Stanford professors." He was cited "for the sustained energy and enthusiasm he brings to undergraduate education that make him a 'must-have' advisor for undergraduate students in chemical engineering." He was honored "for teaching students to consider the science they learn in the broader context of the economic and regulatory environment," and "for his pivotal role in several major educational initiatives, including the development of the Bio-X and Bioengineering programs." He also was cited "for his creativity and gifted story-telling, which make chemical engineering both cool and relevant, fostering what one student called 'an audacious culture' and prompting another to declare him 'the ideal teacher-scholar.'"
Gores Award
The Walter J. Gores Award for Excellence in Teaching is the university's highest teaching honor. The 2009 winners are:
Sudeb Dalai, an MD/PhD student at the School of Medicine. Dalai was cited "for the precision and clarity with which he makes complex material accessible to students with varying backgrounds, levels of knowledge and disciplines." He was honored "for his zeal for epidemiology and the development of translational projects in HIV treatment that inspire students and colleagues alike." The award cited Dalai "for making courses relating to medicine in the developing world more accessible to undergraduates and inspiring them to make a difference in issues of social justice," and "for his patient mentoring of Stanford undergraduates, as well as colleagues in Zimbabwe and South Africa." He also was honored "for his generosity, willingness to go out of his way for students and his personal interest in their success and well-being."
Caitlin Fausey, a doctoral candidate in psychology. Fausey was honored "for her gifts for clarifying difficult concepts, fostering intellectual development and encouraging enthusiastic debate among students with varying levels of knowledge." She was cited "for her remarkable ability to listen to a student's research idea, refine the question, analyze the experiment design and provide context for relevant societal applications." She was honored "for making statistics accessible and 'real' for her students," and "for creating a comfortable environment for students that allows them to learn easily and well." She also was cited "for raising the bar and serving as the standard against which other students measure their own teaching efforts."
Robert Sapolsky, the John A. and Cynthia Fry Gunn Professor and professor of biology, of neurology and neurological sciences, and of neurosurgery. Sapolsky was cited "for two decades of high-energy teaching, sharing his curiosity and exuberance for neuroscience with students whatever the setting—from small seminars to enormous lectures." He was honored "for his remarkable ability to make science accessible, entertaining and compelling for non-scientists." The award cited "his wide-ranging knowledge as a scholar—from modern science to the humanities—and keen approach to intellectual ideas that serve as a model for the next generation of multidisciplinary, innovative thinkers." He also was honored "for creating a learning environment that empowers students to trust their own abilities and pursue research that is creative and feasible," and "for his extraordinary gifts as a teacher and mentor of undergraduates and graduate students, leading one student to proclaim, 'He is a gem of a professor.'"
Mark L. Tendall, a lecturer in economics and associate director of the Introductory Economics Center. Tendall was cited "for his exceptional gifts as a teacher of three of the most challenging required courses in economics" and "for the good humor and intellectual rigor that are a hallmark of his lectures, pushing students to achieve greater levels of mathematical understanding." He was honored "for his skill in course design, which has strengthened the curriculum for the economics major, currently the most popular major for Stanford undergraduates," and "for masterfully constructed lectures and confidence-building office hours, and for saving his best jokes for exam days." The award also cited "his genuine concern for students, inside and outside of the classroom, leading one to declare: 'Stanford would be a better place on so many levels if it had more Mark Tendalls.'"