Cuthbertson, Dinkelspiel, and Gores awards honor students, faculty, and staff

Eleven members of the Stanford community are recipients of the Cuthbertson, Dinkelspiel, and Gores awards. The university awards recognize Stanford faculty, staff, and students for their excellence in teaching, distinguished service, and academic achievement. Each year, members of the Stanford community submit nominations for the awards, which are then presented to the Committee on Undergraduate Standards and Policy.

Provost Jenny Martinez will present the awards at Stanford’s 134th Commencement ceremony on Sunday, June 15, at Stanford Stadium.

Following are this year’s winners.

Kenneth M. Cuthbertson Award winner

The Kenneth M. Cuthbertson Award is open to all members of the Stanford community and recognizes extraordinary contributions to the achievement of university goals.

Yvonne “Bonnie” Maldonado, professor of pediatrics–infectious diseases and of epidemiology and population health, is the senior associate dean for faculty development and engagement and former division chief for pediatric infectious disease in the School of Medicine. She is recognized for her skills as a clinician, researcher, and mentor. Nominators praised Maldonado’s creative insights, as well as her contributions to Stanford and the broader national academy in interdisciplinary leadership meetings aimed at safeguarding scientific integrity, pioneering research, and academic freedom.

Her colleagues describe how her exemplary leadership has helped Stanford address urgent challenges during uncertain times. Maldonado led university-wide COVID-19 pandemic task forces that helped shape policies and practices to safeguard and keep Stanford “ahead of the curve.” She was also a co-leader in Stanford’s presidential search, navigating complex terrain and considering diverse perspectives across the university.

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Lloyd W. Dinkelspiel Award winners

The Lloyd W. Dinkelspiel Award recognizes distinctive contributions to undergraduate education and the quality of student life.

Jennifer Randall Crosby is the program director for Psych One, Stanford’s introductory psychology course, which is taken by hundreds of students annually. Nominators praise her leadership and outstanding teaching. In collaboration with the faculty instructors, Crosby designs the Psych One curriculum with an emphasis on integrative and engaging lectures and application-focused assignments. She recruits, trains, and mentors graduate and undergraduate Psych One teaching fellows, supporting their development across the academic year. Among her many contributions to student life at Stanford, Crosby is a resident fellow in Soto House and serves on the Psychology Department’s Undergraduate Program Committee.

Kristen Azevedo is assistant dean and assistant athletic director for student-athlete success and well-being. She is recognized for cultivating what nominators describe as highly collaborative cross-divisional relationships in support of student-athletes, giving voice to their needs amidst an unprecedented time of change on campus and for Division I Athletics. Azevedo served as the architect of Cardinal House (C-House), a group of coach-appointed representatives from each of Stanford’s 36 varsity sports that brought student-athletes into decision-making processes and enabled them to establish connections with the Associated Students (ASSU) and university leadership. She helped develop student-athlete identity and interest groups, established GameFaces as a campus-wide event, and helped reinvigorate the Faculty Fellows Program, which connects student-athletes with faculty through mentorship opportunities. Azevedo also serves as a volunteer Emergency Medical Technician at Stanford community events with the Stanford EMS program.

Divya Ganesan is a coterminal student graduating in June with a bachelor’s degree in political science and plans to complete a master’s degree in computer science next year. She has demonstrated leadership in multiple roles in her time at Stanford, including at Stanford Women in National Security, at The Stanford Daily, and as vice president of the ASSU. Ganesan helped rebuild the campus community following the COVID-19 pandemic by advocating to make student events more accessible and affordable and helping fund initiatives such as Stanford FLiCKS and The Pub. Her work with students and university leadership helped foster inclusive communities and opportunities, including for those interested in cyber and national security. Her nominators praise her intellectual curiosity, optimism, and courageous stances for making a positive impact on student life at Stanford.

Peyton Klein is graduating in June with a bachelor’s degree in human biology. She is co-founder and executive director of On Call Café, Stanford’s vibrant late-night, student-run café. Under her leadership, On Call has become known as “Stanford’s living room,” employing over 60 students and hosting weekly events ranging from salsa dancing to discussions on the future of democracy. Nominators praise Klein’s exceptional ability to build community, whether through Row house bonfires, shabbats, or the Dinner with Strangers series at the Hammarskjöld Co-op. She is noted for her collaboration with peers and university staff and for consistently highlighting the contributions of others. Her nominators say her humble leadership, warmth, and generosity of spirit have left an indelible mark on campus life.

Diego Villegas Kagurabadza is graduating with bachelor’s degrees in American studies and political science. His nominators describe him as having a rare combination of leadership, compassion, and relentless drive to make a positive impact on student well-being. In his time at Stanford, Kagurabadza served as ASSU president and as a resident assistant. His efforts to lower financial barriers to academic success include helping to reduce course fees, restore the weekend Marguerite shuttle line, and procure new books for the First-Generation, Low-Income library. Kagurabadza helped shape civic programming for Democracy Day and worked with the Office of Student Engagement to rebuild the Cardinal Nights program. He also developed Flower Fridays, a mental health initiative that has distributed more than 30,000 flowers to campus community members.

Walter J. Gores Award winners

The Walter J. Gores Award is the university’s highest award for excellence in teaching. It recognizes faculty and teaching staff who have made special contributions to teaching, including lecturing, tutoring, advising, and discussion leading.

Kenneth Schultz is the William Bennett Munro Professor of Political Science and director of the Program in International Relations in the School of Humanities and Sciences. He is recognized for teaching complex topics in an engaging and accessible way, and for his ability to identify and articulate the core strengths of a student’s research and help them gain clarity and confidence. His colleagues and students say he supports students with thoughtful guidance, empowering them to take ownership of their learning and intellectual growth. Schultz developed forward-looking courses on timely topics, such as climate security, that broaden students’ academic and professional horizons. His nominators say his long-term mentorship of students continues well beyond graduation, a reflection of his commitment to their success.

Jonathan Gienapp is an associate professor of history in the School of Humanities and Sciences and an associate professor of law at Stanford Law School. He is recognized for creating a classroom environment grounded in mutual respect, intellectual curiosity, and student-centered learning that empowers students to grow intellectually and personally. His nominators say he brings energy, clarity, and passion to every class, and encourages students to challenge assumptions and embrace nuanced thinking, especially about familiar historical periods and events. Gienapp creates a learning environment that connects with students across disciplines, and he is known for inspiring even non-history majors to engage deeply with historical materials. Through ongoing mentorship, he helps shape students’ intellectual paths, both at Stanford and beyond.

Sibyl Diver is a lecturer in the Earth Systems Program in the Stanford Doerr School of Sustainability and co-director of the school’s environmental justice working group. She is recognized for her leadership in bringing the theory and practice of environmental justice to Stanford, and for her commitment to rigorous, community-engaged scholarship. Her interdisciplinary work includes community-driven initiatives implemented through her classes. Her nominators say she consistently demonstrates deep care for all people and the environment through her teaching, mentorship, and leadership in spaces across campus, where she convenes individuals across disciplines to unite around common missions.

Laura Goode is associate director for student programs for Stanford Public Humanities and a lecturer in the Department of English and the Program in Feminist, Gender, and Sexuality Studies. Nominators praise her commitment to student learning in writing, publishing, and the study of feminist theory, as well as her lasting impact on students’ professional and intellectual growth. She guides students to become engaging public writers as well as rigorous academics, and is described as embodying the spirit of the aphorism: A good teacher’s goal is to help you reach yours. Goode is recognized for her leadership in the Public Humanities Initiative, her work to connect academia and the public through guest lectures and community events, and her mentorship of students far beyond their time in her class.

Aya Mouallem is a PhD candidate in electrical engineering and a Knight-Hennessy Scholar. She is recognized for her commitment to expanding opportunities in technology education for students of all backgrounds. Mouallem established All Girls Code, an award-winning initiative that supported thousands of young girls from the Middle East with free, hands-on technology experience. She developed IncluSim, the first accessible educational electronic circuit simulator that enabled blind and low-vision learners to design and test circuits alongside their sighted peers in engineering courses. Mouallem, whose colleagues say demonstrates the impact compassionate and engaged teaching can have on a student’s trajectory, is recognized for her mentorship and for sharing best practices for accessible pedagogy, inclusive classrooms, and community-centered design.