“The Teaching Awards Committee has a very difficult task because so many excellent teachers receive nominations,” said Kevin Stewart, associate professor of geological sciences and chair of the Teaching Awards Committee. “Choosing the winners from hundreds of nominations requires many hours of work by the committee members, and their dedication to this important process is a real testament to how seriously the University takes teaching and learning.

“That said, the work is also very rewarding and inspirational. The winners of this year’s awards represent a broad cross section of the University and they are all outstanding teachers. We as a university can be extremely proud of the quality of teaching that we provide to our students.”

The winners:

Nominee for the Board of Governors Award for Excellence in Teaching
  Joseph Lowman

William C. Friday/Class of 1986 Award for Excellence in Teaching
 Y. Jack Ng

The John L. Sanders Award for Excellence in Undergraduate Teaching and Service
 Alfred J. Field Jr.

J. Carlyle Sitterson Freshman Teaching Award
 Drew Coleman

Tanner Faculty Awards for Excellence in Undergraduate Teaching
 Inger S.B. Brodey
 Mary Floyd Wilson
 Timothy Marr
 C.D.C. (David) Reeve
 Mort Webster

Mentor Award for Lifetime Achievement
 Jimmy R. Massey

Distinguished Teaching Awards for Post-Baccalaureate Teaching and Mentoring
 Carol Mavor
 Robert Bushman
 Iris B. Carlton-Laney
 Arturo Escobar

James M. Johnston Teaching Excellence Award
 Kathryn Burns

Tanner Teaching Assistants’ Awards for Excellence in Undergraduate Teaching

Nominee for the Board of Governors Award
for Excellence in Teaching

Established by the Board of Governors in April 1994 to underscore the importance of teaching and to reward good teaching across the university system, the awards are given annually to a tenured faculty member from each UNC campus. Winners must have taught at their present institutions at least seven years. No one may receive the award more than once.

The winner receives a citation and one-time stipend of $7,500.

Lowman

JOSEPH LOWMAN

 Title and department: Professor of psychology.

 Faculty member since: 1970.

 Other Carolina teaching awards: Tanner Faculty Award for Excellence in Undergraduate Teaching, 1989; Senior Class Favorite Faculty Award, 1994; 1997; Bowman and Gordon Gray Professorship for Excellence in Undergraduate Teaching, 1995-99; Psi Chi Annual Teaching Award (voted by senior psychology majors), 1995, 1999, 2001, 2005.

 University awarding Ph.D.: Carolina.

 Classes taught last year: College Teaching (for graduate instructors in the Department of Psychology), Evolutionary Psychology, Advanced Personality Theory, Abnormal Psychology.

 Excerpts from citation: “ … Lowman’s 35 years of excellence in teaching, in the study of teaching, and in teaching others how to teach, is an inspiration to us all. … [His] remarkable series of top awards and honors attests to Professor Lowman’s long-standing commitment to excellence in undergraduate teaching at UNC-Chapel Hill. ... Professor Lowman has been tireless in his work to improve university teaching. He has changed the ethic of teaching for doctoral students in psychology by taking sole responsibility for teaching them how to teach, ensuring that our undergraduates receive outstanding instruction by the next generation of researchers and teachers. … To quote from one his students, ‘Joe is one of those teachers who will have a lasting impact on one’s life and he will never be forgotten. UNC is truly blessed to have him.’”

 Teaching philosophy: “I have written several books and many articles and chapters on college teaching over the past 20 years and given over 200 presentations on college teaching to faculties in the United States, Canada and Brazil. My model of exemplary college teaching is built around two dimensions: the ability to create intellectual excitement in students through effective presentational skills and the ability to promote motivating interpersonal relationships with and among students.”

William C. Friday/Class of 1986 Award
for Excellence in Teaching

The award was created by members of the 1986 graduating class to recognize members of the faculty who have exemplified excellence in inspirational teaching and is named in honor of William C. Friday, who devoted a lifetime of service to the University as president of the UNC System.

The winner receives a stipend of $5,000 and a framed citation.

Ng

Y. JACK NG

 Title and department: Professor of physics, Department of Physics and Astronomy.

 Faculty member since: 1978.

 Other Carolina teaching awards: Favorite Faculty Award (2000), Edward Kidder Graham Award (2002).

 University awarding Ph.D.: Harvard University.

 Classes taught last year: Electromagnetism (advanced undergraduate course), Quantum Field Theory (graduate course).

 Excerpts from citation: “ … Ng’s clarity is what truly sets him apart as an excellent teacher, and showing clarity in advanced Electricity and Magnetism is no small feat. … Ng is famous for his funny stories about Nobel laureates in physics, and his strong sense of the human side of physics is the basis for his connection with his students. ‘What I liked most about his class was the way he integrated stories and anecdotes about physicists into his lectures — it gave the equations a sense of the people behind them, not to mention making things a lot more interesting,’ remembered one student.”

 Teaching philosophy: “‘The powers of instruction are of very little efficacy except in those happy circumstances in which they are practically superfluous.’ Still, even in those less than happy circumstances, I hope my students share with me the joy of learning about the wonderful world around us, and have some appreciation of the physicist’s way of understanding it. In case they forget: Learning physics should not only be an adventure, it should also be fun.”

The John L. Sanders Award for Excellence in Undergraduate Teaching and Service

The award was created in 1995 as a gift from Ben M. Jones III to recognize excellence in the teaching, advising and mentoring of undergraduate students in a manner consistent with the life and values of John L. Sanders. From his days as an undergraduate, Sanders has worked to improve student life and governance. As director and professor in the Institute of Government, he advised generations of students, quietly nurturing their devotion to the University and the state. At the same time, he has counseled effective political action and pursuit of constructive change.

The winner receives a one-time stipend of $5,000 and a framed citation.

Field

ALFRED J. FIELD JR.

 Title and department: Professor and associate chair/director of the Undergraduate Program, Department of Economics.

 Faculty member since: 1967.

 Other Carolina teaching awards: Jae-Yeong Song and Chunuk Park Award for Excellence in Graduate Teaching in the Department of Economics (1996).

 University awarding Ph.D.: Iowa State University.

 Classes taught last year: International Economics, Advanced Topics in International Economics.

 Excerpts from citation: “ … His outstanding contributions over the years encompass all aspects of undergraduate education, classroom teaching, work with individual students as an adviser and mentor, and service as director of undergraduate studies. In short, he represents the best that the University of North Carolina has to offer its undergraduates. … ”

 Teaching philosophy: “I feel that successful teaching is accomplished by showing enthusiasm for the subject matter, demonstrating the relevance of the material through class discussion of contemporary issues, listening carefully, and being open, respectful and non-threatening. I thus try to challenge the best, while making the material clear and understandable to all. I believe that learning is best fostered when there is true concern for the student and there is mutual trust and respect between student and teacher.”

J. Carlyle Sitterson Freshman Teaching Award

This award was created in 1998 by the family of the late J. Carlyle Sitterson to recognize excellence in freshman teaching by a tenured or tenure-track faculty member in the College of Arts and Sciences. Lyle Sitterson was a Kenan professor of history and chancellor of the University from 1966 to 1972 and was a passionate advocate for inspired teaching of freshmen students. The first award was given in 2000.

The winner receives a one-time stipend of $5,000 and a framed citation.

Coleman

DREW COLEMAN

 Title and department: Associate professor of Geological Sciences.

 Faculty member since: 2001.

 University awarding Ph.D.: University of Kansas.

 Classes taught last year: Field Geology of Eastern California, Earth’s Materials, Isotope Geochemistry.

 Excerpts from citation: Nearly half the members of Coleman’s first-year seminar —  that includes a week-long field trip over fall break —  nominated him for this award. One wrote, “Not only did he teach us about geology, he taught us about how to analyze data and how to think scientifically. He inspired us by being the first up every morning and the last to go to bed at night, even after hiking upwards of 10 miles a day at 12,000 feet.” In addition, “his patience, dedication, diligence and genuine interest” were often cited.

 Teaching philosophy: “If students ‘discover’ information and answers they are more likely to retain them, and to reproduce the discovery experience in other situations. I try to teach students to absorb and understand data, and then use it to ask and answer questions about how the Earth works. My hope is that these skills will help them make informed decisions after they finish the class, about topics beyond the scope of the course.”

Tanner Faculty Awards
for Excellence in Undergraduate Teaching

The awards were created in 1952 with a bequest by Kenneth Spencer Tanner, class of 1911, and his sister, Sara Tanner Crawford (and by them on behalf of their deceased brothers, Simpson Bobo Tanner Jr. and Jesse Spencer Tanner), establishing an endowment fund in memory of their parents, Lola Spencer and Simpson Bobo Tanner. The award was established to recognize excellence in inspirational teaching of undergraduate students, particularly first- and second-year students.

Each of the five winners receives a one-time stipend of $5,000 and a framed citation.

Brodey

INGER S.B. BRODEY

 Title and department: Assistant professor, Curriculum of Comparative Literature, adjunct assistant professor, Department of Asian Studies.

 Faculty member since: 2003.

 University awarding Ph.D.: University of Chicago.

 Classes taught last year: Samurai, Cowboys, Rebels in Film and Fiction; Global Jane Austen; The Feast in Film, Fiction, and Philosophy; Travel and Identity in World Literature: 1750-1950.

 Excerpts from citation: “ … Brodey is an inspiring teacher, mentor, adviser and role model for undergraduate students at Carolina. ‘In Great Books II,’ one student writes, ‘she would bring two copies of the work we were reading — one in English and one in its native language. When the class was working through an analysis of a particular line or passage, Professor Brodey would bring out the original work to determine how close the English translation was or if there were any other ways to interpret the work. Her knowledge and mastery of comparative literature was absolutely amazing.’ … A fellow faculty member praises how ‘she models collegiality and professionalism for undergraduate students and demonstrates — through her life and service — the increasing importance of building bridges between cultures.’”

 Teaching philosophy: “My training and interests are interdisciplinary and cross-cultural, and I try to bring these perspectives to everything I teach. In addition, I try to challenge my students by encouraging critical and independent thinking in every class endeavor. Asking the big questions is far more important to me than providing answers; this can at times be frustrating for students, but my goal is that students learn to formulate, argue, and provide textual evidence for their own opinions. In short, I believe that the greatest respect one can show to students is to challenge them.”

Floyd Wilson

MARY FLOYD WILSON

 Title and department: Associate professor, Department of English.

 Faculty member since: 2002.

 University awarding Ph.D.: Carolina.

 Classes taught last year: Shakespeare, Survey of British Literature: Chaucer to Pope.

 Excerpts from citation: “ … Fabulous! Dynamic! Engaging! Eloquent! Brilliant! Personable! These were the words I read or heard over and over. But the one phrase that one person said captures it all, ‘She’s as good as it gets.’ ... She is eloquent, witty and kind and bestows her deep knowledge and love of literature. ... One student wrote, ‘Her passion for literature is evident in her enthusiastic teaching style, and I feel compelled to strive for excellence when completing assignments, not for a grade, but to learn and enjoy British literature.’”

 Teaching philosophy: “A successful classroom encourages collaborative discovery. While I don’t shy away from ‘professing,’ my primary role is to provide the tools that students need to make their own interpretive contributions. On any given day their engaged thinking has a real effect on our shared production of knowledge. Showmanship also draws students in, which for me means enthusiastic readings, goofy contemporary references and corny jokes. If I can demonstrate that intellectual challenges are fun, more students (I hope) will come along for the ride.”

Marr

TIMOTHY MARR

 Title and department: Assistant professor, Curriculum in American Studies.

 Faculty member since: 2000.

 University awarding Ph.D: Yale University.

 Classes taught last year: Birth and Death in the United States; Melville: Culture and Criticism; Myth and History in American Memory; Approaches to American Studies.

 Excerpts from citation: According to one student, “Professor Marr exudes passion for classroom subjects, for his students, for the American conscience, and for global humanity.” … Another wrote, “Dr. Marr has shown constant dedication to his students.” … “Again and again students remarked that ‘Professor Marr has a passion for his subject.’”

 Teaching philosophy: “I believe that students learn most effectively when exposure to new perspectives — through dynamic angles of inquiry, creative curriculum and social interaction — makes them conscious of the insufficiency of their present knowledge and surprised by the desire to know more. I’m committed to enabling students to deepen their capacity to analyze and interpret the historical processes of cultural formation as well as to sharpen the clarity and confidence of their verbal expression.”

Reeve

C.D.C. (DAVID) REEVE

 Title and department: Delta Kappa Epsilon Distinguished Professor of Philosophy.

 Faculty member since: 2001.

 University awarding Ph.D.: Cornell University.

 Classes taught last year: Aristotle on Theory and Practice; Sublimation and Objectification; Ancient Greek Philosophy; Making Sense of Ourselves.

 Excerpts from citation: “ … Reeve wields reason like a flaming sword. He is a champion. … Whether teaching a large 200-person class or a small first year seminar, Professor Reeve challenges his students to think, to explore ideas and possibilities. As one student put it, ‘The best part of the course was the challenge to think; it was the most difficult part as well.’”

 Teaching philosophy: “I put some books I love on a syllabus and try to get my students (who often turn out to be my teachers) to love them too.”

Webster

MORT WEBSTER

 Title and department: Assistant professor of public policy.

 Faculty member since: 2001.

 University awarding Ph.D.: Massachusetts Institute of Technology.

 Classes taught last year: Public Policy Analysis, Policy Analysis of Global Climate Change, Theories and Methods of Decision Making, Advanced Methods of Risk Assessment and Decision Analysis.

 Excerpts from citation: “ … ‘Great learning environment. Great care on our drafts. Great expectations.’ ... Professor Webster’s students expect great things of themselves because he expects great things of them. ... He is exactly what a professor should be: knowledgeable, informative, patient, interesting and enthusiastic,” remarks one of his undergraduate teaching assistants. A faculty colleague adds: “Dr. Webster is outstanding in the classroom without ignoring his research and service obligations. … The only thing I regret was that I didn’t discover Mort Webster before my last semester here.”

 Teaching philosophy: “My philosophy for teaching strategy in each course is to find every way possible to get students to practice the skill I want them to learn; the learning is in the doing! One main way to achieve this is to design each course around a central task that the students will perform over the semester, done in stages with multiple points for feedback.”

Mentor Award for Lifetime Achievement

This award, created in 1997, acknowledges a lifetime of contributions to a broad range of teaching and learning, particularly mentoring beyond the classroom. It rewards those who help students to develop and attain their full potential in important ways during and after their departure from campus. Dean Smith, long-time coach of the men’s basketball team, was the first winner of the award and exemplifies the qualities that this award honors.

The winner receives a one-time stipend of $1,000 and a framed citation.

JIMMY R. MASSEY

 Title and department: Herbarium director and curator of vascular plants emeritus, North Carolina Botanical Garden and Department of Biology.

 Staff member since: 1971.

 University awarding Ph.D.: University of Oklahoma.

 Classes taught last year: Local Flora.

 Excerpts from citation: “ … A nominator described Jim Massey as ‘the best living botany teacher’ at UNC; but, in his career, Jim Massey went far beyond teaching to help and encourage students in all their endeavors outside the classroom. For example, as one nominator explained, in the past when the climate for female graduate students in botany was less than ideal, Dr. Massey ‘invested the time and energy to help rebuild [female students’] confidence’ and prepare them for the next step in their studies or careers. Jim Massey was the teacher and mentor who made the effort on behalf of talented students who happened to be the wrong gender.”

 Teaching philosophy: “Be prepared, be honest, be energetic and enthusiastic and have high expectations for all students.”

Distinguished Teaching Awards
for Post-Baccalaureate Teaching and Mentoring

This award was first given by the University in 1995 to recognize the important role of post-baccalaureate teaching.

Each of the four winners receives a one-time stipend of $5,000 and a framed citation.

Mavor

CAROL MAVOR

 Title and department: Professor of art, director of graduate studies.

 Faculty member since: 1990.

 Other Carolina teaching awards: Johnston Teaching Award for Excellence in Undergraduate Teaching (2001), Favorite Faculty, named by seniors, Class of 1997, Chapman Family Fellowship Honoring Distinguished Teaching (1994), Johnston Scholars Teaching Award (1993-94).

 University awarding Ph.D.: University of California, Santa Cruz.

 Classes taught last year: Art Since 1945, Immemory: Chris Marker and Marcel Proust, Photographs and Other Things Are Fairyish, Utopia, Nostalgia and Melancholia in the Work of Joseph Cornell.

 Excerpts from citation: “ … Her teaching and mentoring are described by her students as original, challenging, extraordinary and passionate. Her classes are well prepared, structured and multimediate, even ‘incredible.’ Yet they are infused with a flexibility and encouragement that give students the confidence and drive to step forward in class and take intellectual risks. Most importantly, they find themselves motivated to delve deeper outside of class into the subject matter at hand. ... She causes a ‘flurry among the students’ that carries over outside of class. Instead of focusing on a student’s weaknesses or on correcting errors, she ‘looks for strength and instills confidence.’”

 Teaching philosophy: “Embracing the relationship between writing and art-making has been for me, and I would like it to be for my students, a way of finding oneself (by getting lost in the making, whether it is through words or images or both). I want my students to talk to the past and to shine with the light ahead. I want to give them the confidence to write lovely, smart texts and perhaps, even, to make splendid objects. And this might mean teaching them (to paraphrase the famed Southern photographer Emmet Gowin) that our best work often catches us off guard, when we do not know what we are looking for. It is then that something can find us. In Gowin’s exact words: ‘It is not what I came for, but it is what came to me.’”

Bushman

ROBERT BUSHMAN

 Title and department: The Forensic Accounting Distinguished Professor, Kenan-Flagler Business School.

 Faculty member since: 1999.

 Other Carolina teaching awards: Weatherspoon Award for Teaching Excellence in the MBA Program (2003), Weatherspoon Award for Teaching Excellence in the Ph.D. Program (2002).

 University awarding Ph.D.:  University of Minnesota.

 Classes taught last year: Complex Deals, China Global Immersion Elective in China, Economics of Accounting.

 Excerpts from citation: “ … Within the MBA program, his course in Complex Deals is so popular that three sections are needed to satisfy demand, and even so, not all students are able to take the course. Those who do not ‘feel robbed.’ Professor Bushman is a ‘brilliant lecturer,’ ‘the genius in the front of the room,’ covering complex material in a way that is academically correct but also entertaining.”

n Teaching philosophy: “I view teaching as an art form capable of enlightening, entertaining and energizing students to attain excellence. Teaching is an act of personal expression designed to awaken and enliven students’ natural sense of enthusiasm and curiosity. I believe that teaching is about something greater than myself, that I am simply a channel through which wisdom, knowledge and inspiration is transmitted, that the students and the ideas are more important than I am.”

Carlton-Laney

IRIS B. CARLTON-LANEY

 Title and department: Professor, School of Social Work.

 Faculty member since: 1994.

 Other Carolina teaching awards: Faculty Teaching Excellence Award in the School of Social Work (2003, 1999, 1996, 1993, 1992).

 University awarding Ph.D.: University of Maryland, Baltimore.

 Classes taught last year: Foundations of Social Work and Social Welfare and Discrimination and Inequality.

 Excerpts from citation: “ … Her phenomenal ability to teach extends far beyond the classroom. One student said, and a number echoed, that ‘all interactions with her are a learning experience, not just for academia but for life.’ Professor Carlton-LaNey has a huge heart and is able to have a personal relationship with her students without ever losing the ability to remain the teacher and continue to push them to do their best. One student may have summed her up the best when she said Carlton-LaNey is ‘compassionate and brave.’”

 Teaching philosophy: “I believe that we have a professional obligation to present concrete course information in a way that instills the values of the social work profession, facilitates professional acculturation and provides exemplary professional role modeling. Social work should involve a commitment to both history and culture. Having that understanding is essential to social work education and practice. I encourage students to have historical empathy — the ability to grieve over a group’s past suffering and to connect their pain to the suffering of contemporaries within the same group — as essential to successful and effective practice with diverse populations.

Escobar

ARTURO ESCOBAR

 Title and department: Kenan Distinguished Teaching Professor of Anthropology.

 Faculty member since: 2000.

 University awarding Ph.D.: University of California, Berkeley.

 Classes taught last year: Workshop on Social Movements Research, World Anthropologies.

 Excerpts from citation: “… Students almost unanimously think he is the best — not just his students or those interested in his area of expertise. His approach to classroom teaching involves ‘creating an environment for discussion, orienting discussion and challenging students to develop their own ideas and arguments. … Professor Escobar has been described as a ‘walking database’ and ‘a consummate scholar and mentor’ by students and colleagues.”

 Teaching philosophy: “My teaching is based on the belief that graduate students need to be treated seriously as academics, intellectuals and human beings deeply interested in the state of the world. My approach is egalitarian and non-hierarchical; geared towards enabling the development of the students’ own interests, dreams and frameworks; and acutely focused on the connection between scholarly knowledge and social life. My goal is to facilitate the development of the students’ fundamental concerns, including an enabling sense of critique of existing traditions of thought, encouraging the participation of each and every one.”

James M. Johnston Teaching Excellence Award

The awards were created in 1991 to recognize excellence in undergraduate teaching. The awards are funded by the James M. Johnston Scholarship Program.

Each of the winners receives $5,000 and a framed citation.

Burns

KATHRYN BURNS

 Title and department: Associate professor of history.

 Faculty member since: 2000.

 University awarding Ph.D.: Harvard University.

 Classes taught last year: Latin American Under Colonial Rule, Women and Gender in Latin America, The History of Race in Latin America, The Incas to Tupac Amaru: the Colonial Andes.

 Excerpts from citation: “ … Those who take her courses are appreciative of her commitment to teaching. ‘I’ve never seen a professor so dedicated to making sure each student understood the concepts presented,’ says a former student. ... Students describe her as ‘passionate’ about the subject she teaches — and as someone who inspires her students to be passionate about it as well. … She is described as someone who will take time to talk to any student, past or present, about academic issues — or anything else they wish to discuss. ‘Dr. Burns goes beyond being a good teacher to being an amazing person both in and outside of the academic setting,’ says a student. ‘She is a jewel.’”

 Teaching philosophy: “No one who’s seen the results of recent Andean elections can doubt that the deep past matters, but current events don’t always demonstrate this so vividly, so I try to get this point across each semester. Things 500 years old can feel like open wounds, or cause for celebration. It’s important to try to grasp why that is. I also try to give students a feel for the great variety of Latin Americans’ perspectives on the Latin American past. I want them to see how, paradoxically, history is always changing; we constantly reinterpret as we find new sources and grind ourselves new lenses.”

Tanner Teaching Assistants’ Awards for Excellence in Undergraduate Teaching

In 1990, the University expanded the purview of the Tanner Awards to recognize excellence in the teaching of undergraduates by graduate teaching assistants.

The awards go to six graduate teaching assistants. Each of the winners receives a one-time stipend of $1,000 and a framed citation.

The 2006 winners are:
 Allison Connolly, Department of Romance Languages;
 Matthew Ezzell, Department of Sociology;
 Thomas J. Mustillo, Department of Political Science;
 Bridget Raburn, Department of Biology;
 Matthew Dave Roberts, Department of Psychology; and
 Demitrius Semien, Department of Sociology.

Nominations open for 2007 University Teaching Awards

Which of your professors or teaching assistants have aroused your curiosity, opened your mind to new ideas, or influenced your choice of career?

The University’s annual effort to identify and reward exceptional teaching is under way. The University Committee on Teaching Awards would like to encourage students, faculty, staff and alumni to submit nominations for several campus wide awards. The deadline for nominations is Oct. 1.

Details
   Board of Governors’ Award for Excellence in Teaching. This award is given by the Board of Governors to a tenured faculty member on each UNC campus for excellent and exceptional teaching at the undergraduate level over a sustained period of time. If you nominate someone for this award, include a curriculum vitae.

   Distinguished Teaching Awards for Post-Baccalaureate Instruction. Four awards are given to faculty members for exceptional teaching of post-baccalaureate students.

   Awards to Faculty for Excellence in Undergraduate Teaching. Five Tanner Awards, one Friday Award, one Sanders Award and one Sitterson Award are given to full-time faculty members.

   Tanner Awards to Graduate Teaching Assistants. Five Tanner Awards are given to graduate teaching assistants for excellence in undergraduate teaching.

   Mentor Award for Lifetime Achievement. This award acknowledges lifetime contributions to teaching, learning and mentoring beyond the classroom and is not limited to traditional faculty. If you nominate someone for this award, focus on his or her long-term impact on students.

How to nominate
The committee is chaired by Barbara Entwisle, director of the Carolina Population Center and professor of sociology.

Call her at 966-1710 or e-mail entwisle@unc.edu. Debbie Stevenson, executive assistant to the provost, can also assist you with more information. She can be reached at 962-7882 or debbie_stevenson@unc.edu.

The University Committee on Teaching Awards values your nominations of deserving faculty members and graduate teaching assistants for distinguished teaching awards. More information and nomination forms are available www.unc.edu/provost/teachawards.

Winners will be recognized at a basketball game in early 2007 and will receive framed citations and checks at the annual awards banquet in April.