MINUTES
REGULAR MEETING OF THE REPRESENTATIVE ASSEMBLY
OF THE DAVIS DIVISION OF THE ACADEMIC SENATE

Tuesday, June 8, 1999
3:30 - 5:30 p.m.
MU II, Memorial Union

Thomas Famula, Professor, Department of Animal Science

Dr. Gary Anderson, Chair, Department of Animal Science:

Dr. Thomas Famula is an extraordinary teacher. With utmost respect and enthusiasm, I nominate him to receive the Academic Senate's Distinguished Teaching Award.

Before describing the exceptionally high quality of Professor Famula's teaching, a few comments are justified on the quantity of his teaching. His academic appointment is 40% I&R and 60% OR; thus, an expected course load might be approximately two courses per year. Dr. Famula annually teaches a high-enrollment, lower-division General Education course (Animal Science 1, Domestic Animals and People) and two upper-division genetics courses (Animal Genetics 108, Methods in Quantitative Animal Breeding, and Animal Genetics 109, Introduction to Parameter Estimation), and team-teaches a Genetics Graduate Group core course (Genetics 201 D, Quantitative and Population Genetics). In addition, he is in charge of the genetics section of the departmental undergraduate research course (Animal Science 194), participates in the Davis Honor Challenge, and regularly presents guest lectures in other courses (e.g., Animal Genetics 107, Quantitative Genetics and Animal Breeding; Animal Science 140, Laboratory Animal Management). During a period of public criticism over perceived low teaching loads by University of California faculty, Dr. Famula has done anything but shirk his teaching obligations; instead, he has embraced the opportunity to teach.

Student response to Professor Famula's teaching is absolutely phenomenal! His mean student rating in Animal Science 1 has been 4.9 on a 1-5 scale for each of the past several years. For any faculty member to receive consistent ratings such as these in a course with high enrollment (275-300+ students), a range of student backgrounds (freshman through senior undergraduates), and diverse majors (e.g., biological sciences, social sciences, and humanities) is an almost superhuman achievement.

"The topics he includes in his lectures are complex and would normally be difficult for students to comprehend. Some instructors would water down these topics and make them easier for their students to grasp and to ensure that the grade curve remains intact.... I can attest to his unequaled ability to take difficult scientific concepts and present them in a way, during lecture, that makes them immediately understandable to his students."
-Dr. Kendall Ash, past UC Davis M.S. and Ph.D. student and Teaching Assistant.

"Quantitative genetics deals with heredity and other genetic phenomena in a mathematical way. On paper, the course is drier and rougher than any sandpaper. But with Dr. Famula, this subject matter came to life. We heard historical remarks about Drs. Wright, Fisher, Haldane, and others. The genius of Wright came to life. It was magical."
-Dean Lavelle, Genetics Ph.D. student.

"As a freshman in my courses, I always felt like I was seeing a celebrity when the professor visited lab.... Dr. Famula was always there, asking the students questions or making comments or just enjoying watching everybody wrestle with sheep .... I am one of many students who have similar feelings about him, and wish to see him recognized and rewarded for the immense differences he has made in our lives."
-Brian Massey, undergraduate student.

Last year 12 graduate students who were enrolled in genetics 201D failed to earn at least a B grade, which is required by the Group before the student can attempt the Qualifying Examination. To prevent their losing a year until the course could be repeated, Professor Famula offered a special course for them during the past summer. Students who completed the course were allowed by the Group to move forward toward attempting their Qualifying Examinations. Dr. Famula's motivation to teach this one-time course was to help students, another mark of an exceptional teacher.

In addition to his formal teaching responsibilities, another major contribution made by Dr. Famula is as a teacher of future teachers. Each year he trains 8-10 graduate Teaching Assistants in the art of effective teaching. Professor Famula's faculty colleagues recognize and benefit for his ability to instill in these graduate students a high value for teaching, a virtue that Professor Famula lives daily, and to teach didactic skills for effective classroom teaching. Professor Famula visits each of the 14 laboratory sections, participates with students in the laboratory exercises, and ensures that students receive the high-quality instruction they deserve. Years later, successful Teaching Assistants frequently credit their experiences in Animal Science 1 for their subsequent successes as teachers. An example from the letters of support include:

"In 1997 I was honored by receiving a UC Davis Outstanding Graduate Student Teaching Award. In the opening remarks of the recognition ceremony, Chancellor Vanderhoef commented that many of us have had an individual who has positively impacted our lives and that with each accomplishment we realize the effect this person has had in our lives. He asked each of us to thank silently the individual who had given us the motivation to try, the insight to understand, and the desire to succeed. I silently thanked Dr. Famula."
-Josette Arrayet, UC Davis B.S. and MAM.

"An absolutely scintillating professor. Rarely are such passion and drive exhibited in an undergraduate professor." These words were written by one of Professor Thomas Famula's students in his fall-quarter Animal Science I course. The sentiment is shared not only by the large number of undergraduate students enrolled in this course, but also by undergraduates and graduate students in Professor Famula's upper-division and graduate animal genetics courses, by undergraduates and graduate students he mentors outside the classroom, and by faculty colleagues who recognize him as a truly extraordinary teacher.

Edward J. lmwinkelried, Professor, School of Law

Dr. Kevin R. Johnson, Associate Dean for Academic Affairs:

On behalf of myself, the Dean of the School of Law, four members of the law school faculty, and a law student (on behalf of many students), this letter enthusiastically nominates Professor Edward J. lmwinkelried for the UC Davis Campus Distinguished Teaching Award. Ed, who long ago (1989) received the highly competitive law school distinguished teaching award, is a beloved classroom instructor who dedicates countless hours to careful class preparation, answering student questions, offering feedback on examinations, and student counseling. In the grand tradition of the University of California, Professor Ed lmwinkelried is truly committed to teaching of the highest quality. His amazing record of teaching is all the more astounding when one considers that he is one of the most prolific, and nationally and internationally known, scholars on the School of Law faculty.

Since he joined the School of Law faculty in 1985, Professor Imwinkelried's overall rating for quality of instructor time and again has been one of the three highest, if not the overall highest, among the tenured faculty. A sampling of comments from the student evaluations for one of Professor lmwinkelried's Contracts courses reflects the students' high regard for his teaching ability:

"The quintessential professor!"

"Without a doubt the best teacher I've had in law school."

"Greatest professor to ever live?!? ... my hero."

"A model for other law professors."

"His teaching skills are phenomenal."

"The best teacher I've ever had in every way."

"Best teacher I've ever had."

"Contracts God!"

Similar comments are found in every set of Professor lmwinkelried's student evaluations.

These glowing evaluations are not the result of Professor lmwinkelried teaching small specialty courses or failing to approach the material with intellectual rigor. In fact, his courses are consistently large courses that are at the very core of the law school curriculum and cover some of the most difficult material in law school.

But this fails to tell the whole story. Ed is beloved by students and alums. He earns that affection by the painstaking preparation and hard work that he puts into his teaching responsibilities. Put simply, Professor lmwinkelried cares about his students. To give you an example of his true devotion to students, he will sit in a chair outside the room where his exam is being administered for the entire exam (usually three hours) in the event that students might have questions. He offers typed, detailed comments on each and every mid-year examination in his Contracts class and meets with the students to discuss how to improve their exam performance. He is quick to say hello in the hallway to students and knows the names of students who aren't even in his classes. The graduating class almost annually asks him to participate in the graduation ceremonies, generally as a hooder.

Perhaps the best way I can explain Professor lmwinkelried's outstanding character is by saying "100%." In whatever he does, he seems to give it 100% of his focus. When he is teaching students, he is completely focused on his lesson and his students' reactions. When he is listening, he listens with an intensity that compels you explain all that you can. I have met few people that are able to maintain the degree of focus and intensity that Professor lmwinkelried does. They are all greatly successful in their fields. Likewise, Professor lmwinkelried is greatly successful in his chosen profession: teaching. My classmates and I consider it a rare luxury to have such a capable person as a teacher and mentor while attending UC Davis School of Law. Likewise, the University of California is incredibly fortunate to have a professor of his caliber serving this institution. Professor Imwinkelried has had a tremendous impact in the development of the students that come through these halls and on the reputation of UC Davis. He is most deserving of recognition for his devotion to his profession.

Professor Mark Rashid, Civil and Environmental Engineering

Karl M. Romstad, Professor, Department of Civil and Environmental Engineering, in his nominating letter says:

"I believe Professor Rashid is the most effective and well balanced faculty member I have seen come into the Department of Civil and Environmental Engineering. His teaching is outstanding and deserving of the award."

Leonard R. Herrmann Professor Emeritus of Civil Engineering:

"Dr. Rashid is a very conscientious and committed teacher, spending considerable amounts of time on careful note preparation, preparation of class handouts on particularly difficult points and in office hours. He achieves a balance between teaching and research which never slights either his undergraduate or graduate students. I would rank Dr. Rashid as the best (in both teaching and research) young faculty member, and very nearly the best of all faculty members, that I have observed in my 34 years in this College.

Graduate student Ritwick Roy:

"I have been particularly fortunate because Professor Rashid is also my major advisor. Over the years my knowledge of mechanics and non-linear finite element analysis has grown through his association. In addition to purely academic aspects, Professor Rashid has also trained me in aspects such as making presentations. I have attended other universities within and outside the U.S. I have therefore had other major advisors in the past, all of whom I hold in high regard. Professor Rashid is certainly the best advisor I have worked with. Professor Rashid has a great concern for the academic and career development of all his students. Despite his busy schedule he takes the time to patiently listen to any problem or concern that a student might have."

Tonya Emerson, student:

"When he teaches a course he really wants to make sure the students are learning. Specifically, in the third course I took from him, he questioned me mid-quarter on my opinion of how the class was going. Were his lectures clear? Was there something more he could be doing? While I felt the lectures were very understandable and well-paced, it was really encouraging to see a Professor willing to make changes mid-course, if necessary, to insure everyone understood the topics."

Three student letters sum up the universal experience:

1. "In all my years of higher education I can honestly say I have never witnessed a better teacher. Further, I have never experienced such a uniform, high opinion from my classmates on the quality of a professor. I sincerely hope you will seriously consider Dr. Rashid for this award, as I do not know a more appropriate candidate."

2. "Not only is Dr. Rashid the best professor I have had, he is also the hardest. He makes homework problems that challenge the student. There is no such thing as an "easy-A" in Dr. Rashid's vocabulary. Even though he offered an enormous amount of assistance, it was in such a way that he promoted independence in the students mind for solving problems. Rather than simply working out the problem solution, he would turn our questions into questions directed back at us which would eventually result in the student arriving at the answer through our own thought process, enabling students to perform on their own."

3. "Dr. Rashid is by far the best instructor I have ever had at UC Davis. He explains things very clearly, and I am able to apply his lecture notes to every assignment."

It is clear from these comments that Professor Rashid is incredibly knowledgeable, always meticulously prepared and organized, clear in his presentation, patient and effective in answering questions in class and in his office, friendly, concerned that the student learn the material, responsive to out of class concerns of the students, very available in his office, and effective with students at all levels of ability. He richly deserves the teaching award.

Michael Saler, Associate Professor, Department of History

Ted Margadant, Chair, Department of History wrote:

"As the principal nominator of Michael Saler, I would like to draw attention to four aspects of his teaching that are emphasized by the supporting letters: (1) Saler's intellectual breadth and ability to connect historical issues to the contemporary concerns of students; (2) his very careful preparation and effective presentation of material in lectures; (3) his imaginative ways of stimulating an active learning environment in the classroom; and (4) his personal engagement with students who seek him out for advice and mentoring."

Professor Kudlick's peer evaluation of Saler's teaching highlights "the imagination that he brings to his lectures: and the enthusiasm with which he inspires intellectual curiosity among his students: "He is one of those people who can get charged up by virtually any idea and any one in the room with him can't help but be pulled in. Having won over the students, he invites them to experience learning as an odyssey of discovery, where people who might never dream of talking about something like the rise of aestheticism, the works of Nietzsche, or the crisis of modernism find themselves doing it naturally outside of class.

He has an easy-going, easy-to-follow lecture style that blends humor with intellectual rigor. He achieves this by bringing up examples from students' present lives and popular culture to illuminate past events. To demonstrate the furthest reaches of consumer culture, production, and the globalization of the world economy, for example, he pulled out his Tamagotchi, a "virtual pet" that has recently been the craze in both Japan and Europe. He described the kind of technological innovations of postwar Europe that were necessary to build the toy, the production meeting in the west; and, since this was the last week of class, he seized the opportunity to remind students of the Luddites who resisted industrialization earlier in the quarter. In other examples, he used Mrak Hall to illuminate the idea of why Europeans loathed bureaucracy and the Social Sciences and Humanities Building to explore alienation.

Saler's encouragement of student questions, and his relaxed and open style of interacting with students in the classroom set the stage for more intensive mentoring of students outside the classroom. Mike Chen writes, "He was always available outside of class, and more than willing to discuss course material, or even remotely related material."

Julie Kehew notes that Saler

". . . pauses frequently during lectures to ask for questions or comments" and, she adds, "I particularly appreciate that Dr. Saler treats student comments and questions with respect. He always provides a carefully considered response, rather than dismissing student concerns as trivial. I feel that his respectful attitude towards students promotes discussion and interaction between students and faculty, and it certainly leads to a more pleasant classroom environment.

Another student writes:

"During my five years as an undergraduate, I knew Michael Saler as a mentor, an advisor, and a friend. I experienced his devotion to teaching not only in my own personal interaction with him, but also from observing his interaction with other students. It was evident that being a professor was for him not merely an occupation. He drew from it a tremendous fulfillment that was shown by the time he spent after class answering questions, making sure that the students understood the material. Even before I had taken my first class from him, he was willing to make time outside of his office hours to answer my questions."

In his upper-division courses, students have generally taken enough courses at Davis to compare Saler with his peers. In history 147A (Fall 1995), one student wrote, "Prof. Saler has the best command of his own subject matter of any teacher I have had in my 3 years at UCD." Another described Saler as "the most talented professor that I have had at UCD. His breadth of knowledge and lecturing technique is far superior [to] any other professor." A history major commented, "The best of the eight history courses I have taken so far." Perhaps the ultimate accolade came from a biological sciences major who wrote tersely: "I audited the course; it is that good." Student comments in History 4C (Spring 1997) were equally laudatory though less often comparative: "outstanding instructor"; "great lecturer"; "awesome"; Professor Saler rocks"; a breath of fresh air"; "brought history to life"; "teaches with genuine enthusiasm." A leitmotif of much student commentary about Saler is the pleasure in leaning that he inspires. "Keep up the good work," one student in History 4C commented. "People like you make history fun and interesting."

In conclusion, Michael Saler is a teacher who comes off as very passionate about his work, knowledgeable in what he discusses, and extremely eager to share his joy with students. Even if they don't laugh at his many wonderful jokes and asides, I can tell from the general mood in the room that the students are appreciative of his effort, enthusiasm, and erudition. I am just plain impressed by watching students learn and learning myself. U.C. Davis should reward someone so full of life and ideas with a Distinguished Teaching Award.