Professor Elisa Glick was presented a bouquet by her department. Photo by Rob Hill.
Three faculty members were surprised in their classrooms Wednesday when informed that they had been chosen as 2015 Kemper Fellows. The winners were Nicole Monnier, an associate teaching professor of Russian; Elisa Glick, an associate professor of English and women’s and gender studies; and Berkley Hudson, an associate professor in the School of Journalism.
Two more professors will be surprised as Kemper Fellows this week. Each fellowship includes a $10,000 stipend.
The William T. Kemper Fellowship for Teaching Excellence was established in 1991 with a $500,000 gift. This year marks the 25th year of the awards.
Chancellor R. Bowen Loftin and Jim Schatz, chair of Commerce Bank, which manages the fund, informed Monnier, Glick and Hudson of their being chosen.
• Berkley Hudson has been a member of the School of Journalism’s magazine faculty since 2003. “Being a teacher isn’t something that Berkley Hudson just does; it’s something he is,” said Heather Lamb, assistant professor at the School of Journalism and the editorial director of Vox.
• Nicole Monnier has taught Russian at MU since 2000. Her success as teacher and adviser stems from her ability to get the best from her students, colleagues say. “Monnier has contributed passionately and brilliantly to every aspect of the teaching mission,” said Tim Langen, chair of the department of German and Russian studies at MU.
• Elisa Glick became an assistant professor at MU in 2001 in English and women’s and gender studies and became an associate professor in 2008. “Glick challenges students to open themselves to dialogue about theories of gender and sexuality that are, for the most part, completely new to students,” said Joan Hermsen, chair and associate professor of sociology and women’s and gender studies. “Students have said her courses push boundaries for them both academically and personally, teach them how to engage with difficult and challenging material in a thoughtful manner, and affirm students as important agents in their own education.”