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Milton L. Mueller, professor in the , and Ravi Dharwadkar, professor in the , will be named as the 2014-15 Laura and L. Douglas Meredith Professors of Teaching Excellence at a ceremony today.

In addition, seven nontenured faculty members will be given Meredith Teaching Recognition Awards. They are Roy Gutterman, Azra Hromadzic, Gladys McCormick, Rachel Razza, Sascha Scott, Arthur Thomas and John Torrens.

Cliff Davidson will be named the 2013 United Methodist Scholar-Teacher of the Year.

Also, Meredith medallions will be presented to professors Helen Doerr, Margaret Himley, Norman Kutcher and Sandra Lane, whose three-year terms as Meredith Professors are ending.

Meredith Professors

A substantial bequest from the estate of L. Douglas Meredith, a 1926 graduate of , allowed for the creation of the Laura J. and L. Douglas Meredith Professorships in 1995 to recognize and reward outstanding teaching at the University. The awards recognize and reward excellence in teaching, encourage faculty members to look upon the many dimensions of teaching as manifold opportunities for constant improvement, emphasize the great importance the University places upon teaching, and improve the teaching and learning processes on campus. The Meredith Professors receive a supplementary salary award and additional funding for professional development for each year of their appointment.

Milton L. Mueller

Professor in the School of Information Studies (iSchool) and director of the certificate of advanced study program in information security management

Mueller’s research and teaching explore the political economy of communication and information, and his passion for teaching is rooted in a desire to put knowledge about public policy, economics and technology to work in responding to and creating social change. “In the span of my career, the topic of information and communication policy has gone from being a tiny specialty to something that occupies space in the news every day, and has expanded academically into a dozen different subspecialities,” Mueller says.

Information and communication policy includes some of the most well-known controversies of our time, including cybersecurity, Internet filtering, copyright protection, the economic battle between Google and Apple and National Security Agency surveillance. “Teaching about these topics is fun, because almost everyone has opinions about them, but most people know very little about the underlying dynamics,” says Mueller. “… They usually lack the analytical tools required to sort out propaganda or interest group demands from real analysis and understanding. A well-informed scholar can leverage passionate opinions and controversy and transform them into deeper knowledge grounded in social science theories about politics, economics and institutions.”

Mueller uses the theoretical tools of property rights analysis, institutional economics and historical and quantitative social science methods. For the past 15 years his research, teaching and public service have concentrated on problems related to global Internet governance.

His books “” (MIT��Press, 2010)��and��“(MIT Press, 2002) are acclaimed scholarly accounts of the global governance regime emerging around the Internet. He currently directs the iSchool’s Internet Governance Project (IGP).

Most of Mueller’s teaching innovations and initiatives have been in the area of curriculum design. He revamped the curriculum for the graduate program in telecommunication and network management (TNM) during his tenure; developed the syllabus for IST 618, “Information Policy,” a popular course; and redesigned the capstone course for the TNM program (IST 754), making the course akin to a master’s thesis for network managers.

Mueller is known as a rigorous and dedicated teacher who sets high standards for his students. Endri Mataj, interim chief executive officer for Tmeeting Global AB India, took the IST 618 and IST 754 courses with Mueller and says the projects and discussions led by Mueller had a huge positive impact on his professional career.

“During both classes, I was able to deeply analyze high-level telecommunications issues concerning the respective national and international market,” Mataj says. “Professor Mueller had the ability to establish the right relations with the students, as well as convey his extraordinary professional experience to teach each and every one of us in the most effective way.”

Mueller’s Meredith project will focus on the area of cybersecurity and Internet governance, and combine curriculum design with outreach initiatives and experimentation with new teaching techniques. This includes designing an innovative program for a University-wide cybersecurity curriculum that draws on the strengths of several of the University’s schools and colleges. He will also design a global Massively Open Online Course (MOOC) on Internet governance.

“The questions Milton Mueller addresses in his research and teaching are not trivial. Indeed, they are complex and thorny,” says Barbara Kwasnik, professor and associate dean for academic affairs in the iSchool. “Thinking through problems such as this is a university’s mandate, but leading students to a place where they can think them through is the ultimate challenge, not easily attained in an era of quick returns and impatient consumption of information. The opportunity for students to have Milton Mueller’s guidance will be important for them and for all of us as well.”

Ravi Dharwadkar

Professor in the Martin J. Whitman School of Management

Dharwadkar teaches a variety of undergraduate and graduate courses in international business, corporate governance, organization theory and corporate strategy. In his current teaching, he emphasizes the importance of a global mindset in terms of business and also in approaching the future more generally. He tries to make students aware of both short- and long-term opportunities in the global environment, and engages current students in discussions with former students about their SU Abroad experiences.

“Students truly relate to having their peers speak about their initial hesitations and eventual experiences abroad,” says Dharwadkar. “… Through such presentations, I make students aware that this course is just a starting point for their careers in the world of business.”

“Professor Dharwadkar consistently encouraged the opportunity to study abroad. He explained with an expanding global business environment and the rise of emerging markets, there is a critical need for students to understand the changing dynamics of business,” says senior Hillary Tucker.

“Overall, Professor Dharwadkar impressed me with his professionalism, knowledge and wisdom,” says senior Timothy Cheng. “He teaches subject material with a passion that engages his students, and he has consistently provided opportunities to dig deeper into the course.�� His teaching methods hold the attention of every student in the room, balancing the class with a perfect mixture of guidance and flexibility. … He understands that effective teaching is not merely achieved, but constantly evolving. He continuously adjusts the course to provide the best student experience possible.”

He has also influenced the teaching styles of many of his doctoral students, giving them access to all of his teaching materials and letting them teach a class.

Dharwadkar’s research interests include corporate governance and corporate strategy. His research appears in the Academy of Management Review, Academy of Management Journal, Academy of Management Executive, Strategic Management Journal, Organization Science, Journal of International Business Studies and Journal of Marketing. Dharwadkar serves on the editorial review board of the Academy of Management Journal, the leading management research journal.

Dharwadkar is not only known as an outstanding teacher in the classroom, but one who is always ready to assist his students, says Tridib Mazumdar, the Howard R. Gendal Professor of Marketing at Whitman. “Ravi is an educator in the true sense of the word. He is impatient with mediocrity and sloppiness. At the same time, he has the big heart to accommodate student needs, whether they are of an academic or personal nature,” Mazumdar says. “Students can count on Ravi on all facets of their academic growth.”

For his Meredith project, Dharwadkar plans to develop Project ASIA, a plan to expose students, administrators, educators and the Central New York community to a changing and resurgent Asia. The project will initially focus on the continent’s two most populous countries—China and India, and will be built on four pillars: Appreciate Asia (A), developing instructional materials on Asia for core and elective global business courses; Stay in Asia (S), developing a two-week immersion seminar and a possible semester-long program in India; Invest in Asia (I), introducing local businesses and entrepreneurs to opportunities in Asia; and Attract from Asia (A), recruiting qualified students from China and India to enhance the global diversity of SU’s student body.

Dharwadkar is a previous recipient of the Meredith Teaching Recognition Award.

United Methodist Scholar/Teacher of the Year

The Board of Higher Education and Ministry of the United Methodist Church sponsors the University Scholar/Teacher of the Year Award at ���ϲ����� annually since 1982 to recognize the teaching and scholarship of an outstanding professor. This award gives explicit emphasis to the dual nature of a faculty member’s responsibilities as a scholar or creative artist and as a teacher. The award carries a stipend of $2,000.

Cliff Davidson

Thomas and Colleen Wilmot Chair in Engineering and director of the Center for Sustainable Engineering Center of Excellence in Environmental and Energy Systems in the

Davidson, an award-winning teacher and air-quality researcher who holds a Ph.D. in environmental engineering science from the California Institute of Technology, has spent most of his career focused on aerosol physics, earning an international reputation for his studies of atmospheric particles. More than a decade ago, however, his research interests shifted toward sustainable development. He recognized the need to further the cause and developed a course on the environmental effects of engineering decisions.

“I found it harder to focus only on work with aerosol particles under a microscope when I saw what was going on in the real world,” he says. “That was a real driving force.” This respect for the environment and a belief that engineers can help shape a sustainable future drives Davidson to share his knowledge with students and alert them to their role in preserving the planet. “We have to teach our engineering students about the link between engineering design and its impact on the natural world,” he says. “We have to emphasize the long-term, global picture and get our students to think holistically.” ��

Meredith Teaching Recognition Awards

The Teaching Recognition Awards program was established in 2001 through an expansion of the Laura J. and L. Douglas Meredith Professorship Program. The Meredith Professors themselves proposed that the Teaching Recognition Award program recognize excellence in teaching by non-tenured faculty and adjunct and part-time instructors. Recipients are selected for teaching innovation, effectiveness in communicating with students and the lasting value of courses. To be eligible, candidates must have completed two years of service to the University and not yet received tenure. Each recipient is given $3,000 to further his or her professional development.

Roy Gutterman

Associate professor and director of the Tully Center for Free Speech at the

An expert on communications law and the First Amendment, Gutterman is director of the Newhouse School’s . He is a graduate of the Newhouse School and the ���ϲ����� . His book, “” (Academica Press 2002), is in law school libraries around the world. Gutterman writes and speaks on media law, free speech and the intersection between courts and journalists and legal education issues. He teaches courses in media and communications law and newswriting to undergraduate and graduate students.

Azra Hromadzic

Assistant professor of anthropology in the

Hromadzic is a cultural anthropologist with research interests in the anthropology of international policy in the context of peace-building and democratization. Her book manuscript in preparation, titled “Empty Nation: Youth, Education and Democratization in Post-Conflict Bosnia and Herzegovina,” is an ethnographic investigation of the internationally directed post-conflict intervention policies in Bosnia and Herzegovina and the response of local people, especially youth, to these policy efforts. Hromadzic is focusing future research on a new project that will ethnographically research aging in the context of postwar and post-socialist Bosnia and Herzegovina.

Gladys McCormick

Assistant professor of history in the Maxwell School of Citizenship and Public Affairs

McCormick specializes in the histories of Latin America and the Caribbean and 19th- and 20th-century Mexico. She is currently working on a manuscript titled “The Political Economy of Desire in Rural Mexico: Revolutionary Change and the Making of a State, 1935-1965.” This work studies the establishment of a political order that became arguably the most successful instance of authoritarian modernization in 20th-century Latin America. Her research interests include political and economic history, comparative history, questions of historical memory and political violence, gender and the experiences of rural peoples.

Rachel Razza

Assistant professor of child and family studies in the

The primary focus of Razza’s scholarly work is children’s self-regulation, a multifaceted construct that encompasses a variety of skills underlying children’s ability to monitor cognitive strategies and adapt behavior to fit situational demands. Specifically, her work explores associations among different facets of self-regulation, contextual predictors of self-regulation and implications of various self-regulatory skills for children’s school readiness and later school success. She is particularly interested in specifying these pathways among at-risk children, as these children are particularly at risk for self-regulatory deficits. In addition, her recent work examines mindful yoga as a potential intervention strategy to enhance self-regulation among young children. She is part of a cross-disciplinary faculty team working to develop a Center for Contemplative Practices at ���ϲ�����.

Sascha Scott

Assistant professor of art history and music history in The College of Arts and Sciences

Scott is a specialist in 19th- and 20th-century American art. She is a member of the Native American Studies faculty as well as art and music histories. In addition to offering broad surveys of American visual culture, she teaches courses based on her research, including seminars that explore representation of American Indians, art and politics, and art and the environment. Her forthcoming book, “A Strange Mixture:��The��Art and Politics of Painting Pueblo Indians” (University of Oklahoma Press, Fall 2014), was awarded a Wyeth Foundation Publication Grant and the College Art Association’s Arthur Kingsley Porter Prize for her article “Awa Tsireh and the Art of Subtle Resistance,” The Art Bulletin (CAA, 2013).

Arthur Thomas

Associate professor of practice, information management, School of Information Studies

Thomas specializes in project management, IT management and financial systems. As the director of the master’s programs in information management and telecommunications and network management, he manages the content and sequence of these degree programs, including the master’s program in information management–executive track and related certificate programs. He also collaborates with other iSchool administrators in the areas of admissions, advising and career services that are relevant to these specific degrees and certificates.

John Torrens

Assistant professor of practice, entrepreneurship and emerging enterprises, Martin J. Whitman School of Management

In addition to other EEE classes, Torrens is responsible for teaching the senior capstone course in the Whitman School. He has also been involved in the cross-campus entrepreneurship courses, IDS 401, “What’s the Big Idea?” and IDS 401 “Idea2Startup.” Torrens has been active in the Institute for Veterans and Military Families, teaching in the Entrepreneurship Bootcamp for Veterans with Disabilities, the Veterans’ Women Igniting the Spirit of Entrepreneurship symposia and the online Boots to Business training program. Torrens was recognized as an “Outstanding Entrepreneurship Educator” by the Consortium for Entrepreneurship Education in 2012.