Six Yale faculty members honored for commitment to teaching

Six members of the Yale faculty have been named recipients of Yale College’s teaching prizes, which recognize exceptional undergraduate teaching.

The prizewinning teachers are Joe Cleary, the John M. Schiff Professor of English in Yale’s Faculty of Arts and Sciences (FAS); Abhishek Bhattacharjee, the A. Bartlett Giamatti Professor of Computer Science at Yale School of Engineering & Applied Science; Cormac O’Dea, assistant professor of economics in FAS; Christine DiMeglio, senior lecturer in chemistry in FAS; John Hall, senior lecturer in mathematics in FAS; and Michael Della Rocca, Sterling Professor of Philosophy in FAS.

They were recognized during a reception in the Presidents’ Room at the Schwarzman Center on April 28. The prize winners’ current students were invited to attend.

“It’s such a pleasure to recognize these instructors’ talents in the classroom and their dedication to teaching — and to their students,” said Yale College Dean Pericles Lewis.

The citations for the prizewinners follow:

Joe Cleary, the Sidonie Miskimin Clauss Prize
Awarded for teaching excellence in the humanities

“Joe Cleary, John M. Schiff Professor of English, your students and alums bond over memories of your courses. The gentle encouragement you give your students, the community you build in your classroom and your generosity with your time all push students in ways that make them want to give their best effort in class and in their writing.

“You teach some of the most famous books of all time including ‘Ulysses,’ ‘The Great Gatsby,’ and ‘The Sun Also Rises.’ What your students appreciate most is how sincerely you want to hear and read their responses to these works. They are often astonished that not only do your read their discussion posts; you respond to them, making them eager to come to class prepared and ready for the discussion you have initiated in those forums. You inspire them to ‘read deeply’ as one student said, equipping them ‘with knowledge that, while daunting at first, has deepened my understanding of literature, and in doing so, my general enjoyment of life.’ Another said that you are ‘the rare professor whose kindness lifts everyone to become a better version of themselves.’

“Your students appreciate your copious feedback on their writing, with one student saying, ‘he offered the same level of care with each of our essays, writing an essay in response to our essays when he handed them back.’ Many students also notice and appreciate your close attention to each classroom’s dynamic, and how you re-invite students into class discussions if they shy away from speaking up a few weeks into the term. One of your students said, ‘When that started to happen, Professor Cleary started the class by saying something like this: “I’ve noticed that some people have been quieter for the last few weeks, and while that’s ok, I just wanted to say that I haven’t forgotten about you, and I don’t want this class to be one where people don’t feel included, or invited to speak, so I wanted to explicitly re-invite people into the conversation. And that’s not to […] speak down on the people who have been speaking more, that’s just to make sure that everyone feels welcomed back into speaking, if they want to do so.”

“Another student said, ‘Every student in the room is made to feel like a scholar with something valid to say. The remarkable thing is that Professor Cleary is able to do so while simultaneously making his class very rigorous and intellectually challenging.’ Another said, ‘To be clear: his is the sort of classroom in which no laptops are opened, no cellphones go off, rarely does a student step out to the restroom, and most students linger to chat after class. We hang on to his every word.’

“For your ability to gently elevate your students’ insights while pushing them to think deeper, Yale College proudly awards the Sidonie Miskimin Clauss ‘75 Prize for Teaching Excellence in the Humanities to you, Professor Joseph Cleary.”

Abhishek Bhattacharjee, the Dylan Hixon ’88 Prize
Awarded for teaching excellence in the natural sciences

“Abhishek Bhattacharjee, A. Bartlett Giamatti Professor of Computer Science, you have revolutionized the teaching and learning of our often notorious but foundational courses in the field of Computer Science. You explain deep technical concepts and instill a collaborative spirit while providing a ‘safe space to fail,’ where students feel that you genuinely care about their well-being. And you have made a lasting impact on the culture of CPSC 323 and the department as a whole. Your ‘commitment to learning over grades and improvement over perfection’ are goals your students repeatedly mention.

“One of your students said, ‘Abhishek is a bright spot who reminds us that the real insights come when we think hard about the more fundamental questions of computing. But the real magic happens when Abhishek answers questions. He has a way of answering questions immediately in clearest possible terms, but then directing students to what they should have asked and answering that too.’ Another said, ‘Whenever a student asked Abhishek a question, he would rephrase it into its most eloquent form, connect it with a broader topic in computing, compliment the student for their insight, and deliver an impossibly elegant answer that clarified as much as possible without confusing us further — all in about 30 seconds.’

“Students and colleagues know that in addition to achieving learning goals for your course, you carefully and deliberately ensure that you are giving students a foundation to succeed in other courses in the department, consulting with your colleagues to tie what students are learning to future course material. That thoughtfulness doesn’t go unnoticed, and they also appreciate how you remember ‘what it’s like to learn this material for the first time’ – a rare quality. One student said, ‘Watching Abhishek lecture feels like watching Steph Curry shoot a three-pointer or Cooper Kupp run a slant route. It’s the feeling that you are watching someone who has mastered their craft through countless hours of practice and a constant desire to make even the smallest of improvements. He has many tricks…that keep students engaged…My favorite: “What can I clarify here?” … a subtle shift in the classroom’s power dynamic… (instead of) “Does that make sense?”, Abhishek’s “What can I clarify here?” invites curiosity. And he responds to questions with such enthusiasm that students know the invitation is genuine.’
 

“Students speak of your personal notes of encouragement and your genuine care for their well-being and learning. Students mention a sense of belonging that you instill in them, without sacrificing the rigor or expectations of each course. As one student said, your ‘textbook-like collection of knowledge on the innerworkings of computer systems components at the fundamental level has fed and nourished my mind with the vision of a cybernetic society.’

“For your accessibility and care for student well-being, with the ability to ‘navigate the nuances of complex real-world examples versus the simplicity of high-level abstractions,’ Yale College is delighted to bestow the Dylan Hixon ‘88 Prize for Teaching Excellence in the Natural Sciences on you, Professor Abhishek Bhattacharjee.”

Cormac O’Dea, the Lex Hixon ’63 Prize
Awarded for teaching excellence in the social sciences

“Cormac O’Dea, Assistant Professor of Economics, you make one of our largest lecture courses at Yale feel intimate, accessible and personal. Teaching primarily incoming first-years in Introductory Microeconomics over the past few years, you ‘keep everyone engaged with the perfect balance of seriousness and humor’ as one student stated. Courses in the first year can have a special impact when the teaching is remarkable. From your teaching of ECON 115, you have inspired some of your students to major in Economics who weren’t otherwise on that path. That says a lot about what you foster in your classroom.

“Many of your students are early in their Yale career and their preparedness is mixed. Some professors respond by easing the rigor and slowing the pace of the course – but not you. Instead, you manage ‘the conflicting pace needs of students incredibly well, making sure that lectures move forward but dwelling on difficult graphs’ as one student described, calling your teaching ‘phenomenal.’

“Students appreciate your ability to ‘explain complex material in a way that was beautifully clear and interconnected’ as one student described. But your answers to questions in lecture, and your ability to make a lecture hall filled with hundreds of students feel collaborative and dynamic, are what dazzle them — and your colleagues. Most important, students who might slip through the cracks just don’t in your courses. You offer personalized support when students are struggling, lifting them up instead of making them feel that their work is unsatisfactory. Your efforts to forge personal connections with students gives them confidence, too. 

“One student said, ‘He repeatedly encouraged participation by those students that hadn’t participated but wanted to, and made an effort to call on them when he posed questions to the class. This encouragement gave me the strength to raise my hand and answer a question, which greatly improved my confidence in the large lecture hall. I genuinely feel that that engagement had a significant impact on my confidence in my transition to Yale College.’

“Your ability to ‘make economics both intellectually stimulating and fun is truly commendable.’ For that reason and for the warmth, enthusiasm and humor you bring to your classroom, Yale College is proud to award the Lex Hixon ’63 Prize for Teaching Excellence in the Social Sciences to you, Professor Cormac O’Dea.”

Christine DiMeglio, the Richard Brodhead ’68 Prize
Awarded for teaching excellence by instructional faculty

“Christine DiMeglio, Senior Lecturer in Chemistry, throughout your thirty-plus years teaching at Yale, your welcoming and compassionate approach to teaching laboratory courses in Organic Chemistry leave a lasting impression on your students. Your efforts to get to know every student in your laboratory courses and your enthusiasm for the subject are palpable. You clearly care about student learning and not just their product yields!

“One student said, ‘In the often intimidating environment of the organic chemistry lab, where the fear of making mistakes can hinder learning, Professor DiMeglio’s compassionate approach transforms apprehension into opportunity. She reassures us that errors are not setbacks but essential steps in our educational journey, fostering a growth mindset that encourages exploration and resilience.’

“You pivoted during the pandemic, making pedagogical leaps that ensured students were able to learn Orgo lab concepts without setting foot in a laboratory. However, that initiative and effort regarding your teaching and pedagogy wasn’t something you adjusted purely for the shift to online learning. Over your decades of teaching, your courses have evolved as you have consistently and carefully adjusted them with respect to learning goals and accessibility. Your students appreciate that careful tuning and attention to structure. 

“As one student said, ‘This was my favorite class this semester because expectations were clear and I learned a lot hands-on. This isn’t one of those wishy-washy labs where no one really knows what is going on. Every minute spent in there was worth it.’

“Most important, your students appreciate how much you care about them not just as students in your course, but as people. Multiple students noted the way you made your way around the laboratory during each session, asking students about what they were doing and also how they were doing. By being so attuned to the needs of each student, you left a last impression on the ones whose confidence sometimes needed a boost. One student remembers what you said to them: ‘…everyone has their moments.[….] You have it in you. Don’t let this get you down.’

“Another student said, ‘Mostly, though, it is Dr.DiMeglio’s unbounded enthusiasm for the course matter and education as a whole that made her so influential to her students last semester. It was this coupled with the personal relationship she was able to develop with her students that made this lab more than just mixing chemicals.’

“Yale College is thus proud to award the Richard H. Brodhead ‘68 Prize for Teaching Excellence to you, Christine DiMeglio.”

John Hall, the Richard H. Brodhead ’68 Prize
Awarded for teaching excellence by instructional faculty

“John Hall, Senior Lecturer in Mathematics, you are devoted to student growth and success at every level of Mathematics. As your students say, ‘he believes in the mathematical ability of every student and truly cares for students to understand a notoriously difficult subject.’

“Over the last decade, you have transformed teaching and learning of introductory Calculus at Yale, pioneering the development of MATH 110/111 as a way of easing the transition for incoming students who benefit from additional structure and support. Their learning in these courses builds a foundation that helps them in future courses. Even before they arrive, a large cohort of incoming first-years benefit from your teaching and oversight of the ONEXYS program, where you have built community online and prepared those students for the rigor of quantitative study when they arrive in person.

“Students love to take multiple courses with you, shifting from the biological applications Calculus course, MATH 116, to Discrete Math. Your courses are ‘both intellectually challenging and still accessible’ as one student wrote. And another described your approachability perfectly, saying ‘(he) can teach as if the student is approaching the material, as opposed to the teacher presenting the material.’ You instill warmth and a spirit of collaboration in your classroom, in both small courses and large lectures, and you encourage students to ask questions and to seek support when they need it. You make it easy to ask for help, and they notice and appreciate that. 

“One student said, ‘when students ask questions about the material, no matter how obscure or how “obvious” the answer may seem to a mathematician of his caliber, he takes a minute to allow us to think about what the answer might be, and he guides us to the answer with leading questions instead of flat-out telling us what the correct answer, which keeps the students curious and attentive in the classroom.’

“Another said, ‘He answers every question with kindness and consideration, and he never makes any student feel inadequate or as if their questions aren’t valid. His expertise with the material surpasses simply understanding it and reaches the level where he knows how to help others understand it as well. He is patient, kind, and makes success feel possible. He truly cares about the learning of his students, and his passion for math is infectious. He was the reason I enjoyed taking a math course.’

“Yale College is thus honored to award the Richard H. Brodhead ’68 Prize for Teaching Excellence to you, John Hall.”

Michael Della Rocca, the Harwood F. Byrnes/Richard B. Sewall Teaching Prize
Awarded to any faculty member who over a long period of service has inspired a great number of students and consistently fostered the learning process both inside and outside the classroom

Since joining Yale’s faculty in 1991, Michael Della Rocca, Sterling Professor of Philosophy, your approach to teaching Philosophy has been described as joyful, engaging and welcoming. As one student said, “Professor Della Rocca epitomizes the ‘big college with a small feel’ experience that makes Yale so special.”

“You were recognized for your teaching by the Teaching, Learning, and Advising Committee early in your career (1998) with a Sarai Ribicoff Award for Teaching Excellence, and in the decades since, you have ‘consistently fostered the learning process both inside and outside the classroom,’ making you an ideal candidate for this prize. Directed Studies students have learned from you when they first arrived at Yale; others have learned in your Introduction to Modern Philosophy course; and you are, of course, a Spinoza expert, with one student calling your seminar course on the Philosophy of Spinoza ‘riveting.’ Your joy for teaching, your warmth, and your humor make your classroom feel like home to your students.

“One student said, ‘Prof. Della Rocca expects his students to engage with the text, but he also engages deeply with his students. His classroom is one of laughter, moral introspection, and realization.’ You do this in a masterful and accessible way, ensuring that all your students’ voices are heard. You are generous with your time in and out of the classroom. As one student said, ‘You leave office hours (1) feeling like you’ve learned better ways to think and new ways to approach difficult issues, and (2) surprised at how much time passed.’

“Another student said, ‘He seriously engages with every student. He listens and responds in a way to invite further discussion, no matter who the student or what the student’s experience in philosophy (even when that experience is evident to be little). He also encourages students to take on topics to which he has not been able to find suitable answers. The effect is that he instills the intellectual confidence requisite for a student to have in a higher-level philosophy class.’

“Your teaching is thorough but succinct. As one student said, ‘Philosophy is a subject in which you are prone to getting lost in intangible concepts and weird metaphysical systems. However, Professor Della Rocca has a way of explaining things simply with real life metaphors and examples, helping students understand a large volume of complicated concepts quickly.’ At the same time, you push your students to ask questions and develop their own ideas without pushing a particular viewpoint, which as one student said, ‘encouraged me to evaluate my opinions critically, which bolstered my engagement with the course.’

“For your devotion to your students throughout your many years in our Philosophy department, Yale College is proud to award the 2018 Harwood F. Byrnes / Richard B. Sewall Teaching Prize to you, Professor Michael Della Rocca.”