UW Marinette faculty receive awards for teaching excellence
MARINETTE, Wis. – The University of Wisconsin-Marinette has announced that Dr. Amy Reddinger, associate professor of English and women’s studies, and Tonya Meisner, associate lecturer of mathematics, are the recipients of the UW Colleges’ statewide 2014 Chancellor’s Excellence in Teaching Award.
“This is, indeed, an honor for our campus,” said Dean Paula Langteau. “Each year, there is only one recipient in each of these award categories from across all 13 UW Colleges’ campuses, statewide. These rewards reflect not only the excellence of these two remarkable teachers but also of the quality of instruction for which our campus has become known. We are exceptionally proud of the caliber of our faculty and instructional academic staff members.”
Reddinger is the recipient of the 2014 Chancellor’s Award for Excellence in Teaching for Faculty. She is being recognized for her work with students in the area of metacognition, weaving self-assessment and reflection activities focused on thinking about the learning process into all of her courses. Dr. Reddinger joined the UW-Marinette faculty in the fall of 2007.
Previously, she directed a writing program and taught as a graduate assistant in the English Department at the University of Washington in Seattle. She has recently published several articles about a range of topics including teaching women’s studies, James Baldwin’s novel Another Country, and cookbooks from the 1950s and 60s.
Meisner is the recipient of the 2014 Chancellor’s Award for Excellence in Teaching for Instructional Academic Staff. She is being recognized for her work with the Hawkes program for modularized, master-based teaching of developmental mathematics.
Meisner joined the mathematics faculty in the fall of 2011. She is a UW-Marinette alumnus who grew up in the area. Her teaching experience includes eleven years of teaching math in public schools and teaching online courses. Working with math students of all ages has given her the experience to understand that students learn mathematics differently.