The Faculty

The faculty at Monmouth University work together to provide challenging classroom environments that encourage student involvement and ensure that Monmouth graduates leave the University ready to exercise socially responsible leadership in their professional and personal communities. The faculty take teaching and student learning seriously. To enhance their effectiveness, most have participated in faculty workshops on active learning techniques.

The Monmouth faculty are respected scholars, artists, scientists, and professionals. Students are drawn into the ongoing scholarly and creative work of the faculty through classroom demonstration, research assistantships, and attendance at professional meetings. Faculty also serve as advisors to students, some as designated freshman advisors who work closely with new students during their first year.

In departments having graduate programs, certain faculty are appointed to the graduate faculty. The graduate faculty provide the core of instruction in the graduate programs at Monmouth University. Recognized for their scholarly achievements by peers in their fields, the members of the graduate faculty provide a challenging classroom environment. They bring insight from research and professional experience into the classroom. Graduate students are drawn into the ongoing, creative work of the faculty through classroom demonstration, as research assistants, and through attendance at professional meetings. The graduate faculty also serve as advisors and mentors to students; in many cases, contact is maintained after graduation.

Working directly with senior faculty who are engaged in research is a key element in graduate-level study. In recent interviews, a group of student leaders on campus unanimously agreed that the opportunity to work closely with faculty is the greatest single benefit of Monmouth’s small class size and engaged faculty. Students are able to achieve a comfortable rapport with the professors.

Interviewed recently about their views of the University, a group of student leaders on campus unanimously agreed the greatest single appeal of the institution was the opportunity it afforded them to work closely with faculty, to achieve a comfortable rapport in which they not only got to know their teachers, but also were known by them. “We are never made to feel we are simply numbers,” one of the student leaders stated.

A member of the anthropology faculty, who regularly involves students in his research activities, explains: “It gives them opportunity to meet important people in the field whom they otherwise would only read about, and to engage in some of the personal excitement of anthropology.” A biology professor, who provides opportunity for students in his major field to participate in his environmental projects, also encourages them to write papers on their work and to present them at scientific meetings. “For some,” he reports, “this experience has been a determining factor in gaining acceptance to graduate school or in getting jobs in their major field. Being able to include published research in their résumés gives them a decided edge.” A psychology professor whose undergraduate students have presented papers at prestigious, professional psychology conferences is enthusiastic about their experiences. “They have truly earned the recognition they received and are excited about pursuing advanced degrees.”

Monmouth faculty are committed to helping students achieve their fullest potential. That they succeed is attested in the words of a graduate who is now a successful physicist. “Any student who has anything on the ball, and who wants to learn and get the finest education possible in his or her major field, can get it at Monmouth. The teachers are tops; they care about you as an individual, work right along with you, and share the joy of your own successes. I was a science major. When they saw that I was serious about my work, my professors gave me special encouragement, allowed me flexible lab privileges, and even worked with me on research. I knew it was a great experience then. Five years into my career field, I am even more appreciative of the solid kind of preparation provided me at Monmouth. Just show the faculty you care, and you’ll have them on your team all the way.”

Each year at Commencement, the University cites one member of the faculty for distinguished teaching. Honorees are chosen by a committee of faculty, administrators, and students. Recipients since 1975, when the award was established, are:

Name Year
Rose Mary Miller, Mathematics 1975
William P. Mitchell, Anthropology 1976
Richard Benjamin, Electronic Engineering 1977
Vernon Churchill, Biology 1978
Charles J. Lewis, Mathematics 1979
J. Emmett Collins, Marketing 1980
Robert J. Sipos, English 1981
Harris Drucker, Electronic Engineering 1982
Alicia E. Portuondo, Foreign Languages 1983
John A. Styslinger, English 1984
Everett L. Rich, Communication 1985
Doris K. Hiatt, Psychology 1986
Eugene S. Simko, Management 1987
Thomas S. Pearson, History 1988
Datta V. Naik, Chemistry 1989
Donald M. Moliver, Economics 1990
Robert S. Rouse, Chemistry 1991
Leonard Wollack, Marketing 1992
Arie van Everdingen, Art 1993
Mark Rodgers, Social Work 1994
Kenneth Campbell, History 1995
Margaret Del Guercio, English 1996
Marilyn Parker, Chemistry 1997
Gregory Coram, Criminal Justice 1998
Robyn Holmes, Psychology 1999
Robin Mama, Social Work 2000
Brian Garvey, English 2001
John Morano, Communication 2002
Rekha Datta, Political Science 2003
Judith Nye, Psychology 2004
Michael Palladino, Biology 2005
Bruce Normandia, Curriculum and Instruction 2006
Richard Veit, History and Anthropology 2007
Kelly Ward, Social Work 2008
Joseph Patten, Political Science 2009
David Tripold, Music and Theatre Arts 2010
Nancy Mezey, Political Science and Sociology 2011
Gary Lewandowski, Psychology 2012
Vincent Dimattio, Art and Design 2013
James Mack, Biology 2014
Kenneth Mitchell, Political Science 2015
Massimiliano Lamberto, Chemistry and Physics 2016
James Konopack, School of Nursing and Health Studies 2017