Spring 2019
Award Recipients
Faculty Awardee |
Department |
Award Name |
| Pamela Caughie | Department of English | Peter Hans Kolvenbach Award for Engaged Teaching |
| Alice B. Hayes Award for Advising & Mentoring | ||
| Alice B. Hayes Award for Advising & Mentoring | ||
| Langerbeck Award for Undergraduate Research Mentoring | ||
| Langerbeck Award for Undergraduate Research Mentoring |
Pamela Caughie
Professor, Department of English
Peter Hans Kolvenbach Award for Engaged Teaching
This year’s Kolvenbach Award is presented to Pamela L. Caughie, Professor, Department of English
Associate Faculty Member, Women's Studies and Gender Studies Program
The selection committee noted that in her essay and letters of recommendations, Pamela was praised for her commitment to her scholarship and engaging her students through various literature, contemporary theory and gender studies courses. Throughout her time at Loyola she has demonstrated a strong commitment to service learning that extends beyond the classroom by travelling with students to plays, museums, and community organizations. Caughie’s passion for using literature to teach empathy is demonstrated by this quote from her, “Too many of my students have been harmed themselves by racial profiling, homophobia and transphobia, gender bias, and sexual assault. Teaching literature entails engaging them in thinking and feeling with those who have suffered and accepting responsibility for our own responses to such suffering. There’s no better motivator than a well-told story.”
For the last three years with the Man Into Woman project, Pamela has been producing a comparative scholarly edition, both print and digital, of the life narrative of Lili Elbe, one of the first persons to undergo a surgical change in sex in 1930. This narrative is a significant and under-studied document in the history of the transgender community, and as such, it has captured the interest of students at all levels and across fields of study.
Students engaged in the project are learning how linguistic, historical, and cultural differences affect Lili Elbe’s narrative and our understanding of what it means to identify as transgender. Produced in partnership with the Center for Textual Studies and Digital Humanities (CTSDH) and the Loyola University Chicago Libraries provides a model for interdisciplinary collaboration. Dr. Caughie has managed a team of volunteers, fellows, and professionals who collaborate under her guidance to make this international project a reality. To quote Pam, “such collaboration is crucial to the students’ learning experience, and it’s also what makes engaged learning so enjoyable and rewarding for the faculty member. At least for me.”
This project supports our institutional commitment to interdisciplinary scholarship with an international reach that addresses “complex societal issues” (Plan 2020, p. 21).
Award Recipients
Faculty Awardee |
Department |
Award Name |
| Pamela Caughie | Department of English | Peter Hans Kolvenbach Award for Engaged Teaching |
| Alice B. Hayes Award for Advising & Mentoring | ||
| Alice B. Hayes Award for Advising & Mentoring | ||
| Langerbeck Award for Undergraduate Research Mentoring | ||
| Langerbeck Award for Undergraduate Research Mentoring |
Pamela Caughie
Professor, Department of English
Peter Hans Kolvenbach Award for Engaged Teaching
This year’s Kolvenbach Award is presented to Pamela L. Caughie, Professor, Department of English
Associate Faculty Member, Women's Studies and Gender Studies Program
The selection committee noted that in her essay and letters of recommendations, Pamela was praised for her commitment to her scholarship and engaging her students through various literature, contemporary theory and gender studies courses. Throughout her time at Loyola she has demonstrated a strong commitment to service learning that extends beyond the classroom by travelling with students to plays, museums, and community organizations. Caughie’s passion for using literature to teach empathy is demonstrated by this quote from her, “Too many of my students have been harmed themselves by racial profiling, homophobia and transphobia, gender bias, and sexual assault. Teaching literature entails engaging them in thinking and feeling with those who have suffered and accepting responsibility for our own responses to such suffering. There’s no better motivator than a well-told story.”
For the last three years with the Man Into Woman project, Pamela has been producing a comparative scholarly edition, both print and digital, of the life narrative of Lili Elbe, one of the first persons to undergo a surgical change in sex in 1930. This narrative is a significant and under-studied document in the history of the transgender community, and as such, it has captured the interest of students at all levels and across fields of study.
Students engaged in the project are learning how linguistic, historical, and cultural differences affect Lili Elbe’s narrative and our understanding of what it means to identify as transgender. Produced in partnership with the Center for Textual Studies and Digital Humanities (CTSDH) and the Loyola University Chicago Libraries provides a model for interdisciplinary collaboration. Dr. Caughie has managed a team of volunteers, fellows, and professionals who collaborate under her guidance to make this international project a reality. To quote Pam, “such collaboration is crucial to the students’ learning experience, and it’s also what makes engaged learning so enjoyable and rewarding for the faculty member. At least for me.”
This project supports our institutional commitment to interdisciplinary scholarship with an international reach that addresses “complex societal issues” (Plan 2020, p. 21).