Six faculty members receive 2026 Atherton Award for Excellence in Teaching

UNIVERSITY PARK, Pa. — Six Penn State faculty members have received the 2026 George W. Atherton Award for Excellence in Teaching.

They are Brianna Blackburn, instructor in nursing in the Ross and Carol Nese College of Nursing; Lisa Goguen, program coordinator and associate professor of psychology at Penn State Hazleton; Joseph Houck, teaching professor of chemistry in the Eberly College of Science; Lisa Mangel, assistant teaching professor of biology and elementary and early childhood education programs at Penn State Behrend; Michael Mashtare, assistant professor of agricultural and biological engineering in the College of Agricultural Sciences and Elizabeth Womack, associate professor of English at Penn State Brandywine.

The award, named after Penn State’s seventh president, honors excellence in teaching at the undergraduate level.

Brianna Blackburn

When her students leave the classroom and enter the field of nursing, Blackburn knows good scores on their final exams will have a marginal impact on how they’ll fare in the field. She herself was a great student and she said she vividly remembers the transition.

“That difficult period taught me that preparing students for the realities of nursing extends far beyond passing exams, but preparing them to thrive as capable and confident nurses,” Blackburn said. “Now that I am in the role of an educator, I use this experience to guide my teaching.”

Blackburn said she wants her students to grow into exceptional nurses and creates classrooms with that goal. Successful students think critically and can adapt in a fast-paced environment with little margin for error. Because the field is always changing, her students can’t just memorize the material. They need to be self-aware, reflective and critical thinkers.

Her course sizes range from large lectures to small clinical settings, and her methods do, too.

“This range of teaching contexts allows me to adapt my approach, whether guiding a hands-on clinical day or leading a large class discussion, to meet students where they are and help them grow,” Blackburn said. “Regardless of the learning environment, I maintain high expectations of my students and believe in their ability to meet them.”

Blackburn said the classroom is just one of many opportunities for student growth. She gives students clear expectations and strong support, but makes herself available and approachable with questions, concerns or just human connection.

“I want students to see me as a trusted mentor who is invested in their success, not just as an evaluator assigning grades,” Blackburn said.

Blackburn says she strives to see the person behind the student and treats them as adults. After all, she said, as registered nurses, they’ll soon be nursing peers. Blackburn avoids a rigid hierarchical structure and instead focuses on teamwork and camaraderie, valuable traits they’ll need in a team environment. She also wants her students to be able to make mistakes, which she says leads to the sharpest learning gains.

“I believe this is where the best learning occurs and students can feel safe to ask questions, make mistakes and learn from them without fear,” Blackburn said. “Part of this safe learning environment is emphasizing progress over perfection because nursing is as much an art as it is a science. Students are encouraged to view feedback and challenges as opportunities for growth, which mirrors the resilience required in real-world nursing practice.”

Former students said Blackburn prepared them with the knowledge they needed to become registered nurses, both meeting the licensing requirements and excelling in practice. They praised her close connections to the industry. Blackburn is both an educator and a clinically practicing nurse.

“A great teacher leaves a lasting impact,” a former student said. “It’s a year later, and the way Blackburn taught our class is still relevant to my everyday life as a practicing nurse. This is especially important in nursing education because the transition to practice is intense.”

Lisa Goguen

Goguen said she remembers what it was like to be a student and lets empathy guide her process as she educates and mentors hers. Her students are very diverse and have a range of skills, needs and interests, she added.

“As I began my journey as an educator, I drew on my experiences as a student,” Goguen said. “I learned best in environments where there was structure but room for discovery, when teachers used diverse teaching methods, when teachers showed their excitement about topics and when I was in a comfortable environment where I felt I could learn.”

As a student, she was excited about that process of discovery. She wants to recreate that positive and productive experience in her classroom. Because students learn in different ways, she strives to bring an array of visuals and other tools to illustrate concepts. Student discussions — especially when students are contributing with their own relevant examples — are also critical.

She’s always taking in feedback from students and tailoring her lessons to meet the needs of the students, especially those who are struggling.

Her courses also focus on the basics of communication and being a good student. Her students learn speaking and writing skills and how to logically think through and critically analyze problems. They also learn time management and research basics.

Goguen said research has personally guided her growth so it’s important to impart that on students.

“I have engaged in research focused on students transitioning into college,” Goguen said. “With my collaborators, I was able to learn about various factors that can relate to first year students’ adjustment, academic achievement and retention. I realized the importance of new friendships to a first-year college student, that social anxiety can affect a student’s behaviors in the classroom and in their peer interactions, and that feeling a sense of belongingness relates to adjustment and retention.”

Goguen said this guides her courses and her mentoring relationship with students. She’s increasingly finding ways to engage her students in the classroom, particularly through small class discussions and peer-group activities. She uses daily questions to gauge how well students are understanding the lessons. That’s also another chance for students to hone their communications skills.

“To me, teaching has been a way to help people as they are developing in their unique ways across part of their life journey,” Goguen said. “I can play a part in helping them navigate through challenges as they make discoveries that will change their lives.”

Former students said Goguen brings real-world examples to the classroom. They said she’s a passionate educator whose research background brings new learning tools to the classroom. It’s also opened doors for students interested in a research path.

“Goguen’s enthusiasm for psychology, especially in the areas of cognitive development during childhood and adolescence, is truly contagious,” a former student said. “What makes her exceptional is not only her deep knowledge of the subject but also her patience and dedication to ensuring every student understands the material. She consistently goes above and beyond by bringing in additional learning materials and real-world examples that make complex topics engaging and accessible.”

Joseph Houck

Houck engages his students by showcasing the relevance of chemistry to a range of disciplines including biology, medicine, history and even current events. He finds that linking concepts to real-world applications demystifies the science.

One example he cites is cholesterol, a molecule whose three-dimensional structure highlights the importance of stereochemistry and selectivity in biology. While many stereochemical arrangements are theoretically possible, living systems produce one specific form that carries out a biological role. The organic reactions involved in its biosynthesis and chemical synthesis also illustrate the chemistry used to make many pharmaceuticals and show students how the reactions they study in the classroom apply in the real world.

“These interdisciplinary connections help students see chemistry not as a series of reactions, but as a discipline that explains the world around them,” Houck said. “In addition, I often use models and demonstrations to illustrate principles, especially in general chemistry.”

As kids, students are first drawn to chemistry by the excitement of demonstrations. Think adding a catalyst to a mixture of soap and peroxide, he says. The response — as the graduated cylinder overflows with a steamy colorful array of bubbles — is wonder and excitement. Houck wants to continue that curiosity for chemistry.

“I aim to create the same wonder and excitement in my college classroom as I do when working with elementary students to spark curiosity and motivation,” Houck said. “Good teaching involves motivating and connecting with students, encouraging teamwork and providing opportunities to apply knowledge by practicing effective learning strategies. Together, these elements create an environment for learning, a place where students actively participate.”

Houck’s courses begin with building foundational understanding and then working through concepts collaboratively with peers. Houck says students gain a deeper understanding when they’re able to explain what they’re learning. Then, students don’t just understand the material; they get the “why” of it. He also builds in opportunities for peer discussion beyond class, including structured discussions in fully remote courses.

“For students to master the objectives, they need opportunities to solve problems that go beyond memorization,” Houck said. “Helping students to develop their problem-solving skills and metacognition requires deliberate practice and feedback. Both are provided through in-class discussions, peer-facilitated weekly workshops, online homework, and a library of problem sets; along with feedback comes reflection.”

Short, frequent assessments provide opportunities for him to offer feedback. His students aren’t simply “earning points.” Instead, they use feedback to revise their thinking and build a deeper understanding of the concepts.

Houck does the same for himself. He’s frequently polling students to see areas where they’re struggling and finding ways he can improve.

“The most rewarding aspect of teaching is connecting with students to foster a positive classroom climate,” Houck said. “I strive to build a community of learners who share a curiosity and passion for learning and to help them develop problem-solving skills and scientific intuition that will elevate them in their careers as scientists or as scientifically literate citizens.”

Students said Houck creates an environment that rewards trial and error and allows them to improve through hard work and effort. They praised his “specs grading” method, where students chose their desired final grade based on how much effort they want to put into the course. They’re also able to retry assignments.

“This is the best version of learning from your mistakes. You don’t see this in a traditional classroom where you might do badly on an assignment and it still lingers, negatively affecting performance and attitude toward the course,” a former student said. “You have the opportunity to keep trying, actively applying previous knowledge, and as a result, you can improve.”

Lisa Mangel

Mangel said her role as an educator is to find out what interests and inspires her students and to ignite those passions.

“I am humbled by my students. They possess such extraordinary life experiences, intellectual prowess, dedication and kindness,” Mangel said. “Each one carries a unique story, special quality, talent, or interest that drives their enthusiasm and brings them to life — a spark.”

Mangel said education is a collaborative process that requires connections with students. She wants to create pathways for students to thrive, both in and out of the classroom.

Each of her courses is structured with clear, navigable pathways to resources. She implements a multi-tiered framework that prioritizes clarity, accessibility, and inclusion. In addition, she serves as a key resource for students, guiding them in effectively accessing and leveraging opportunities to maximize their overall student experience.

Mangel relies on various modes of learning. Her courses include intentionally diverse text, videos, websites and other media. Many of her students go on to become nurses, while others become early childhood educators.

But Mangel said students learn best when they’re learning by example. She shares her learning experiences and encourages students to do the same.

“My philosophy is very much ‘show by example’ through modeling critical, analytical, and creative thinking while making learning equitable and relatable,” Mangel said. “I share my thought process to demonstrate not only content mastery but how a learner might engage with material through their own lens. Because every individual brings their own lived experiences, I intentionally integrate inclusive and culturally responsive examples, remove barriers to learning where possible, and normalize practices such as reasonable accommodations, growth mindset, flexible resources, reflective dialogue and collaborative learning.”

Sometimes students need to leave the classroom to enhance learning. She said students more than 20 years later still recount her lesson on how the heart works. If the weather permits, she takes them outside, draws a giant heart in the parking lot and students walk through what’s happening. Others remember mock plays featuring characters of the immune system.

“The examples are simple, memorable anchors rooted in shared experience,” Mangel said. “These tangible, resonant examples using common items serve as cognitive scaffolds long after the course ends.”

Mangel aims to stay current and continue improving her craft. She seeks student feedback and seeks out professional development such as advanced education courses, membership in professional organizations and engagement with teaching and learning communities.

“Although student pathways may vary, the universal need for community, representation, clarity, support and high expectations remains constant,” Mangel said. “If I can honor that initial student spark, and, through education, help my students grow into confident, capable and fulfilled individuals who contribute meaningfully to society, then I know I have achieved my ultimate goal and purpose as an educator.”

Former students said Mangel is a creative and current educator who strives to make courses relevant to their interests. They said she’s always thinking of ways to be more impactful.

“Lisa established a creative and engaging learning environment that extended well beyond traditional lectures,” a former student said. “She brought anatomy and physiology concepts to life through interactive demonstrations, such as our class acting as blood flow through the heart or mimicking the digestive process by passing food and liquid through a funnel. These innovative approaches made learning a daunting subject meaningful and memorable.”

Michael Mashtare

Mashtare said the variety of student life experiences create unique challenges within the learning environment. As a first-generation college student from an underrepresented group, he said he’s guided by empathy.

“My approach to teaching is personal. It’s fueled by enthusiasm, empathy, creativity and relevance and a commitment to designing equitable, accessible and engaging learning environments, while recognizing the need to pivot and adapt to evolving student needs,” Mashtare said.

Mashtare says he’s enthusiastic about the field he teaches and wants students to share that enthusiasm. He said that’s achieved through an array of teaching tools that engage a range of students. His students find lectures, videos, cartoons and memes, trivia, hands-on activities and icebreakers in his classrooms.

He uses a series of active learning strategies, including re-enactments, drawing exercises, hands-on experiences, mock interviews, games, instructional feedback techniques and individual and group problem-solving.

“These aren’t just gimmicks; they’re scaffolds that help students apply complex concepts and learn from each other,” Mashtare said.

He’s also known for themed or branded classes and labs. He even wears custom shirts to complete the objective. He wants to get to know his students and break down barriers so they feel comfortable in the learning environment.

“I strive to maintain a welcoming and energetic tone throughout the class, trying to keep the room a dynamic, engaging, and inclusive space where laughter, discovery, connection, and reflection can coexist and support the student learning experience,” Mashtare said.

He uses tools such as quizzes, polls, surveys and discussions to chart his own progress in their learning path. He’s looking for feedback so he knows he’s reaching everyone, even those who are struggling.

“I am empathetic to how students process the material, and I adapt as needed to adjust for the diversity of learning styles,” Mashtare said. “I adjust on the fly, revising concepts with new examples, diagrams or analogies. I make sure images and examples used in class represent diverse scientists and engineers so that students see themselves being represented. I want students to feel seen and respected.”

He finds office hours are helpful. He also streams and records his lectures so students can visit or revisit concepts they’re struggling with.

He wants to produce students who excel at understanding and application, not memorization. His assessments are flexible and emphasize relevance.

“My goal is simple: I want students to leave not only understanding the content but also valuing its importance in the world and future careers,” Mashtare said. “Whether they develop a newfound appreciation for managing soils and water, rethink sustainability through an equity lens, find themselves engaging in service-learning, or realize the power of evidence-based decision-making and critical thinking, I hope they leave with a new-found perspective and appreciation for the world around them.”

Former students said Mashtare has a remarkable talent for turning complex and intimidating concepts into something that’s approachable, engaging and meaningful.

“What truly sets Mashtare apart is the classroom environment he creates,” a former student said. “He never once made a student feel any less capable of asking questions, no matter how basic they may have seemed. He treats everyone with genuine respect and listens attentively to our contributions, creating a space where all voices matter. He promoted group collaboration, encouraged curiosity and always made time to walk us through difficult concepts until we understood both the ‘how’ and the ‘why’.”

Elizabeth Womack

In a time where large language models like Microsoft Copilot increasingly encroach on the written word, Womack said pushing through the fear and self-doubt it takes to pen a first draft is something her students struggle with. Her goal is for them to see the value and advancement as students work through the process.

“As a humanist, I know that the painful work of assembling thoughts on paper remains one of our best tools for deliberate reflection and transformation,” Womack said. “How can we persuade busy students — particularly students with learning disabilities or gaps in their educational preparation — that sustained, engaged thought pays off?”

She doesn’t stigmatize all uses of generative AI, but she wants students to embrace their creativity. To achieve that, she incorporates visual arts and activities into her literature classroom. Her students also learn about the creative practices and historical contexts of famous writers.

In her “Weird Tales” course, students play a surrealist inspired drawing game called “The Exquisite Corpse.”

“While many students swore they were ‘not creative,’ they were delighted by the inventiveness lurking in their collective imaginations,” Womack said.

For another course on female British writers, she has students research period-specific cooking and crafts. Students used the research to guide their writing.

In their creative writing, Womack wants her students to think deeply about the characters they create. Trying to empathize with and understand the thought process of these characters is a part of that.

Womack de-emphasizes the final product and encourages discussion and reflection across multiple drafts. The student’s growth and effort is what determines the grade. Students also get to choose what grade they desire, and are told about the work that’s required to achieve that goal. They also have a say in which areas they want to focus on improving.

“In my composition classes, grades are based not on a final draft, but instead on each student’s progress in honing a set of skills negotiated early in the semester,” Womack said. “Some students work toward deeper close reading of their sources or a clearer articulation of what is at stake. Other students may practice something more foundational, like reading comprehension.”

In another course on science fiction writing, her students get to imagine and build a world not bound by Earthly rules. They study and emulate the techniques and frameworks for the genre while generating their own worlds.

“By completing the assignment in stages, with feedback from me and other students, many students are delighted to discover and to share their creations,” Womack said. “What I grade is not their writing so much as their process of self-discovery. My students are heading into a professional world that demands AI competency and speedy ‘deliverables.’ Of course, I want them to succeed. But I am not convinced that the world we have built is good for them. I’d rather see them slow down, think deeply, and build worlds of their own.”

In the classroom, former students said, Womack creates an environment of discovery. She wants her students to have fun and to let their passions guide their writing.

“She understands that creative freedom is important for many, so she incorporates different projects into her coursework to ensure that those who struggle with typical assignments don’t lose their motivation,” a former student said. “The environment she creates in the classroom is welcoming, engaging and accommodating. Her passion for teaching shines through in the way that she genuinely cares for her students and the measures she takes for them to succeed.”