1. Lynn Zimmerman, Biological Sciences, 2001 Presidential Teaching Professor and Golden Key faculty advisor. “I can’t think of anything more important than mentoring our students—it’s really the reason why we’re here,” she says.

2. Ray Chen, Computer Science and Electrical Engineering, 2002 Presidential Research Professor. Students taking his course in optical networks get an added bonus —introductions to some of the top scientists working in industry and in research labs around the country.

3. John Jeffries, History, 1999 Presidential Teaching Professor. “John’s office door is always open,” says one colleague. “He will come to campus at any time to speak with students, whether the subject is a recent quiz or a future career.”

4. Ed Orser, American Studies, 2002 recipient of a Regents Award for Excellence in Teaching and UMBC’s 1998 Presidential Teaching Professor. Students give Orser high marks for his teaching—and consider his classes as among their best experiences at UMBC.

5. Diane Lee, Education, 1997 Presidential Teaching Professor. “‘An Honors University’ —These are not empty words at UMBC. We truly live them in our interactions with one another, in our approach to advancing knowledge, and in our insistence in engaging the whole person,” she says.

6. Robert Deluty, Psychology, 2002 Presidential Teaching Professor. “Some people are born to teach,” praises one former student, now a psychologist, “and Dr. Deluty can engender in others a lifelong pursuit of knowledge. His enthusiasm for his profession is contagious—and boundless.”

7. Thomas Field, Modern Languages and Linguistics, Maryland’s 1996 Carnegie Foundation Professor of the Year. “The intellectual atmosphere at UMBC has become charged with energy since Freeman Hrabowski became president,” Field says.

8. Sandy Parker, Geography and Environmental Systems, 1991 Presidential Teaching Professor. “Simply the best teacher I know,” says a colleague. “He engages students in a variety of ways, not only through lectures, but also through small-group discussions, role-playing exercises, field-based assignments, and conversations outside of class.”

9. Ram Hosmane, Chemistry and Biochemistry, 2000 Presidential Teaching Professor. “Nothing surpasses the energy of a classroom or lab filled with inquisitive students,” he says. “When you see them begin to make connections, or suddenly grasp a difficult concept, that’s very exciting.”