Prof. Mark Stern Wins 2026 Balmuth Award

Professor Mark Stern, professor of educational studies and director of the Office of Undergraduate Studies, has received the 2026 Jerome Balmuth Award for Teaching.

The Balmuth Award was endowed by Mark Siegel '73 to recognize excellent teaching. The language of the gift states, "The prize will be awarded to a faculty member whose teaching is distinctively successful and transformative, recognizing that such distinction can be achieved through a broad spectrum of methodologies ranging from traditional to innovative." The Balmuth awardee speaks at the baccalaureate service and becomes a fellow of the Center for Learning, Teaching, and Research, offering teaching tables or other pedagogical activities.

In their nominations, students frequently describe Stern's courses as immersive environments where theory and practice are inextricably linked. Nominators noted that "he turns the classroom into an active learning space and not just a traditional lecture - studio time, where students engage ideas through making, discussion, and shared practice." Whether students are foraging, sewing, or preparing food, they find that these "practices are not symbolic; they are central to how we learn to question dominant narratives, examine multiple perspectives, and think critically about politics and culture." By integrating hands-on experiences with rigorous academic inquiry, Stern creates a space where "learning and ideas were not sequestered in classrooms, but that we often learn more through, by, and with others in true contexts."

While Stern's methods are innovative, they are grounded in a commitment to intellectual rigor and the development of sophisticated analytical skills. Stern is celebrated for his ability to push students beyond their comfort zones, challenging them to take ownership of their own intellectual development. As one alumna reflects, "Professor Stern has a remarkable ability to encourage participation and open brainstorming while also coaching students toward thoughtful research and well-developed arguments. He balances a casual, approachable teaching style with high expectations, which left me feeling both disarmed and inspired to work harder and think more deeply." This environment of high stakes and deep support ensures that students do not merely consume knowledge, but produce it, learning "how to write about complex ideas without flattening them" and developing "a critical lens [and] a strong moral compass."

For many students, Stern's influence serves as a foundational catalyst for their careers. One graduate notes that "Mark Stern is the reason I became a teacher. The care he took in making sure I was always doing my best work and my time studying off campus with him in Philadelphia have made a tremendous impact on my teaching practice and who I am as a person." Another graduate shared that Stern's teaching influence "did not end with graduation; in fact, it has continued to leave its mark within the pursuit of my own educational and professional path. No doubt this has made me a better clinician, teacher, researcher, and mentor."

A colleague nominator observed that "his sincerity and care in teaching extend beyond his students. He is an engaging mentor and friend to faculty throughout the campus; his energy is deeply infectious throughout our community as seasoned and new faculty members take notice and seek advice on his transformative pedagogy." Whether leading a study group to South Africa or offering guidance to a first-generation student feeling lost, Stern is consistently "compassionate, attentive, and deeply invested in the growth and success of his students both inside and outside the classroom," consistently treating all students as "thinkers whose thoughts and perspectives mattered."