Dr. Goodwin's colleagues and students wrote letters supporting his nomination for Outstanding Baccalaureate College Professor of the Year. Their comments reveal that his commitment to teaching has been paramount during his 25-year career, and that he is a man of many talents and interests.
NOTE: Daniel Mwanza, Hendrix Class of 2001, introduced Dr. Goodwin at the luncheon in Washington, D.C., on Nov. 13, 2003. His comments are included below.
Dr. J. Timothy Cloyd, president, Hendrix College
His work to promote student research as the most effective way to teach science at the undergraduate level is well-documented and well-regarded.
He says the guiding principle of the chemistry department at Hendrix is "undergraduate research IS chemical education." He believes strongly that allowing students to "discover" science through meaningful experimentation is the best way to teach.
Many students choose Hendrix because of the quality of our science programs; more than one third of our students major in the sciences. Tom Goodwin is one of the reasons for our success in science education. He believes chemistry is fun, and, more often than not, the students who complete his classes wind up sharing that belief, no matter how intimidated they may have been by the subject matter at the start of the semester.
Students have worked with Dr. Goodwin on two-thirds of the journal articles he has published while at Hendrix.
Dr. Goodwin is recognized for his contributions to the "green chemistry" movement, an effort to make chemical experiments safer and less damaging to the environment.
Since 1990, when an elephant sanctuary opened near Hendrix, Dr. Goodwin has developed a research interest in chemical communication among elephants.
Perhaps his greatest success as a teacher is how he models the kind of fulfilled and meaningful life that we hope each of our students will achieve. Tom Goodwin embodies the motto of Hendrix - unto the whole person. His commitment to undergraduate education and to his students resonates in everything that he does. His students feel that commitment and respond to his coaching in ways that enrich us all.
Dr. John Churchill, secretary, The Phi Beta Kappa Society, Washington, D.C.; former vice president for Academic Affairs and dean, Hendrix College
I first knew Tom as a faculty colleague at Hendrix. Then for the better part of two decades I had the privilege of supporting, as academic vice president and dean, his efforts to transform the chemistry program in every dimension. Largely as a result of his efforts, Hendrix College has a nationally recognized program in chemistry.
He fought for support for undergraduate research-summer stipends, housing, and institutional recognition.
He led the charge on the new building, and carried the rest of the sciences along into a $24,000,000 project that produced 120,000 square feet of new and rebuilt space for the sciences.
He set the standards for new faculty and for revitalizing his senior colleagues.
Students are the core of Tom's educational mission; no piece of his activity as chronicled in the paragraphs above is separate from his devotion to the education of his students. The buildings, the equipment, the grants, the research, the higher expectations for faculty, all have as their purpose the education of Hendrix students.
To see Tom Goodwin with students is to feel the power of his expectations. It is also the feel the power of his warm, personal support, extended toward their efforts. He epitomizes the tension of the best undergraduate liberal arts professors: demanding rigor, and providing support. He takes a wide-ranging interest in his students' education. He helps them to grow into well-rounded intellects.
Dr. Liz Gron, associate professor of chemistry, Hendrix College
It is obvious from even a brief meeting with Tom Goodwin that he is an energetic champion of undergraduate education in all its venues including informal mentoring, classroom and laboratory teaching, research laboratory, and national forums
He wants every student to succeed and he provides a number of different venues in order to support different learning styles. Tom schedules four help sessions a week, as well as time-independent exams to accommodate students that synthesize concepts more slowly. In 2001, Tom received the Faculty Appreciation Award from our senior class "to recognize him for his excellence in instruction and concern for student welfare."
Tom has become the "go-to" person for science students looking for summer research programs. He has individually placed over 50 students into unadvertised positions by calling upon his personal and professional contacts.
Tom holds a unique place among dedicated and effective educators. He is in the elite group of leading teachers that uses but also creates best teaching practices.
Tom has mentored over 93 students in independent research projects that have led to undergraduate presentations in national forums. His interest in mentoring research-active faculty is well illustrated by his co-authorship of a Council on Undergraduate Research booklet entitled "How to Get Started in Research."
Tom Goodwin is a superb chemistry professor, a caring mentor for undergraduates, and creator of imaginative new ways of learning.
Daniel Mwanza, Hendrix Class of 2001
One of the most significant factors in the successful completion of my studies at Hendrix College was Dr. Goodwin's skill as a teacher, and his care and commitment as a mentor and friend
Dr. Goodwin offered many, many hours of his personal time, both in the laboratory and the classroom, to help me conquer the very difficult subjects I was studying
Dr. Goodwin created life-long memories for me when he invited me to participate in a research project involving analysis of excretions from elephants at Riddle's Elephant Sanctuary in central Arkansas, and from other locations. Riddle's Elephant and Wildlife Sanctuary is operated by an Arkansas nonprofit organization dedicated to preserving both Asian and African elephants. The sanctuary is a well-respected international leader in elephant management, education and conservation. We were attempting to find a pheromone that might be used in chemical communication. Dr. Goodwin's respect and love for the magnificent mammals of my home continent and his willingness to collaborate with a young, inexperienced student scientist created an extremely rare and enjoyable opportunity for me. Dr. Goodwin put it this way, "A major goal of the project is undergraduate education through collaborative student/faculty research: learning science by doing science."
Dr. Goodwin's guidance and mentoring was essential to my success and growth at Hendrix.
Dr. Goodwin was my advisor from 1999 until my graduation in 2001. He was my professor in Organic Chemistry and went well beyond ordinary lengths to help me understand the principles of the course.
Heidi Mills Crane, Hendrix Class of 1989, associate clinical development consultant, Neuroscience Clinical Trial Operations, Eli Lilly and Company
Dr. Goodwin is truly interested in the welfare of his students and not just while they are attending Hendrix College. He offers an effective learning environment to give students the technical skills they need. He also provides encouragement and support to students in their careers as college students and in the decisions that come with graduation. He continues to make time for his students after they leave campus and offers advice or simply a listening ear. I have great respect for Dr. Goodwin and his dedication to teaching and always wanting the best for each student.
Whitney Dill, Hendrix Class of 2003
For me, the help sessions not only solidified the information but provided encouragement and motivation to be productive and get my work done. Dr. Goodwin has a way with providing plenty of opportunities to succeed but giving the student room to make their own decisions.
Eva A. Hurst, M.D., Hendrix Class of 1998, resident in dermatology, University of California San Francisco
I spent a year and a half working on organic synthesis projects with Dr. Goodwin. As with his other research students, he taught me invaluable lessons not only about chemistry but also about the scientific method and documenting, writing, and presenting skills. Dr. Goodwin really sparked my interest in research, and the lessons I learned with him provided a firm foundation for numerous research endeavors that I have pursued in my young medical career.
Cheryl F. Lichti, Ph.D., Hendrix Class of 1988, research assistant professor and co-director, Proteomics Core Facility, University of Arkansas for Medical Sciences
Scaling down an experiment by a factor of ten sounds easy, but in practice it can sometimes be quite difficult to adjust experimental conditions. In fact, our experiments often did not work for reasons that Dr. Goodwin would figure out after the fact. Therefore, we often ended up repeating experiments with minor modifications in the conditions. As a result, we probably ended up learning more about the true nature of experimental organic chemistry than we would have learned if all our experiments had worked perfectly the first time.
Daniel Liu, Hendrix Class of 2002, student, Washington University School of Medicine
Under the tutorial of Dr. Goodwin, it is almost impossible for a dedicated student not to enjoy learning about this vital branch of chemistry. Organic chemistry was by far my favorite course at Hendrix College, partly due to my general interest in chemistry, but mostly due to Dr. Goodwin's unique wit and approach to teaching.
Ashley S. Ross, M.D., Hendrix Class of 1996, Wake Forest University Baptist Medical Center, Winston-Salem, N.C.
In all settings, Dr. Goodwin is an example of excellence in teaching. He seems to always be available to students for one-on-one consultation. His outstanding commitment to learning on a personal level influenced my teaching efforts during my pediatric residency at Wake Forest. His dedication to his students and ability to challenge them are two of the characteristics that I continue to use as a model when educating medical students.
Margaret Spivey, Hendrix Class of 2002, Associate Research Specialist, University of Wisconsin-Madison, Institute for Enzyme Research
Dr. Goodwin constantly probes for creative ways to make his classes interesting, sometimes bringing odd props into class, fielding educational trivia questions, and relating practical everyday examples to the complex material on the overhead. In the true spirit of the liberal arts, he challenges his students to think critically on a scale much larger than the molecules and compounds being studied. Dr. Goodwin devotes himself to educating his students at every opportunity he has, whether by inviting the President of the College to class to read classical poetry or squeezing an extra snippet of information onto a handout.
Dr. Jennifer L. Green, (Hendrix 1997) post-doctoral associate, University of Minnesota
I feel very fortunate to have worked with Professor Goodwin as a research assistant . He took the time to explain techniques and ideas that I still use today. Also, he was not the kind of professor who stayed locked away in his office all day. There were many times he worked beside of us in the lab and it was those times I found most instructive.
