Justin Dunnam Receives the Graduate Student Teaching Excellence Award

Mathematics PhD student Justin Dunnam is the recipient of the 2024 Graduate Student Teaching Excellence Award. The Graduate Student Teaching Excellence Award, which is presented by the Graduate School, recognizes the exceptional contributions of a graduate student who serves as an instructor of record for outstanding teaching and effective instruction.

Justin Dunnam has taught at the University since 2022. Most recently, he has served as the instructor for MATH 206: Mathematics of Finance and STAT 214: Elementary Statistics. In his nomination letter, department head Dr Bruce Wade recognizes Dunnam’s strong student evaluations and outstanding reviews from supervising faculty. His ability to cultivate mutual trust and respect in the classroom and to teach using real-world examples is valued by his students, peers, and faculty.

“[Mr] Dunnam has been a consistently wonderful teacher,” one of his undergraduate students says. “He has explained all the material throughout the semester in a way that can be easily understood by me, personally. [He] showed that he really wanted us to understand how to do the math learned, as well as showing just genuine care for every student he taught.”

Dunnam’s teaching philosophy mirrors that of his philosophy on life. He works to implement an aura of compassion, welcoming, approachability, and genuine care for others in the classroom. He is inspired to uphold the Golden Rule, to treat others with the same respect and care that he wishes to receive. Expressing that he states, “By embracing this approach, I strive to create an environment where empathy, support, and mutual respect flourish, nurturing not only academic excellence but also personal development and well-being.” Dunnam also believes in hard work and utilizing real-life lessons in teaching, sharing: “It’s my belief that instilling a sense of accountability now will better prepare students for the professional world they’ll eventually enter.”

Dunnam’s passion for teaching is evident through his account of a “best teaching moment” at UL Lafayette. When a student in his college algebra class entered the class insisting that he was bad at math and was “just aiming to pass,” he accepted it as a challenge and worked to change his attitude. With one-on-one sessions where he focused on mathematical concepts and crucial study strategies as well as sharing his own personal study methods, Dunnam improved the student's confidence and commitment to academic success. The student not only earned an exemplary grade but also returned to enroll in precalculus and statistics courses where he continued to excel. The experience reaffirmed to Dunnam the power of effective teaching.