Class of 2024
Singer Family Prize for Excellence
Four inspirational high school teachers honored with the Singer Family Prize
The educators were nominated by Rochester seniors and will be honored on commencement day.
Four high school teachers who have greatly influenced graduating seniors from the University of Rochester’s Class of 2024 will receive the Singer Family Prize for Excellence in Secondary School Teaching, presented by the College.
The annual award was created in 2006 and is a Rochester commencement week tradition. Graduating seniors in the College nominate high school teachers who have made a dramatic difference in their lives.
Paul Singer ’66, ’17 (Honorary) and his son, Gordon Singer, established and support the prize through the Paul Singer Family Foundation. Recipients are chosen by a committee chaired by Jeffrey Runner, dean of the College, and receive $4,000 and two plaques (one for their office and one for their school), plus another $3,500 for their school.
This year’s ceremony will take place on May 17 in Strong Auditorium.
Here’s a look at the recipients, in the words of the Rochester students who nominated them.
Mamadi Doumbouya
Philosophy teacher at Lycée Municipal Adjamé Williamsville, Abidjan, Ivory Coast
Nominated by Souleymane Diallo ’24 (international relations)
“I am the first in my family to attend high school. Mr. Doumbouya went beyond imparting knowledge, urging me to think about how I could use education to make a positive impact on those around me. He introduced me to African intellectuals like Cheikh Anta Diop, Frantz Fanon, and Ebénézer Njoh-Mouellé,, who offered a more nuanced view of Africa, challenging stereotypes and providing a richer understanding of the continent. Mr. Doumbouya also served as a mentor to me and my classmates. High school dropouts were common at my school due to financial struggles. He dedicated weekends to extra training and intensive prep sessions as we prepared to apply to colleges. Without him, my time at the University of Rochester would not be possible.”
Frances Krisch
Science teacher at Glen Cove (NY) High School
Nominated by Caitriona Greene ’24 (public health)
“Mrs. Krisch was my first introduction to the concept of Meliora. Her teaching style is summed up in the words “ever better,” because she focused on making learning enjoyable and providing impactful experiences to students who wanted to go above and beyond graduating high school. She convinced students that they were capable of reaching their ambitions. She encouraged me, as a first-generation student, to apply to Rochester’s Early Medical Scholars program and taught me how to prepare for a medical school-level interview. She’s part of the reason I will attend medical school next fall, and the reason I started to believe I could become a doctor.”
David Kozlowski
Physics teacher at Geneseo Central School (NY)
Nominated by Max Neiderbach ’24 (physics)
“I met Mr. K in middle school and had him again in high school for AP Physics. It was through his encouragement and mentorship that I realized physics was my passion. He taught us how to both think like scientists and neighbors on a small planet. Instead of teaching to the test, Mr. K would lecture for some of the time to give us the basic mathematical tools and then let us work together to explore those physical laws in reality. This supervised hands-off approach allowed us to collaborate, learn from each other, and gain a deeper understanding of the material. After school, Mr. K would often stay to help students, host clubs in his classroom, or be available to have a good chat. In that classroom I have many fond memories of discussing life, knowledge, death, chess, food, religion, and how to better the world. Mr. K never claimed to have any answers, and most of these discussions were inconclusive—which is exactly what science is like.”
Michal Kwiecien
Economics and human rights and genocide teacher at Whitfield School in St. Louis, Missouri
Nominated by Yutiancheng Yang ’24 (psychology)
“Dr. Kwiecien’s transformative impact on students extends far beyond the confines of a traditional social studies classroom. His innovative style incorporates film, music, and even courtroom simulations. His classroom isn’t just a space for learning, it’s a laboratory for intellectual exploration, where students actively question, analyze, and construct their understandings of the world. After school ends, he readily becomes a mentor, confidante, and cheerleader, always available to offer guidance and support. He coaches debate teams, volunteers for extracurricular activities, and even opens his home as a safe haven for students seeking a listening ear. He goes above and beyond, fulfilling countless unofficial roles because he sees, invests in, and celebrates the potential in each individual.”