Making their mark
See inspiring stories from a few members of Rochester’s Class of 2025.
Class of 2025
Singer Family Prize for Excellence
Rochester seniors honor high school teachers who have made a difference.
The Singer Family Prize celebrates four educators who inspire and motivate.
Four high school teachers who inspired and influenced University of Rochester seniors from the Class of 2025 have been chosen to receive the Singer Family Prize for Excellence in Secondary School Teaching.
The annual award was created in 2006 and is a Rochester commencement week tradition. Each year, graduating seniors in the School of Arts & Sciences and the Hajim School of Engineering & Applied Sciences 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. This year’s recipients were chosen by a committee chaired by Elaine Sia, the senior vice provost for academic excellence. Each honoree receives a $4,000 award and two plaques (one for their office and one for their school), with another $3,500 going to their school.
“We’re excited to recognize four incredible teachers who have made a lasting difference in the lives of our graduating seniors,” Sia says. “Our students thrive thanks to their dedication and support.”
This year’s Singer Prize ceremony is Friday, May 16, at Strong Auditorium on the River Campus, the same day as the University’s Commencement.
Here’s a look at the recipients, in the words of the Rochester students who nominated them.
Laura Kowalski
Biology teacher at Parkland High School in Allentown, Pennsylvania
Nominated by Aditi Jasapara ’25 (ecology and evolutionary biology, and environmental studies)
“Laura Kowalski’s innate love and passion for science show in the way she dedicates herself to her students. She believes in their potential without fail and strives to provide them with unique opportunities to fully understand science’s applications. Her teaching methods were unique—a combination of effective classes and academic rigor in assignments. She taught the idea of self-sufficiency and competence in science, guiding us through the steps to be academically confident. She challenged us to write extensive research reports and perform complex lab procedures, while balancing it with mindfulness sessions at the beginning of our classes. She tutored us outside of classes, celebrated our wins of college applications, and fought the pandemic’s isolating effects by maintaining her classes’ excitement and engagement. She embodies the curiosity that underlies science and reminds me what passion for academics looks like.”
Kelly Looymans
American Sign Language teacher at Twinsburg High School in Twinsburg, Ohio
Nominated by Grace McGlumphy ’25 (American Sign Language)
“Mrs. Looymans has had the most profound impact on my life of any educator I’ve encountered. When I first walked into her classroom, I was a high school student trying to fulfill a foreign language requirement. I never imagined that this class, or this teacher, would change my life. What began as a simple academic obligation turned into one of the most transformative experiences of my life, all thanks to her unwavering dedication, compassion, and passion for teaching. Over three years in her American Sign Language classes, I came to understand that Mrs. Looymans was not just teaching us a language; she was teaching us to be better, more thoughtful people. Her lessons went beyond grammar and vocabulary; she introduced us to a rich culture and a way of thinking that encouraged empathy, patience, and communication. When I received the news that I had been accepted into my top-choice university, she was the first person I told. She is the epitome of what a teacher should be. She is more than an educator; she is a mentor, a confidante, and a guide.”
Isaac Perry
Literature and computer science teacher at Lakeland High School in White Lake, Michigan
Nominated by Natalie Kocsis ’25 (computer science and business)
“Even after four years, Mr. Perry’s teaching and impact resonate deeply with me. I still apply the computer science skills he taught me, but more importantly, I remember the way he treated his students—with respect, encouragement, and a commitment to providing the best public school learning experience possible. Although his background is in English, he recognized the lack of computer science courses at Lakeland and took the initiative to enroll in programs and online courses to qualify as an AP Computer Science teacher. His contributions extended beyond the classroom. When our local cinema closed during the COVID-19 pandemic, Mr. Perry and some friends purchased and rebuilt it, creating an opportunity for students to volunteer in the renovation process. It is hard to put into words the kind of person Mr. Perry is, with ‘genuine,’ ‘passionate,’ and ‘dedicated’ barely scratching the surface. He is the type of teacher who not only imparts knowledge but changes lives through his unwavering commitment to his students and community.”
Jamie Porta
Chemistry teacher at Brighton High School in Brighton, New York
Nominated by Marina Zapesochny ’25 (chemistry)
“My senior year of high school, I took AP Chemistry with Mr. Porta. Prior to this, I had no intention of pursuing chemistry as a career. The way Mr. Porta taught was completely captivating, with lively demonstrations, clear and concise explanations of chemistry topics, and the way he connected topics to real-world uses. He was always available to answer my endless chemistry questions. The foundations he provided allowed me to become a successful chemistry student at Rochester and beyond as I pursue my PhD in chemistry. Mr. Porta’s teaching philosophy has always stuck with me. He explained that when you take a driving test, no matter how many times you fail, you can retake it. So, when you took one of his exams, if you scored above an 85, you showed that you sufficiently understood the material and he would input the grade as a 100—a ‘pass.’ If you scored below 85, you had the opportunity to take a new variation of the exam until you passed. This model allowed students to take the time to properly learn the material while removing the pressure of a grade. To this day, this is the best teaching philosophy I have ever seen. As I go on to pursue academia, this model of teaching will always stick with me. Mr. Porta influenced both my love for chemistry and the way I view pedagogy. For that, I am forever grateful.”
