Teaching excellence recognized: Leon Liebenberg receives campus award

Leon Liebenberg—a teaching professor in the Department of Nuclear, Plasma & Radiological Engineering in the Grainger College of Engineering—was recently honored as  one of the winners of the Campus Award for Excellence in Undergraduate Teaching. In his nomination, former students called his methods “exceptional” and “rooted in ethics and passion.”

“Professor Leon Liebenberg’s dedication to undergraduate (and graduate) education exemplifies the very best of our department,” said NPRE professor and department head Rizwan Uddin. “His passion for teaching, commitment to student success, and ability to inspire curiosity make him truly deserving of the Campus Award for Excellence in Undergraduate Teaching. We are proud to have him as a colleague and educator in NPRE.”

Liebenberg’s work in the department extends to graduate students, as he also serves as the associate director of the Master of Engineering in Energy Systems degree program.

“Professor Liebenberg’s leadership of the Master of Engineering in Energy Systems program has been instrumental in building an innovative, interdisciplinary curriculum that prepares students to address today’s most pressing energy challenges. Through his vision and dedication, the program equips graduates with the technical expertise and professional skills needed to lead in a rapidly evolving energy landscape. His impact extends well beyond the classroom and strengthens our department’s role in advancing sustainable energy solutions.”

We asked Prof. Liebenberg to reflect on his approach to teaching, student engagement, and the impact of his work in the classroom.

How does it feel to receive this award?

I feel deeply honored and very grateful. Teaching has always been the most meaningful part of my academic life, so recognition from the campus community is especially humbling. In many ways, the award reflects the engagement and creativity of the students themselves. My goal is simply to create learning environments where students can explore ideas, take intellectual risks, and connect knowledge to real-world challenges.

What does this recognition mean at this point in your career?

Having taught since the early 1990s, this recognition is both affirming and energizing. Over time I have developed a teaching approach that blends guided self-directed learning with what I call a “think–feel–do” pedagogy. I encourage students to analyze complex problems, reflect on their broader societal implications, and apply what they learn through meaningful action. In recent years I have also emphasized systems thinking and creative, multimodal learning experiences. It is rewarding to see these approaches resonate with students.

What keeps you motivated and energized as an educator?

The students themselves keep me energized. Every semester they bring new perspectives, insights, and creative ideas. When students take ownership of their learning, remarkable things can happen. Over the past few years, I have also begun teaching more graduate-level courses, which bring a different dynamic and level of independence to the classroom. Ultimately, what keeps me going is the belief that education can empower students to think deeply and contribute thoughtfully to a more sustainable future.