Dr Matei Candea is distinguished as a teacher, first, by his sheer breadth and range: from compelling lectures to large audiences of first-term undergraduates to intimate sessions on how to get published for groups of PhD students and post-docs, across a vast intellectual and thematic range. He is distinguished, secondly, by his dynamism and consistently creative innovation: from the design and creation of new inter-disciplinary courses and re-designing and breathing new life into old ones, through creating new formats for developing transferable skills for graduate students, to being always the first among his colleagues to adopt and experiment with new visual and other media technologies. He is distinguished most of all by the sheer excellence with which he does all of this: he manages to be exceptionally clear, lucid, accessible, and entertaining – traits that are consistently reflected in highly enthusiastic student evaluations – challenging his audiences with the newest ideas, forcing them to re-examine both their unconscious assumptions and their most recent conclusions, and finally ensuring that they enjoy their education.
Dr Sophia Connell has made an outstanding and sustained contribution to philosophy teaching within the collegiate University. She has directed studies in Philosophy for eight colleges since 2000, and the academic achievement of the students in her care is exceptional. In supervising, Dr Connell strives to develop students’ confidence in their own intellectual abilities, while challenging them to gain greater insight into the subject. She seeks to build confidence and provide an environment in which enthusiasm for, and expertise in, the subject can flourish. She is an indispensable member of the teaching team in the Faculty of Philosophy. The education and overall experience of students in Cambridge relies crucially on the integrity and quality of the supervision system. Dr Connell directs studies effortlessly and efficiently for a number of colleges, and she also gives an astonishing proportion of Philosophy supervisions in any given year. She is not only an outstanding supervisor, as the testimonials show; she is also an inspiration to students of all abilities, at all levels.
Dr Sandra Fulton has been Assistant Director of Teaching in the Department since 2009. She works closely with the Director of Teaching to ensure that the Department provides outstanding teaching throughout its broad portfolio, which involves nearly a thousand students each year. In this role Sandra plays a pivotal role at the interfaces between administrative staff, support staff and academic staff.
Dr Fulton has driven a wide range of innovations in the Department’s teaching, including the development of the Honorary Postdoctoral Teaching Associates Scheme. In addition to this, she has spearheaded the development of new teaching resources for the Department’s Moodle sites. She received funding from the University’s Teaching and Learning Innovation Fund to support the development of a range of interactive quizzes based on data handling questions, which proved very successful with students. She is currently working with one of our lecturers to develop a series of video clips illustrating key aspects of the lectures or practical classes.
The additional strategic insights and wisdom she brings as a Senior Tutor adds even more value to her essential contribution to the Department’s teaching.
Dr Robert Harle plays an extensive and effective part in collegiate Cambridge, supervising undergraduates and directing studies at three colleges whose students particularly value his conscientious attention. His most significant contributions have been in his “cradle to grave” approach to students. He has been energetic and innovative in outreach to secondary school students, in the development of a University‐wide admissions test for applicants, and in a pre‐sessional course that new students follow online before arriving in Cambridge. These have all used Moodle, and have involved writing new components for the system to handle online assessment. This technology has also been fed back into the practical work undertaken by undergraduates in the first year, allowing them to work independently and only visit the laboratory for assistance and oral assessments. He has also encouraged the use of online forums to provide rapid responses to queries and to encourage peer learning. These innovations place Cambridge firmly at the forefront of digital educational technology, and are being adopted by other subjects in Cambridge and around the world.
Dr Nicola Jones is a Consultant in Cardiothoracic Anaesthesia & Intensive Care, and Clinical Sub-Dean at Papworth Hospital. A passionate, caring and committed clinician, she is an exemplary role-model for student doctors. She has completely redesigned the Papworth curriculum, making it more logical and educationally coherent. This has included the introduction of interactive e-learning and student selected components, so that a quarter of the teaching programme is now available for students to pursue their own interests within the wide range of specialist clinical practice in the UK's largest specialist cardiothoracic hospital.
Dr Jones has injected an enormous amount of enthusiasm into the teaching programme, inspiring colleagues from all clinical professions to get involved in student education. In addition to teaching by doctors, students can develop practical clinical skills under the supervision of specialist nurses, physiotherapists and ultrasonographers, opportunities which have been greatly appreciated.
She has received an extraordinary amount of positive feedback from our students, all of whom have a clinical placement at Papworth. Many comment on her ability to explain complex clinical care, from physiology to pathology and communication skills.
Dr Emma Mawdsley is an excellent teacher, who contributes willingly and highly effectively at both undergraduate and graduate levels. She teaches in all three years of the Geographical Tripos and commits willingly to running residential field classes. Dr Mawdsley is in every respect an excellent and highly collegiate member of the Department, whose wit and wisdom on teaching matters can be relied upon to keep students’ needs at the forefront of planning. Her student feedback ratings are excellent. She has contributed fully to departmental teaching support: administration, examination and strategic planning. Her passion for the subject extends to involvement in outreach with schools. She has participated in the University’s Oxbridge Conferences Programme, in the Sutton Trust Summer School, and in giving lectures for the Prince’s Teaching Institute.
Her dedication is outstanding and inspirational and she is imaginative in bringing her students together as a gifted, innovative and highly committed teacher. She is an outstanding communicator, able to put across complex ideas in ways which are accessible to students, but which also challenge and motivate them to think in different ways.
Dr Karen Ottewell leads the Language Centre’s provision for the University’s international students, with particular responsibility for the flagship Pre-Sessional Programme and provides consultancy and assessment services to support the Graduate Admissions Office in assessing readiness of international students in meeting the Language Condition of entry. She has been instrumental in influencing both thinking and practices in teaching academic English both in the UK and internationally, including in emerging strategic contexts in respect of English- medium Higher Education in Russia, China and Hong Kong. Her leadership and teaching are thoroughly research informed and are influencing research in the field.
To support both the Pre-Sessional and In-Sessional programmes she has personally developed, and supported her team in developing, a range of innovative online learning resources, some of which are also offered to international students pre-arrival, via the International Student Portal.
She is also working with Cambridge Assessment on the development of what promises to be a global, sector-changing approach to assessing English-medium academic literacies.
Dr Noel Rutter has transformed the teaching environment within Materials Science. He has been an enthusiastic and outstandingly popular teacher, a mentor for students, and a far-sighted administrator. He has designed courses, delivered lectures, and headed practical classes, as well as maintained a clear overall perspective on the four years of undergraduate taught courses.
He has managed the transfer of teaching materials and information into a digital format by designing and building the Department’s interactive teaching web site. This includes mechanisms for students to submit assessed work, and our online pre- practical session quizzes for students, and methods for online marking (which has greatly increased the speed of mark submission and feedback to students).
He has designed and delivered much of the teaching and demonstrations used for Open Days and Outreach purposes. He ensures that the Department’s summer course is available to the most deserving students, and feedback is always extremely positive and enthusiastic.
The remarkable rise in student numbers within Materials Science over recent years is, undoubtedly, principally down to Dr Rutter’s unquenchable enthusiasm and teaching ability.
Dr Christof Schwiening brings massive enthusiasm and energy to lecturing and demonstrating, and thinks carefully about how he connects with his audience. He believes that `fun’ in lectures engages students with lasting consequences for their understanding. His dynamism means that he is always looking for ways to improve his teaching, taking cognizance of changing technology. In 2012, with a grant from the Teaching and Learning Innovation Fund, he conducted a trial of electronic notetaking devices. This trial was instrumental in allowing some courses in Engineering and the Institute of Manufacturing to be developed entirely around electronic notetaking.
Dr Schwiening is one of the most innovative members of the teaching staff at Physiology, Development and Neuroscience, and his teaching skill has been put to good effect at Sutton Trust demonstrations and at Science Festival events, providing memorable and graphic illustrations of scientific ideas. In one Science Festival lecture he demonstrated the action potential by sequentially activating a line of 50 mouse traps. He is always doing something new.
Dr Keith Seffen is one of the most outstanding staff members in the Engineering Department. His teaching activities range from the large Part I structural engineering classes for 300 students to the research courses for a handful of graduates on advanced topics such as shell theory.
Dr Seffen has frequently been the recipient of student-voted Best Lecturer Awards. The popularity of his teaching is due not only to the panache with which he delivers his lectures, entertaining while he teaches, but also to the masterful clarity of his lecture notes. These provide exactly what students want and need, and are exemplars of good practice. They are carefully prepared to the highest professional standards and embedded with many illustrative computer-drawn diagrams. He willingly devotes the time and energy to generate these superb documents whenever he takes on a new course.
As a colleague, Dr Seffen is highly valued. His judgment and integrity are excellent and he is completely dependable. He is courteous, thoughtful and helpful.
Dr Ruchi Sinnatamby combines her role of Consultant Radiologist in the Addenbrookes Breast Clinic with being Clinical Sub-Dean for the Cambridge University Hospitals Trust, and also the Director of Studies in Clinical Medicine and Vice President of Murray Edwards College.
Dr Sinnatamby’s educational roles span the teaching and training of medical students, radiology trainees and consultants of all clinical disciplines, work that is recognised locally, nationally, and internationally. Her educational activities span not only her own clinical specialty but also wider involvement in curriculum design, assessment and quality assurance and the generic skills required for good medical practice. In particular she is passionate about clinical communication skills teaching, and is one of the core team involved in teaching and assessing medical students in communication skills and diagnostic reasoning.
Dr Sinnatamby is an ideal role model for students and young doctors. She has a calm, mature approach with a thoughtful, sensitive manner. In radiology, she ensures that teaching is part of routine daily clinical practice and that students are welcomed into the clinical team. Her sessions are frequently described as absolutely fantastic and inspiring.
Dr Carl Watkins is one of the ‘stand-out’ academics in the Faculty. His teaching in lectures, seminars and supervisions is highly prized by all students. He has introduced successful innovations in the format and content of his teaching. His teaching has been especially effective in overcoming disciplinary boundaries and has introduced students to an unprecedented variety of sources and analytical methods. He has been actively engaged at Faculty and College level in outreach programmes designed to broaden the social make-up of candidates to read History.
He is an enviably gifted lecturer who knows how to make technology serve pedagogic goals, rather than tailoring the latter slavishly to the limitations of the former. Very few lecturers are consistently complimented as he is on their use of handouts and audio-visual presentations in student feedback. The pedagogic impact of his teaching, its breadth and constant renewal in content and form, and his ability to break down disciplinary barriers, have made Dr Watkins an axial figure among students and colleagues alike for many years.
Dr William (Bill) Allison – University Reader in Physics, Department of Physics
Dr Bill Allison, Reader in Physics at the Cavendish Laboratory, has made a huge contribution to physics teaching during his career, and inspired many students both in the lecture theatre and the laboratory. His innovative lecture courses on topics such as condensed matter physics and thermodynamics have been well received by students, and he has always been a willing contributor to the teaching program.
Dr Allison has made a significant effort in the undergraduate laboratories to make sure students appreciate the importance of experimental physics and enjoy learning practical physics skills. Student feedback such as ‘Head of Class Bill Allison is absolutely brilliant…’ is a testament to this. In addition to this wide-ranging and high-quality contribution in the laboratory and lecture theatre, Bill has in previous years played a leading management role, organising the laboratory's teaching and serving as Chair of the Physics Teaching Committee.
Dr Stephen Barclay – University Lecturer in Palliative Care and General Practice, Department of Public Health and Primary Care
Dr Stephen Barclay leads the Clinical School’s teaching programme in Palliative and End of Life Care.
This is a challenging topic for medical students, confronting their expectations of what a doctor can do, often in emotionally charged situations. Stephen and his team help students to develop the knowledge and skills required, culminating in the highly regarded two day “Death and Dying” course for final year students. Dr Barclay has taken Cambridge’s programme, nationally recognised for its excellence, and used it to lead the development of a national curriculum.
Graduates regularly contact us to share how valuable the Palliative Care teaching has proved to be, sharing feedback such as: “The palliative care teaching I had in Cambridge was amongst the best student teaching I had… Since qualifying it has been immensely useful and I have often used what I learned.”
Dr Barclay is a truly excellent and inspiring teacher who willingly gives his time to students. More widely, he is a clinical pastoral advisor, sits on the Fitness to Practice Committee and plays a major role in the development and implementation of high quality written and clinical assessments.
Dr Paula Buttery – Senior Lecturer, Department of Theoretical and Applied Linguistics
Dr Paula Buttery has played an instrumental role in developing the new Linguistics Tripos. As the teaching coordinator for this new Tripos she has worked tirelessly to ensure the successful delivery of its courses. She is also involved with a new MML initiative to develop a course of inter-departmental translation seminars in which she will contribute a session on machine translation.
Dr Buttery applies equal energy to her engagement in the Department’s MPhil course, in which she coordinates the Research Methods Seminars and the Computational Linguistics course. She is respected by both colleagues and students who recognise not only her organisational ability but also her excellence as a teacher at every level, reflected in consistently outstanding feedback from students. She inspires the gifted, motivates those who struggle and is unstinting in giving extra time to those who need it, supporting them with great patience and good humour.
Last year Dr Buttery was awarded funding from the Cambridge-Africa Alborada Fund to build a spoken language corpus of an indigenous Ugandan language with partners at Makerere University, Uganda, and to develop a teaching skills exchange.
Dr Nik Cunniffe – Lecturer, Department of Plant Sciences
Dr Cunniffe began teaching maths to biologists in 2007, firstly as a postdoctoral researcher and then as a Lecturer. In that time he has taught mathematical modelling, statistics, ecology and computing to students in the Department of Plant Sciences. In particular, he is making the computational tools that pervade modern biology accessible to undergraduate students.
His numerous exemplary citations, taken from student feedback over the years, identify his abilities as being sympathetic and subtly humorous, yet mathematically precise and accurate. Anyone who can teach mathematics to biologists and win plaudits such as “amazing”, “the best maths lecturer I have ever had”, or “brilliant lecturer, change nothing” clearly excels in explaining the significance of mathematical biology to undergraduates.
Dr Cunniffe makes an outstanding contribution to teaching practice and learning outcomes in mathematical biology, and demonstrates excellence in style, consistency and diligence. He has been keen to adapt his teaching methods, both in terms of revised lecture content, style and delivery, as well as administration. He has also introduced an additional practical class on epidemiology to the 1B Plant and Microbial Sciences course, as well as contributing lectures and programming practicals to the zoology module “Population Biology”.
Dr Cunniffe is an invaluable contributor to the Department both through his independent research group, and via his continued collaboration colleagues. He also makes an active contribution towards the administration of graduate progression and supervision, as well as driving forward an important research programme which includes key issues such as ash dieback and sudden oak death.
Dr Elizabeth DeMarrais – Senior Lecturer, Division of Archaeology, Faculty of Human, Social and Political Sciences
Dr Elizabeth DeMarrais has been nominated for her consistently exceptional record of development and delivery of innovative new teaching in Archaeology and the Faculty. Her teaching activities have covered a broad range but her primary focus is on archaeology of the Americas, particularly South America.
Since arriving in Cambridge in 1998, Dr DeMarrais has created three new course offerings at undergraduate and MPhil level, as well as working with Dr Robb to set up and run the Material Culture Laboratory. This centre for interdisciplinary research provides a lively forum for theoretical debate among students, post-doctoral researchers and staff. Dr DeMarrais regularly supervises undergraduate and MPhil dissertations, encouraging students to make use of the first-rate collections held in the Museum of Archaeology and Anthropology. Of a total of 21 undergraduate dissertations supervised since 2000, five of her supervisees have won the Departmental Prize for best dissertation of the year.
Feedback from her students is overwhelmingly positive in describing her teaching and pastoral abilities. Students frequently share comments such as “Elizabeth’s take on the politics of material culture still tinges the way I think about both archaeology and the world I live in. In short, she is a great, great teacher.”; “Elizabeth cares deeply for her students. She always took time to meet with me when I needed advice, and she was always supportive and encouraging” and “She always encourages her students to think independently, and challenge everything we thought we knew about how human societies should work. Her lectures are outstanding: she effortlessly communicates complex ideas and theories, and presents the material in a clear manner.”
Dr DeMarrais has inspired several generations of undergraduate and graduate students by her adept academic guidance in an impressive array of subject areas within Archaeology. She is an outstanding teacher and most deserving recipient of this award.
Dr George Follows – Consultant Haematological Oncologist, Addenbrooke’s Hospital
Dr George Follows’ is a specialist in haematological oncology, particularly caring for patients with lymphoma and leukaemia. He has an extensive research portfolio in Clinical Trials and was awarded a University Associate Lectureship in 2008 in recognition of his outstanding contribution to teaching.
Dr Follows has an extremely busy clinical practice but despite this workload, students have ranked him as the best clinical teacher in Cancer Medicine over the past ten years. In the last five years, he has consistently received three times more "Outstanding Teacher Nominations" than the next highest ranked colleague in a department of over 60 oncologists, thus repeatedly being awarded the departmental Watson Cup for teaching. In 2013 he was awarded the national Stanley Cup for teaching students in oncology.
Dr Follows has all the best attributes of a successful clinical teacher. His teaching is grounded in clinical experience for the students and he finds the time and space within his clinical practice to deliver huge amounts of bedside teaching of the highest quality. Students describe him as “outstanding” and “inspirational” and he is rarely seen in the hospital without a retinue of eager students following behind!
Dr Julia Gog – Reader in Mathematical Biology, Department of Applied Mathematics and Theoretical Physics
Dr Julia Gog is both an excellent lecturer and supervisor, as questionnaire feedback from students has consistently shown. Those students who were already interested in mathematical biology, and those who hadn't previously considered studying the subject, have commented on how inspiring her lectures are. She combines innovative teaching methods to great effect, including vivacious handwritten lecturing and sharing supporting materials online.
In addition to her lecturing, she is committed to supporting students and helping them reach their full potential. For example, she has helped undergraduates find summer research placements in various branches of mathematics, and has given many stimulating talks to student societies.
The Faculty is grateful for her insightful statistical analyses of student Tripos performance and her input into framing policy for the structure of credit for project work, on gender issues relevant to its recent Athena SWAN award, and on ensuring fairness of admissions between Colleges. We think that Julia Gog is an outstanding teacher and highly deserving of this prize.
Dr Bart Hallmark – Lecturer, Department of Chemical Engineering and Biotechnology
Dr Bart Hallmark has shown sustained excellence in teaching in the Department. He has transformed our teaching of Process Design by completely rewriting the lectures that cover the material, and setting a variety of exercises for students on this topic. Dr Hallmark’s lecture courses are always well prepared and students enjoy his lectures, commenting favourably on his explanations and enthusiasm.
In particular, Dr Hallmark has developed the main Design Project, which is an essential element of professional accreditation. Teams of third year students have just five weeks to design a solution to an issue faced by a particular industry, set by the industrial partner. The Design Project is largely responsible for transforming them from undergraduates into engineers who can face the challenges of real world problems. The work required for the Design Project to run smoothly is enormous and it is largely thanks to his efforts that the Project is so successful.
Dr Hallmark makes a number of other significant teaching and outreach contributions. He promotes the undergraduate course at Open Days and answers queries from potential students. He organises the Department’s Teaching Consortium of industrial companies. In particular, he brings industrial visitors into the Department so that they can run transferable skills workshops for undergraduates.
Dr Adrian Kelly – University Lecturer, Department of Pathology
Dr Adrian Kelly has been a Teaching Officer in the Department of Pathology since 1997, and became a University Senior Lecturer in 2012. Over this period he has made a sustained, outstanding contribution to the teaching work of the Department. He is a popular teacher in the Natural Sciences Tripos, the pre-clinical Medical and Veterinary Sciences Tripos, and for the second MB qualification.
Dr Kelly has consistently delivered excellent teaching through his lectures, project supervision, (senior) examining and practical demonstration. He is a popular teacher at IB and Part II, noted in particular for his clear and concise handouts and lecturing style. He has been the Part II course organiser for the Department for many years, and has more recently played a key role in streamlining Part II admissions, maximising the course options to attract the best students, whilst balancing this against the available departmental resource.
Dr Kelly has played a key role in strengthening links and fostering positive relations between the Department and the Colleges. He has established a strong process in the Department for dealing with student and College concerns, and is a committed and well-liked supervisor at both Trinity and Wolfson Colleges.
Dr Kelly has established and maintained productive funded research in immunology, but nonetheless he has been keen to commit substantial time to teaching. In all his teaching roles he has always remained very positive, collegial and constructive. He is a truly excellent colleague.
Professor James (Jim) Secord – Professor of History and Philosophy of Science, Department of History and Philosophy of Science
Professor Jim Secord is one of the outstanding teachers of his generation. Combining the innovative approach exemplified by his own superb publications on nineteenth-century sciences with a shrewd sense of student needs, he has made a huge contribution to education and training in the subject at every level.
Professor Secord began teaching in the Department of History and Philosophy of Science in 1992, after having developed a major teaching programme at Imperial College, London. At Cambridge he has always been deeply engaged in teaching, both in terms of course administration and design, and as a lecturer, supervisor and mentor. His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessible to students who have typically not studied any humanities since GCSE. Students consistently describe his lectures as ‘a joy to listen to’, ‘genuinely interested in everything he was speaking about’, and ‘awesome’. As one student summed it up: ‘Jim Secord is a fantastic lecturer’.
Professor Secord combines outstanding lecturing with famously brilliant supervision of coursework, from undergraduate dissertations to PhD theses, distinguished by gentle but probing questions that push students to learn for themselves how to research and write. Secord has an admirable record of working with students who are in potential difficulty or have not been able previously to achieve to their full potential. His care in dealing with students is also evident in his work as a college Director of Studies in History and Philosophy of Science, a role he has undertaken at various colleges in the past, including Churchill, Clare and John’s. As a fellow of Christ’s since 2008, he has developed a strong group with one of the largest cohorts of HPS students in any of the colleges.
As an equally effective and caring mentor to colleagues locally, nationally and internationally, time and again his engagement has turned inquiry in more productive directions and shown us how to draw our audiences in. Having thus taught the teachers too, he is an exceptional candidate for a Pilkington Prize.
Ms Mary Ann Steane – Senior University Lecturer, Faculty of Architecture and History of Art
Over many years Mary Ann Steane has made an enormous contribution to the Department of Architecture as coordinator of Tripos teaching and lecturer in environmental design. She became a Lecturer in in 2000 and has been Senior Lecturer since 2012. These official titles do not sufficiently convey her deep understanding of and commitment to the problem of how architecture students learn to design. To successfully learn such a personal and subjective discipline requires both a teacher and an enabler: as well as conveying knowledge and experience, one must ensure that the student is in a position to be able to learn creatively.
Ms Steane does a superb job of balancing these different aspects of teaching. By interacting with students and coordinating the Department’s design teaching fellows, she has devised undergraduate programmes that promote students’ imaginations yet serve to establish them as responsible young designers in the profession.
Her first year lectures in environmental design focus on introducing the complex problem of human ecology in architecture. Students have praised the direct encounters in her field trips, in the UK and beyond, for ‘looking at light in real buildings....’ and her lectures for ‘allow[ing] me to see what we should be constantly thinking’. Her influence also extends to more mature students, with a recent MPhil supervisee having won the 2014 Royal Institute of British Architects President’s prize for his dissertation.
Dr Edgar (Ed) Turner, Teaching Officer in Biological Sciences, Institute of Continuing Education
Since joining the Institute of Continuing Education (ICE) in January 2012, Dr Edgar Turner has been Academic Director and ICE Teaching Officer in Biological Sciences. He is also an affiliated researcher in the Insect Ecology Group, University Museum of Zoology, and a Fellow of Clare College, Cambridge.
As well as being a charismatic and enthusiastic science communicator, Dr Turner supervises undergraduate and graduate students, has taught an undergraduate zoology field course since 2001, gives Part 1A and 1B lectures, and is Director of Studies at Clare College. Outside the University, he has presented over 70 public lectures since 2006.
As ICE Teaching Officer, Dr Turner has made an enormous difference to the Institute’s Biological Sciences teaching and strengthened our links to the School of Biological Sciences, particularly to Zoology, and to the Museums and Collections. Ed’s teaching includes short courses on topics including evolution, zoological collecting, and the secret lives of insects. He also leads well-received biodiversity tours of Madingley.
Dr Turner has also designed and delivered several new University of Cambridgequalifications, including a Certificate and Diploma in Evolutionary Biology and an Advanced Diploma in Ecological Monitoring and Conservation. Some of his teaching is fully online and his associated open-access online tasters are very popular.
Dr Turner is full of creative ideas and is a committed and collaborative colleague who contributes fully to the Institute’s work.
Professor Jim Woodhouse – Professor, Department of Engineering, School of Technology
The breadth and consistently outstanding quality of Professor Jim Woodhouse’s contributions to the teaching of Engineering in Cambridge over the last 30 years is remarkable. His experience spans the teaching of first year undergraduate mathematics, through instruction in advanced experimental techniques for graduate students, to providing leadership to his colleagues across the Engineering Department in course design and delivery.
Professor Woodhouse has made good use of his mathematical background to teach widely across the disparate aspects of mathematics used in engineering, from complex analysis to vector calculus to variational methods. He has created well organised and coherent courses that have lived on well past his lecturing tenure. But Professor Woodhouse is also a practical academic, as will be clear to anyone who has heard his wonderful outreach lectures on the engineering of a violin.
He has designed and taught courses on almost all aspects of vibrations and dynamics, and has been instrumental in setting up many hands-on laboratory activities that play such a valuable role in the teaching of engineering. Professor Woodhouse has made an exceptional and enduring contribution to education in Cambridge.