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Cambridge Centre for Teaching and Learning



2017 Prize Winners


Dr Anthony Ashton | Department of Mathematics

Dr Anthony Ashton is a hugely popular lecturer of courses across the whole Mathematical Tripos – this is confirmed by his consistently high student feedback scores in both Part II and Part III courses - teaching a range of cohorts from mathematical generalists to subject specialists. Anthony has a remarkable ability to communicate very advanced mathematics with both genuine excitement and real clarity.

In a discipline in which many identify themselves as solely ‘applied’ or ‘pure’ mathematicians Anthony is a lecturer who can cater to all interests and who emphasizes the unity of the subject. He can use ‘real world’ examples from applied mathematics to explain and motivate the results of pure mathematics.  Further to this, Anthony has been praised for his ability to provide historical context to the subject matter to explain the background and intuition underlying key results. Students cannot agree on whether his lectures are best described as ‘fantastic’ or ‘amazing’, but all agree they’re really rather good.

Anthony is also an ambassador for the subject, devoting a great deal of energy and enthusiasm to outreach events, particularly to reaching students from non-traditional backgrounds. This year his Mathematics Masterclass lecture on Infinity held 300 sixth-formers entranced, and, ironically for a lecture on infinity, he ran out of time at the end to answer all their enthusiastic questions.

Prof. Andrew Balmford | Department of Zoology

Professor Andrew Balmford has made a truly outstanding contribution to teaching both within Cambridge and internationally. As an undergraduate teacher for the Part II Zoology and Part IB Ecology courses, Andrew is recognised as an excellent communicator and lecturer, proven by his consistent place at the top of the Zoology NSS scores. In the module on Conservation Science, which has proven consistently popular with students since Andrew began running it in 1998, he has spearheaded innovations such as introducing class-led debates on current controversies, running an annual clinic on careers in conservation, and initiating a student-to-student session during which Masters students talk to the Part II class about conservation in practice.

Outside of his role as a module convenor, Andrew has set up the Student Conference on Conservation Science – a globally successful training event for graduate students from all over the world. This has attracted students from 126 countries to come together in an exciting and informal exchange of ideas as well as to raise funds for around 30 developing country students each year. The conference has been so successful that it now has five sister conferences happening all over the world.

In addition to his teaching in the Department, Andrew has also helped to set up the Janet Moore Prize – given for college supervising in Part II Zoology, encouraging others in the field to strive for teaching excellence.

Dr Jackie Brearley | Department of Veterinary Medicine 

Dr Jackie Brearley’s overarching contribution to the University is her work in setting up and developing the Pauline Brown Clinical Skills Centre. Under her leadership and with her enthusiasm, it is now an integrated and key element of practical skills teaching and is a major contributor to all years of the clinical veterinary curriculum. Jackie’s efforts in setting up the Centre are above and beyond her role as a Senior Lecturer in Anaesthesia in the Department of Veterinary Medicine, taking up much of her personal time. The Centre has been commended in the Royal College of Veterinary Surgeons Visitation Report 2015 and was acclaimed as an excellent facility by other veterinary schools’ clinical coordinators at the national VetEd conference in 2015 and 2016.

Further to setting up the Centre, Jackie has used a Teaching and Learning Innovation Fund grant to examine the effectiveness of the Centre and its links with the virtual learning environment. The results of this report showed that the Centre has made a significant impact in student learning and competence. Feedback confirms that students appreciate Jackie’s vision for the Centre as a supportive, friendly and safe environment in which they can develop their confidence and competence in practical skills. In addition, students rate Jackie as an excellent lecturer as well; in 2016 she won a Student-Led Teaching Award for her lecturing.

Dr Jude Browne | Department of Politics & International Studies 

For fifteen years, Dr Jude Browne has been an outstanding teacher of Gender Studies in the Department of Politics and International Studies, attracting consistently stellar student feedback. As Course Director and a fully engaged, hands on teacher, she has developed the MPhil in Gender Studies into one of the leading programmes in the country and pioneered the development of a range of interdisciplinary Gender Studies programmes. Her teaching has engaged students from a wide variety of intellectual backgrounds and her enthusiasm and attention to detail have been instrumental in changing the way many of them reflect on the world around them. Her personal commitment to ensuring students have the best possible experience has been tireless and transformative and she is known for the care and imagination that go into the creation of her teaching aids. She was recently shortlisted for a Student-Led Teaching Award in the category of Inclusive Teaching.

In addition to her teaching responsibilities, Jude has spearheaded some of the improvements made to the research ethics approval processes for graduate (and undergraduate) students in the Department.

One of Jude’s MPhil students commented “Every day in this course I think about gender in a new way. I love feeling so passionate and inspired”.

Dr Menna Clatworthy | School of Clinical Medicine 

Dr Menna Clatworthy has made a high-quality and wide-ranging contribution to teaching, training and mentoring in the School of Clinical Medicine. She teaches and inspires students at every level, from sixth-formers, to undergraduates in virtually every year of study, to postgraduate clinical trainees – an exceptionally broad range. The breadth of students she supervises and teaches has allowed her to create in her College a ‘family’ of medical students which has created a visible career path for the new students to follow and also afforded an opportunity for older students to build their confidence through helping to guide newer students, while appreciating just how far they themselves have come.

Menna is an excellent clinician with a demanding clinical practice and she has also established an independent internationally recognised research laboratory. In her teaching, she uses her first-hand clinical and research experience to engage and inspire her students. Despite Menna’s demanding clinical practice, she always finds time to be a real mentor to her students, teaching them to be critical thinkers and emphasizing scientific rigour and analysis. It is clear to both students and staff members that Menna does this because she believes deeply in the importance of education. Colleagues describe Menna as a ‘superb role model’ and comment that they are ‘in awe of her ability, dedication and energy’.

Dr Richard Davies | School of Clinical Medicine 

Dr Richard Davies has been instrumental in developing, delivering and evaluating teaching for students in the School of Clinical Medicine over the last ten years. Described as an inspirational teacher and role model, Richard is a tireless advocate of the benefits of learning in primary care and champions General Practice as a challenging and satisfying future career for Cambridge medical students.

Richard has recently introduced new GP teaching sessions in the first year of the new Clinical School teaching programme, developing innovative teaching material in mental health and paediatrics as well as designing a placement to give students an opportunity to consult with acutely ill patients in a GP setting. Both of these have received consistently positive student feedback. Richard’s colleagues and students alike praise his enthusiasm for teaching and student-centred approach, with his students commenting particularly on the constructive feedback he provides.

In addition to his teaching role, Richard has also made vital contributions to the student wellbeing in the School, in particular developing new procedures to support students with personal and health difficulties. His compassion, understanding and patient support of individuals is widely recognised and appreciated across the student body.

Dr Ingo Gildenhard | Faculty of Classics 

Dr Ingo Gildenhard has made an outstanding contribution to teaching in the Faculty of Classics. He has an unrivalled reputation for the excellence of his teaching over the broadest range of subjects. He has taught Latin to beginners on the four-year degree; convinced students that Julius Caesar can be an enthralling read; encouraged large numbers of Part II students to read all of Ovid’s lengthy epic poem the Metamorphoses in Latin and shown them its importance for European culture. His students consistently rave about the high quality of his lectures.

Ingo has devoted huge amounts of time and effort to access and outreach, turning the Faculty’s outreach programme that was already good into one that is truly excellent, backed up by the use of new media, the employment of student helpers, and the involvement of the Museum of Classical Archaeology. He has also developed and published a series of free online study aids for A-level students that have had a major impact on Classics teaching in the UK and have been downloaded over 100,000 times in the past four years. With Classics teaching coming under increasing pressure in schools, Ingo’s open-access commentaries are a life-line for many teachers and students and an important resource for those wishing to follow the subject at a higher level. His teaching on behalf of the Faculty has been indefatigable and selfless, and his contribution to Classics education nationally is second to none.

Dr Lisa Jardine-Wright | Department of Physics 

Dr Lisa Jardine-Wright has made an outstanding and sustained contribution to excellent teaching in Physics and Mathematics, both within the University and beyond, for many years. Lisa previously taught mathematics in the Natural Sciences Tripos but currently teaches undergraduate physics, for which she receives high student praise. Students commend her high quality notes, use of visual aids, and well placed interludes to keep her sessions engaging. One student wrote, in all caps, that she provides ‘THE BEST NOTES EVER!’

Lisa is also the founding co-director of the incredibly successful Isaac Physics project, which offers support and activities in physics problems solving to help with the transition from GCSE though A Level to University. It includes online study tools, videos and live-streamed tutorials. The project currently has over 10,000 subscribed users and through helping to address the skills gap students are experiencing is educating the next generation of university physicists from all over the world.

Further to this, Lisa has made many other vital contributions to Physics teaching including sitting on the Physics Teaching Committee, taking a lead role in the development of the new admissions test, acting as a Director of Studies and taking part in many outreach projects in her role as Educational Outreach Officer of the Cavendish Laboratory.

Dr Nigel Kettley | Institute of Continuing Education 

Described as an ‘excellent educator’, Dr Nigel Kettley holds and displays the values shared by the very best lifelong learning professionals. Nigel is fully committed to widening access to, and participation in, higher education by engaging students who have not previously studied at this level, successfully re-engaging students who have stepped away from education for extended periods and increasing the breadth and depth of knowledge and skills of diverse cohorts of students.

Nigel has played a significant role supporting and developing a broad range of courses. He led the creation of the MSt in Advanced Subject Teaching, which has been described as unique and innovative in its development of teachers’ expertise in their own subjects, and embodies excellent and innovative practice in the curriculum assessment. Further to this, Nigel has also supported the design of the new Postgraduate Certificate in Teaching and Learning in Higher Education.

A highly engaged member of the ICE academic team, Nigel is a role model and dedicated supporter of continuing education. From advising potential applicants on course choice to his thoroughness in helping students prepare assessed work and comprehensive feedback when marking and moderating, Nigel consistently puts the needs of his students first, and guides them through every step of the student journey. His care for and commitment to his students is commendable.

Dr Mónica Moreno Figueroa | Department of Sociology 

While bringing a whirlwind of substantive content and new pedagogic approaches to the Department of Sociology, Dr Monica Moreno-Figueroa has established the provision for teaching race and racism at Cambridge and attracts large numbers of students to her papers. Monica is known for pushing a strong agenda for diversification of the curricula and encourages other teaching staff to follow suit.

Further to this, Monica has put together the Race Research Cluster which brings together undergraduate and postgraduate students and is now co-hosting the research group ‘decolonizing the curriculum’ – a seminar series that has brought important conversations to the University’s teaching and learning environment. Monica is passionate about the development of innovative content and pedagogic strategies that help students to participate in their own learning. One example of this is the use of ‘co-listening moments’ where content discussed is reflected on individually within the lecture. Students speak to each other in pairs for equal allocated time, following a simple set of rules, giving them the opportunity to recognize the emotional dimensions involved in learning. In collaboration with designer Joe Malia, she has also developed The Colour Beads, a communication tool for generating dialogue around racism. Monica’s consistently outstanding student evaluations and recent commendation in the ‘supporting students’ category of the university’s Student-Led Teaching Awards shows how deeply her students value her efforts.

Dr James Moultrie | Department of Engineering 

Dr James Moultrie is a superb teacher whose vision, drive and dedication has led to one of the UK’s most successful team-based projects for manufacturing students. The ‘Major Project’ for students on the Manufacturing Engineering Tripos has become an exemplar for how skills learned through lectures can be applied to solving real world problems and addressing new opportunities. Students work in teams to design and build a functioning prototype for a new product in parallel with the development of a full business case for its commercialisation, before presenting them at the annual public IfM Design Show. As a result of this experience, students from the Tripos are highly sought after by employers, and many have also gone on to set up successful businesses. The focus on a design project is unusual in a Manufacturing Engineering course, and James has worked relentlessly to ensure that it delivers a professionally managed learning experience for students that is challenging and valuable, as well as fun.

James has also taken on numerous administrative duties, while maintaining his heavy teaching load. He has recently taken on the role as Director of the MPhil in Industrial Systems, Manufacture and Management where he is developing this long standing course in response to the changing context of the manufacturing industry.

Dr Martin Ruehl | Faculty of Modern & Medieval Languages 

Dr Martin Ruehl is a fantastic, inspiring teacher who effortlessly combines mastery of his subject with a gift for explaining it lucidly. He lectures ex tempore, circulating round the classroom and giving many opportunities for students to ask and answer questions. The highly interactive teaching style Martin adopts has allowed him to make his teaching accessible to all students, and thus to share his own obvious passion for the subject.

In addition to his deep erudition, Martin has deep enthusiasm for teaching, and a commitment to meeting the needs of his students. As a Director of Studies, Martin takes exceptional care in introducing undergraduates to the Cambridge system when they first arrive, sacrificing much of his private time to do so. In his College, he has innovated a series of weekly film evenings in which first-year students introduce, screen and then discuss foreign-language films. This is not only a very good bonding experience; it also introduces the students to cinema as an object of academic research and scholarly debate.

Martin also engages tirelessly in widening participation, having represented the College, and the University, at countless open days, school visits and outreach events. He has redeveloped the open day materials and the way schools are contacted to ensure that as many pupils from as many backgrounds as possible have access to them, and helped demystify the admissions process for applicants by leading the development of a series of videos promoting the study of Modern Languages at Cambridge, the most popular of which is a re-enactment of an admissions interview.

Professor Jochen Runde | Judge Business School 

Professor Jochen Runde is an exceptional academic who combines rigorous research with a passion for and commitment to excellent teaching. Jochen is known in the Department for his versatility in adjusting to the different learning styles of different students, whether undergraduates or graduates, creating the optimal learning environment for each one. He has contributed to the Department via teaching, programme development and leadership of key programmes. Students describe him as a ‘superb’ and ‘brilliant’ lecturer.

Professor Runde led the design, development and delivery of six highly innovative cross-disciplinary courses and has revamped other courses, including the MBA programme. An example of his pedagogical innovation can be seen in his development of interactive online economics texts for students (LiveEcon), which predated tablets and kindles and represent the world’s first self-standing, integrated and interactive economic texts. He was also the founder of the Business School’s Executive Education programmes’ flagship two week General Management programme, which has run biannually for the past 11 years. He is an outstanding member of the Department, who continues to make enduring contributions to education in Cambridge.



2016 Prize Winners


Dr Matei Candea | University Lecturer, Division of Social Anthropology

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 | Affiliated Lecturer, Faculty of Philosophy 

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 | Assistant Director of Teaching, Department of Biochemistry 

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 | University Senior Lecturer, Computer Laboratory

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 | Clinical Sub-Dean, School of Clinical Medicine 

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 | Reader, Department of Geography 

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 | Director of ADTIS, Language Centre 

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 | Director of Education, Department of Materials Science & Metallurgy

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 | University Lecturer, Department of Physiology, Development & Neuroscience 

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 | Reader, Department of Engineering 

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 | Clinical Sub-Dean, Cambridge University Hospitals Trust

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 | University Senior Lecturer, Faculty of History

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.



2015 winners


Dr Michael Aitken

Dr William Allison | University Reader, 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, Department of Public Health & 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 & 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
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, Department of Applied Mathematics & 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 & 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.

Prof. James (Jim) Secord | Professor, Department of History & 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 & 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 Turner | Teaching Officer, 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.

Prof. Jim Woodhouse | Professor, Department of Engineering
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.


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Registration is open for the Cambridge Teaching Forum 2019

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