./NTFS_Champions

rom f the
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Voices fears o
ten yNational Teaching
Felowship S
ognising
RecSuccess

Recognising Success
Voices from ten years of the
National Teaching Fel owship Scheme
2
Introduction
6
History of the National Teaching Fellowship Scheme
8
A view from the Association of National Teaching Fellows

Voices
10
Professor Dudley Shal cross
11
Professor Sue Thompson
12
Professor Rob Pope
14
Profesor Anthony Rosie
16
Professor Stephen Gomez
18
Dr Val Chapman
20
Professor Claire Davis
21
Christine Harrington
22
Kirsten Hardie
24
Sandra Griffiths
26
Dr John Hilsdon
28
Sidney Tyrell
© The Higher Education Academy, 2010
ISBN 978-1-907207-21-1
30
Guil aume Alinier
32
Professor Gil y Salmon
The Higher Education Academy
Innovation Way
34
Dr Aru Narayanasamy
York Science Park
Heslington
36
Dr Helena Gaunt
York
38
Professor Peter McOwan
YO10 5BR
39
Dr Dave Allen
+44 (0)1904 717500
enquiries@heacademy.ac.uk
Back
Sir David Watson
www.heacademy.ac.uk
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40
NTFS project strand
transmitted in any form or by any means, electronic
44
Fellows 2000–2009
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- - -
2
four t een

Introduction
Professor Sue Law
Director: Academic Practice
The Higher Education Academy
The National Teaching Fellowship Scheme
vidual awards were introduced ten years ago,
(NTFS) has been one of the Higher Education
and celebrate the achievements of col eagues
Academy’s flagship activities over the past dec-
who have made an outstanding impact on the
ade. As we celebrate its tenth anniversary, it is
student learning experience, whether as teach-
clear that it has had a major impact across the
ers or in learning support roles. The Academy
higher education sector.
makes up to 50 awards of £10,000 each year:
Currently funded by the Higher Education
this financial recognition of individual excel-
Funding Council for England (HEFCE) and the De-
lence provides a strong source of support for
partment for Education and Learning in Northern
winners to pursue their further professional
Ireland (DELNI), the scheme celebrates excel ence  development in teaching, learning or aspects of
in teaching in our universities and col eges, and
good pedagogic practice.
makes a crucial contribution to raising the status
As even a quick glance at this booklet shows,
of teaching in higher education. From 2010,
the breadth of achievement among recipients of
Wales wil  join the Scheme, funded by the Higher  the individual award over the years is enormous-
Education Funding Council for Wales (HEFCW).
ly impressive: there is evidence of clear benefits
As NTFS reaches its tenth birthday, now seems
not only to the sector but in the development of
a good time to reflect on the scheme’s successes
effective teaching and learning practice more
and review just how far we’ve come in a decade.  global y. Clearly, it’s impossible to try to summa-
This celebratory publication helps to us to do
rise the range of work and the depth of achieve-
just that: I very much hope you enjoy exploring,
ment in this short introduction, but mention of two
through its pages, the ways in which NTFS has
recent award winners helps to provide a flavour
impacted on the world of higher education teach-
of what is being achieved.
ing and learning since 2000.
Lynne Barnes, a 2009 NTF, based at the Uni-
The scheme currently has two strands: the
versity of Central Lancashire, has overseen the
‘individual’ awards and the projects. The indi-
development of groundbreaking degree courses
2

in Deaf Studies and British Sign Language (BSL),  patient.” Val’s medical education research has
including postgraduate qualifications in BSL and  resulted in requests to support medical edu-
English Interpreting. This work has increased the  cation in the Third World (particularly Asia)
number and quality of sign language interpret-
where more community-based health care is
ers in the UK, and Lynne has been a key influ-
urgently needed.
ence in making higher education more acces-
Dr Jan Sel ers from the University of Kent
sible to deaf students and a key change agent
was awarded a National Teaching Fel owship
in developing, for example, the innovative ‘Year  for her work in student learning support in
Zero for Deaf Students’, which provided the
2005, which has led her to new opportunities
first discrete access course of its kind for deaf
to explore aspects of creativity and reflection
students – an important bridge between the
as part of the student experience. She is cur-
demands of further and higher education for
rently working on the Creative Campus initia-
this under-represented group.
tive and, within that remit, the Labyrinth Project,
Professor Val Wass from the University of
a key aspect of her NTFS project: bringing a
Manchester’s Medical School, and a 2008
labyrinth to the University to support teaching,
NTF, has worked with col eagues in her institu-
learning and the student experience.
tion to introduce holistic approaches to student
The second NTFS strand is bid-based and
learning through a strong focus on patient-
focused on awards for project development –
centred communication, professionalism and
rather than on recognition for current individual
cultural awareness. One first-year student said
success and achievement. HEIs work with
of her: “It showed me that being a bookworm
existing National Teaching Fellows in order
won’t make a bril iant doctor. Practising medi-
to harness expertise for both institutional and
cine is an art and when dealing with it we
wider higher education sector benefits. Success-
need to be armed with tools such as empathy
ful team bids have been awarded for up to a
and compassion and a genuine interest in the
three-year development period.
3

We believe that the impact of NTFS and the
support not only the professional development
excel ent practice it continues to highlight speaks
of HE staff, but also the recognition of HE staff
for itself and is a strong demonstration of the
as key players in achieving institutional success
Academy’s raison d’etre. A key focus of our work  around teaching and learning support.
is to encourage, exemplify and, where appro-
As a relative newcomer to the Academy (but
priate, lead the development of teaching and
a bit of an ‘old hand’ within the sector more
learning excel ence in universities and col eges.
general y!), I should like to take this opportunity to
NTFS is one wonderful example of the success
thank col eagues both within the sector and the
– through a focus on sharing excel ence and rais-
Academy who over the past ten years have taken
ing the status of teaching – of two key strategic
the National Teaching Fel ow idea and turned
aims supporting the Academy’s mission.
it into a reality. I should particularly like to thank
The recognition and sharing of innovation
those col eagues who have supported – and
represented by NTFS, whether through the
stil  support – the day-to-day operation of NTFS,
dissemination of good ideas, the emphasis on
whether through involvement on one of our NTFS
the ‘how’ of changing practice across higher
panels or as an NTFS reviewer who, each year,
education or the recognition of individuals or
has the unenviable task of reviewing applications
teams themselves, is a demonstration of the way  and contributing to the selection of the successful
in which the scheme has now become one of
award winners: never an easy task!
the peaks in the landscape of higher education.
I should particularly like to take this opportuni-
NTFS has become a key element in our HE
ty to thank the chairs of the panels for overseeing
landscape and is helping to embed a con-
the awards process so skilful y, and the Associa-
sciousness about good practice and teaching
tion of National Teaching Fel ows for contributing
excel ence within institutions. The individual
to the Academy’s work.
award, in particular, has become an iconic
Clearly, while we cannot be certain what lies
aspect of the Academy’s mission to lead and
ahead in the landscape of higher education,
4

aspiring to and achieving excellence in teach-
ing and learning will continue to be a crucial
part of our work in higher education, whether in
HE institutions or in the Academy itself.
Even now, very many years after I left universi-
ty as a young graduate, I can stil vividly remem-
ber those individual lecturers who chal enged
and enthused me in equal measure through the
excel ence of their teaching. While not common-
place, they were undoubtedly inspirational.
Higher education continues to play an ab-
solutely crucial role in inspiring each new gen-
eration of students to maximise their potential
through experiencing the high peaks of teaching
and learning excel ence. I am delighted to say
that the National Teaching Fel owship Scheme
has, over the past decade, played its own
special role in celebrating excel ence in teaching
and learning practice.
5

History of the
National Teaching Fellowship Scheme
The NTFS was launched in 2000 by HEFCE,
For the first six years of the scheme, awards of
the Department for Employment and Learning
£50,000 were made to individuals for projects
in Northern Ireland and the Institute for Learn-
designed to make a significant contribution to
ing and Teaching in Higher Education (ILTHE).
learning and teaching. In 2004 the scheme was
In 2010–11, Wales wil  join NTFS, with funding
expanded, fol owing the recommendations of
provided by HEFCW.
the Government’s 2003 White Paper, The Future
Now run by the Higher Education Academy,
of Higher Education, which said that “the NTFS
and funded by the funding councils of the partici-
wil  be increased in size to offer substantial
pating nations, it is part of an overal  programme  rewards to twice as many outstanding teachers
to raise the status of learning and teaching in
as at present.” In 2006 fol owing a review by the
higher education, and recognises and rewards
Academy in response to feedback from the sec-
teachers and learning support staff for their
tor, the scheme was relaunched with two strands:
excel ence. It is open to al  those involved in sup-
the individual strand and the projects strand with
porting the student learning experience in higher  a total funding of £2.5 mil ion each year.
education in England and Northern Ireland (and
For the individual awards, up to 50 awards
from Autumn 2010, Wales).
of £10,000 are made in recognition of indi-
vidual excellence. The award may be used for
professional development in learning and teach-
ing. Nominations must demonstrate evidence
of enhancing the student learning experience
both within and beyond the nominee’s own
institution, supporting col eagues and influenc-
ing support for student learning. For profiles of
National Teaching Fellows, please visit:
www.heacademy.ac.uk/ntfsdirectory.
6

The projects strand presents opportunities for
Over the ten years the Individual Advisory
institutions providing higher education to build
Panel has had four distinguished chairs:
on the expertise of National Teaching Fellows.
Since 2006, up to ten NTF projects have been
—  Sir Martin Harris
funded annual y. Project teams, with a National
Vice-Chancellor of the University of
Teaching Fellow at the heart of planning and
Manchester, until 2002;
execution, are able to bid for up to £200,000
to bring significant and meaningful benefits to
—  Professor Sir David Watson
students’ learning experiences, both in the host
Vice-Chancellor of the University of Brighton,
institutions and more broadly across the sec-
until 2005;
tor. Projects focus on HE practice, based on
evidence-informed developments or research,
—  Professor Rick Trainor
and result in direct improvements to HE pedago-
Principal, King’s Col ege, London, until 2007;
gy. For details of funded projects, please visit:
www.heacademy.ac.uk/ntfs.
—  Professor Shirley Pearce
Bids and nominations are assessed by the
Vice-Chancellor of the University of
relevant National Advisory Panels of senior
Loughborough.
academics from across the higher education
sector. Professor Dame Janet Finch was the first
The Academy is indebted to them all for their
chair of the Projects Advisory Panel in 2006.
hard work and dedicated support.
Professor Bob Munn has chaired the Panel
since 2007.
7

A view from the
Association of National Teaching Fellows
Professor Lesley-Jane Eales-Reynolds
Chair, The Association of National Teaching Fel ows
Director Westminster Exchange
University of Westminster
Run by the Higher Education Academy, the
Team who would organise events to al ow
National Teaching Fel owship scheme was intro-
Fel ows to discuss their work (in the first three
duced ten years ago by HEFCE as part of its ‘rec- years of the scheme, NTFs were required
ognition and reward’ plans for promoting excel-
to complete a piece of scholarly enquiry or
lent teaching within higher education. Not long
research). At one of these meetings, Fel ows
after the first cohorts were conferred NTF status,
agreed to elect an interim co-ordination group
the Fel ows began to realise that col ectively they  to look at setting up the Association of Na-
had a lot to offer higher education both at a
tional Teaching Fel ows. Led by Bob Rotheram,
disciplinary and at an interdisciplinary level.
a Memorandum of Understanding was signed
Over the past ten years, there have been vast  in 2005 by the interim group and the Acad-
changes in HE. The explosion of technology and
emy, and the Association of National Teaching
the massive growth of the information society, for  Fel ows was born.
example, mean that learners need support in dif-
When I took over as Chair of the Association
ferent ways than previously. Disciplinary bounda-
in 2006, we discussed setting up a website.
ries are blurring. The changes and chal enges
We also decided that we wanted to produce
we face in higher education involve creativity
a publication that would showcase the work
and innovation in curriculum and pedagogy, and  of NTFS. We agreed that there needed to be
the National Teaching Fel ows are wel  placed to  more research on the impact of the award on
meet this chal enge. However, right from the start  winners. In addition, we wanted to reinstate
they realised it would be useful to work across
the annual symposium. In 2006 the symposium
disciplinary boundaries. There was strength in
was reintroduced and has run every year since,
the col ective and as a result they decided to
al owing NTFs to renew acquaintances, to help
form an association.
new Fellows join the community and provide op-
In the early days of the scheme, Fel ows
portunities for new ideas in col aborative work.
were supported by the National Co-ordination
This year was our fifth such symposium.
8

We have also achieved our aim this year in
relation to the publication of NTF work. In line
with the celebrations of the tenth anniversary
of the scheme, a special edition of the online
journal, Learning Exchange, will be published in
July with contributions and papers from Nation-
al Teaching Fellows. Our website was also es-
tablished this year (www.antf.ac.uk). However,
we still need contributions from NTFs to make it
a vibrant and useful resource not only to others
in the Association, but to all practitioners with a
passion for learning and teaching.
Final y, we are in the middle of a large Del-
phi study, exploring the impact of NTFS on Fel-
lows, their institutions, their disciplines and their
students. Preliminary findings were presented at
this year’s symposium and promises to provide
extremely interesting data about NTFS and its
impact on learning and teaching.
Here’s to the next ten years!
9

2004

Professor Dudley Shallcross
University of Bristol

Without exaggeration, the
National Teaching Fellowship award
has changed dramatically my
academic life for the good.
10
1

2008

Professor Sue Thompson
Liverpool John Moores University

I think if I had to choose one
word that describes the impact of
my NTF it would be ‘affirming’ …
Receiving the email that told me
I’d been awarded a NTF probably
ranks as one of the best ‘feel good’
moments in my professional life …

The NTF award gave me the
confidence and the opportunity to
branch out in several new areas.
It has certainly helped me in
establishing a wider international
profile. It has opened doors. I
was able to fund a study tour to
Australia, building on existing
contacts and making new ones.
11
1

2000

Professor Rob Pope
Oxford Brookes University

What did the Fellowship do
for you? What did you do for the
Fellowship?

Rather like the loaded question
in Monty Python’s Life of Brian
(“What did the Romans ever do for
us?!”), it’s hard to answer without
either an extremely long list or a
growing sense of everyone else
involved. (“Oh yes … apart from
roads, viaducts, plumbing, law and
order, education …” as one Python
after another keeps on volunteering.)
12
1

Here, ten years on, is the beginning of just
Not last and not least – but all I have space
such a potential y open-ended list. First but not
for here – the Fellowship gave me the opportu-
necessarily foremost, the Fellowship bought
nity to do a real y thorough second edition of
me the time to turn a short 50-page draft of a
an innovative textbook that, I guess, had helped
guide to Creativity into a big 300-page mono-
me get the Fellowship in the first place. As I
graph on Creativity (subsequently appearing as am currently doing a third edition, something
Creativity: Theory, History Practice, Routledge
seems to have worked and to be worth keep-
2005). This directly led to me co-convening
ing on redoing (The English Studies Book: An
an AHRC-funded workshop series with Joan
Introduction to Language, Literature & Culture,
Swann of The Open University and Ron Carter
Routledge, 1st ed. 1998, 2nd ed. 2002, 3rd ed.
of the University of Nottingham, which itself has forthcoming 2011).
turned into a co-edited col ection cal ed Crea-
In short, the Fellowship gave me a platform
tivity, Language, Literature: the State of the Art
to get to where I am now. Without it perhaps
(due out from Palgrave later this year).
I would not have got here at al . Certainly I
The Fellowship also enabled me to pilot a
would not have arrived – or want to keep on
smal -scale student project on ‘Re-writing and
travelling – as quickly, as enjoyably and in such
Re-searching Place’ that subsequently turned
good company.
into a Fellowship in the Reinvention Centre for
Undergraduate Research (the Centre for Excel-
lence in Teaching and Learning shared by my
own institution, Oxford Brookes University, and
Warwick). This has now involved over 500 stu-
dents and recently turned into a course-based
wiki with anthologies.
13

2001

Professor Anthony Rosie
Sheffield Hallam University

Whether it was a result of
holding an NTF award or for other
reasons I found myself doing new
and different things from 2001
onwards. I had moved from being
a programme leader to a post as a
learning and teaching co-ordinator.
But within a year I found myself
on HEFCE’s QALT committee with
the intriguing opportunity to see,
and hopefully contribute to, policy
development and implementation
across all subjects and institutions.
14

This was during the period when the Higher
At a personal level, the leadership of C-SAP
Education Academy was created, the Centre for
was one of the most enjoyable opportunities to
Excel ence in Teaching and Learning (CETL) initia- combine pedagogic leadership with a man-
tive introduced, and TQEF was being evaluated.
agement role. We were able to run workshops
I also became Director of the C-SAP subject  in which NTFs came and spoke about their
centre and then found myself getting involved
projects and the work they did in their institu-
in UK contributions to the International Society
tions. One measure of impact, of course, is
for the Scholarship of Teaching and Learning.
whether any of the audience went on to be-
I have assessed numerous bids and applica-
come NTFs themselves – yes two did. We did
tions including NTFS individual and project
far more than that at C-SAP and it was exciting
awards. I think holding a National Teaching
to be involved with a wide range of initiatives
Fel owship was a way in to this. It also meant
as the Academy came into being.
that within my institution I was contributing
One of the ongoing good things about NTFS
to quite large-scale activities. For me it was
is that several senior staff in institutions have
important to maintain my day-to-day teaching.
been successful and this helps the business of
In thinking back on this period which extended  gaining recognition for the scheme and for valu-
from 2002 to 2007 I am struck by how new
ing teaching. My extensive links with a range
some of the initiatives were and the space and  of people in different institutions from 2002 to
opportunity they afforded. This was not a free
2007 showed that for quite a few NTFS was
for al . There were clear parameters, but it was  not seen as a positive to be encouraged. This
possible to develop pedagogic leadership as a  was noticeable at fairly senior levels. It was bal-
distinct focus.
anced by strong belief in the scheme by senior
staff too and in fact you could have both pro
and anti views in the same institution. Part of the
acid test is how Fellowship serves institutional as
well as personal needs.
15

2003
Professor Stephen Gomez

University of Plymouth

(formerly of the University of
the West of England)

It seems like a lifetime ago
that I received the prestigious NTF
award but, though I’m terrible at
remembering dates (one of the main
reasons for dropping History at
school), it was only in 2003. I have
little recollection of anything else I
did in 2003 but the Awards Dinner
and Ceremony are etched in my
memory. It was the first time that
I had seen teaching and learning
taking front stage and being
celebrated so enthusiastically.
16
1

My application for NTFS revolved around
were around: the impact of placement learning
work I had been doing in supporting students
on academic learning; the use of e-portfolios to
on placement. As an undergraduate student
track and support students on placement; mini-
at a traditional redbrick university, I had ar-
placement schemes for students who could not
rogantly turned my nose up at placements
go on placement due to personal or cultural rea-
as something that happened at polytechnics.
sons; and the accreditation of placement learn-
Midway through my academic career I found
ing. My NTFS project was around the notion of
myself in the role of Placements Tutor. When I
an ‘extended academy’ of workplace supervisors
visited students on placement, I witnessed the
or mentors for placement students. There was
high level of learning that was occurring in the
spil over of this work into my university teaching
workplace and I instantly became a convert to
and I developed ways of providing feedback to
work-based and placement learning. I realised
students rapidly through digital audio and video
that the majority of my learning at university
files and personal response systems.
as a student involved cramming for exams and
With my interest in workplace learning, I have
instantly forgetting everything afterwards. Place-
landed the perfect job as Head of Work-Based
ments certainly al ow for deep and situated
and Placement Learning at the University of Ply-
learning and, being a scientist with an active
mouth. I am so pleased that work-based activities
subject-specific research profile in the neuro-
are rife in the University, and my work continues
sciences, I was intrigued to discover the factors
in a number of fields including producing flexible
in the workplace that al owed for a rich learn-
CPD ‘shel ’ credit frameworks for learners in the
ing experience and how I could apply these
workplace.
factors in my teaching at university. I went about
The Fellowship was instrumental in my
my study using scientific evidence-based ap-
personal and professional development and I
proaches and without knowing it, I was under-
am thankful to be part of a community of like-
taking pedagogic research!
minded col eagues across the nation who have
One thing led to another and a series of
at their heart helping people learn and sharing
action-research projects were undertaken that
their passion for knowledge and its application.
specifical y fed into further supporting placement
learning and more general y helped developed
my teaching practice. Some areas I developed
17

2004
Dr Val Chapman

University of Worcester

Following the award of
National Teaching Fellowship in 2004,
I established and managed the Centre
for Inclusive Learning Support (CILS)
at the University of Worcester (UW).
My work at that point was largely
focused on supporting the academic
experience of disabled students in
higher education and my NTFS project
aimed to develop and build upon
the good practice emerging from
my existing HEFCE-funded project,
‘Academic Standards and Benchmark
Descriptors: Developing Strategies for
Inclusivity’ (aka SCIPS).
18
1

Since then, the SCIPS web-based resource
plies. My engagement in prestigious projects
(Strategies for Creating Inclusive Programmes of
such as my current ‘Employability and Disabil-
Study) has been further developed and continues  ity’ NTFS project, as wel  as the EU projects,
to receive hundreds of thousands of requests for
has undoubtedly raised the profile of CILS and
pages each year from al  over the world.
UW national y and international y and, as a
The SCIPS site (www.scips.worc.ac.uk) is
result, I am fortunate to receive frequent invita-
page ranked 6/10 by Google, is used 24/7,
tions to give keynote presentations on inclusive
and is bookmarked by 78% of users. The SCIPS  learning and teaching at conferences in the UK
resources are also included on the Department
and overseas and to contribute chapters and
for Children Schools and Families ‘Inclusion
articles for publication.
Website Catalogue’ (http://inclusion.ngfl.gov.uk)
It seems that the NTF award appears to have
and so now helps provide support for teachers
accorded me a ‘kitemark of approval’ from
in secondary schools as well.
my peers that has led to invitations to partici-
Since CILS was founded, my col eagues
pate in national working groups and initiatives
and I have been successful in developing a
such as the Leadership Foundation for Higher
variety of projects, programmes and initia-
Education’s Diversity Advisory Group and the
tives to help support disabled learners, usu-
‘LearnHigher’ Centre for Excellence in Teach-
al y through helping teachers, trainers and/or
ing and Learning. The flexibility resulting from
employers to better understand and meet their
my appointment as Director of my own Centre
needs and entitlements. I have been fortunate
al owed me to participate in United Nations
enough to have received over one mil ion
Development Project, ‘Enhancement of Quality
pounds of funding since 2005 to undertake
Assurance and Institutional Planning at Arab
national and EU-funded projects focusing on
Universities’ (2006), which involved subject re-
tertiary, vocational education and training,
views in four Gulf State universities and which,
and adult education, and I have been privi-
in turn, led to a UNESCO-funded Chair in Spe-
leged to work with partners in the UK and
cial Education at Qatar University, Doha (2006
overseas (including Bulgaria, France, Greece,
to 2008). The NTF award and funding has
Poland, Romania and Turkey), where provision
had a profound impact on my career and has
for disabled learners is a comparatively new
helped enormously towards the achievement of
concept despite the EU legislation that now ap-
my intention ‘to make a difference’.
19

2001

Professor Claire Davis
University of Birmingham

The award has given me the
confidence to use new teaching
approaches whilst working within
a traditional department. I have
been able to develop new learning
resources, both to support my
teaching and that of colleagues in
the department.
20
2

2004
Christine Harrington

University Campus Suffolk

My NTF has facilitated exciting
inter-disciplinary and collaborative
research processes across disciplines
within a range of universities in
the UK, Europe, USA and New
Zealand. I fully intend to pick up
this work again from now on. As
I am approaching the end of my
professional career I have found
the NTF opportunity a most fulfilling
reward. Thank you.
21
2

2004
Kirsten Hardie

The Arts University College at Bournemouth

The National Teaching
Fellowship enables me to work
internationally with colleagues
across the HE sector and beyond: to
explore learning and teaching issues
within my discipline and, excitingly,
trans-discipline. It enhances my
skills, knowledge and experience
and opens many doors. The 2004
invitation to Her Majesty the
Queen’s Reception at Buckingham
Palace in ‘Celebration of the British
Design Industry and Excellence
in Teaching’ has been one of the
most surprising outcomes. The most
rewarding, are those that enhance
learning – working with students.
22
2

The Fel owship has supported a number of
As peer reviewer and guest speaker for
projects that consolidate my commitment to learn-
various organisations I also work closely with
ing, my passion for research and scholarship
the Art, Design and Media Subject Centre
and my dedication to the development of teach-
(ADM-HEA). My activities include Chair of the
ing. My core project ‘On Trial’ has developed in
Reference Group Art and Design; instigator of
partnership with students. Inspired by legal edu-
the Learning & Teaching Fellowship Scheme;
cation and popular media, this student-centred
workshop facilitator, published articles, keynote
role-play learning strategy has students as joint
speaker at numerous events and co-presenter
stakeholders. They shape the project and many
with ADM-HEA staff at international confer-
work with me national y, as workshop facilitators, ences. Surprisingly, and rewardingly, I’ve been
conference co-presenters and as authors of work able to develop cross-discipline work with the
published international y.
UK Centre for Legal Education. Col aborative
The NTF award enables me to make signifi-
project work (e.g. NTFS group project ‘Creative
cant contribution to my institution, my specialist
Interventions’), learning with and from other dis-
sector and the wider HE world. As mentor, I
ciplines, enhances my pedagogy, enabling me
share ideas and materials with col eagues. I
to go beyond the traditional expectations of my
develop col aborative projects uniting schools,
specialism. Being an NTF enables me to publish
companies and organisations in unique ways. I
and to present international y and to create bet-
organise events and materials for my institution
ter learning and teaching. It’s liberating – a real
and across the sector. I developed my institu-
learning experience.
tion’s Learning & Teaching Fellowship Scheme,
based upon my work (ongoing) with interna-
tional teaching fellows and organisations.
23

2005
Sandra Griffiths

Queens University, Belfast

(formerly of University of Ulster)

The imperative for inclusion
is at the heart of what I believe
to be good practice in education.
However, delivering an inclusive
agenda in teaching and learning
practice in higher education is not a
straightforward matter. Despite their
willingness, staff often come unstuck
when translating an inclusive
university policy into practice at
classroom level. Educational and
staff developers also find the concept
problematic.
24
2

My National Teaching Fellowship has al-
Opportunities to review other work on
lowed me to explore with staff, students and
inclusion and advise on how inclusive policies
educational developers, through small surveys,
for students with disabilities might be carried
focus groups and one-to-one interviews, what
forward have also come about largely through
real y matters to them about inclusive learn-
being an NTF. I was also able to share my ex-
ing and teaching. The results have sometimes
perience at a meeting of international teaching
confirmed my thoughts but have often surprised
award fellows in Australia.
me. For example, delivery of issues that stu-
It has been wonderful to explore afresh
dents perceive as high priorities, such as being
and in real depth an issue that has been a
listened to and having a sense of belonging,
lifetime interest.
is a very real chal enge in these times of large
student classes.
Results of my research have been presented
in keynote addresses at conferences, one of
which was an Academy event, and through
workshops at a HERDSA conference and in
universities and col eges in the UK and Ireland.
As my project developed I became more
and more aware that staff were hungry for guid-
ance on teaching and learning strategies that
might foster inclusion. While there are no easy
or quick solutions, an interactive guide launched
early next year will contain some strategies that
are more likely to work.
The very best aspect of being an NTF has
been the contact with students and staff from all
over the UK and beyond. Many of the delicate
and tricky issues they have raised have given me
ideas for case studies and other activities con-
tained in the forthcoming online learning guide.
25

2005
Dr John Hilsdon

University of Plymouth

What is it like to be studying
at university in the UK in the 21st
century? This question yields many
different kinds of answers. In my
job as a learning developer I have
always been especially interested
the experience of learning and
how studying can be undertaken
effectively. I was awarded a
National Teaching Fellowship
in 2005, largely on the basis of
my work to set up the Learning
Development in Higher Education
Network (LDHEN).
26
2

This group now has over 450 subscribers in
Having the NTF award, and generous help
universities from the UK and Ireland. They get
from the University of Plymouth, has made it
together annual y to share ideas and materials
possible for me to contribute time and energy
on all aspects of learning, and in 2010 held a
to building the network of UK learning develop-
joint conference with LearnHigher, the Centre
ers, LDHEN. I have also worked with col eagues
for Excellence in Teaching and Learning (CETL)
from around the UK since 2007 to establish
associated with learning development. You can
the Association for Learning Development in
see some examples our work at www.learnhigh-
Higher Education (see www.aldinhe.ac.uk )
er.ac.uk and footage from our 2009 conference  and our journal, which recently published its
at www.aldinhe.ac.uk/bmth09.htm.
second edition (www.aldinhe.ac.uk/ojs/index.
The great thing about LDHEN is that it is a
php?journal=jldhe). The National Teaching Fel-
network whose aim is peer support among pro-
lowship has certainly been the most significant
fessionals and across institutions. What unites us  achievement of my own career, and in affording
is the love of higher education and a desire to
recognition to learning development I believe
see as many people as possible benefit from all  the award has indirectly benefited many others
that universities can offer.
in the field.
Working with staff and students, our role is
both to demystify and provide support. Some
aspects of academic practice may seem alien to
students – yet when they are ‘in the know’, they
can real y participate and in most cases their
progress is quickly enhanced. Equal y, subject
teachers sometimes need an opportunity to re-
new their perspective on how their teaching ses-
sions and learning materials are working – and
how they communicate with students. Working
with both groups, and institutional y at the level
of policy development, Learning Development
is a rich mixture of roles involving advocacy,
advisory, tutorial and strategy issues.
27

2003
Sidney Tyrrell

Coventry University

I am reminded of throwing
pebbles in to a pond; the ripples
reach out far and wide.

My [NTF] project concerned
the production of accessible teaching
objects for statistics, and not only
enabled me to expand my contacts
in this area but enabled a colleague,
who I employed, to increase her
expertise and attend a variety of
international conferences as a result.

28
2

The blind student we were
initially supporting, and who was
the impetus for my work, went on
to be employed to help others. We
even received an email from a US
Army Colonel seeking advice for one
of his staff blinded in Iraq, and our
ex-student was able to help.
29
2

2006
Guillaume Alinier

University of Hertfordshire

As a young academic, being
awarded the National Teaching
Fellowship helped me to boost my
confidence. To that effect, I took
on the challenge of hosting and
organising two conferences, one of
which was international, namely
the 2007 conference of the National
Association for Medical Simulators
(now known as the Association for
Simulated Practice in Healthcare –
ASPiH) and the 2008 conference of
the Society in Europe for Simulation
Applied to Medicine (SESAM).
30

I think the award has been more recog-
The NTF award has provided me with some
nised within my institution than in my profes-
very useful financial autonomy, which has al-
sional context, especial y with my internation-
lowed me to remain actively engaged with my
al network where the term ‘Fel owship’ caused professional community at an international level.
some confusion.
Whenever I have had to at end a conference
Although I already had a University Teach-
for which my travel expenses were not covered I
ing Fellowship at the time of the award in
have been able to rely on my NTF grant. I have
2006, gaining this external sign of recognition
remained commit ed to providing the best edu-
strengthened my position in my educational
cational experience possible for our students, in
role, not only within the Faculty of Health &
my own teaching activities, but also by engaging
Human Sciences, but across the whole Univer-
with other educators and contributing to their
sity. My institution is very proud of its National
professional development for the benefit of their
Teaching Fellows and uses its success in that
own students. For example, in 2009, I accepted
scheme to demonstrate how staff from our Uni-
a Visiting Fel owship appointment from the
versity have been recognised in their effort to
University of Northumbria, and I also regularly
improving the quality of the student learning ex-
organise workshops, seminars, and short courses
perience. Over almost the last ten years I have
for other educators in my area of expertise.
had the responsibility of developing the Univer-
sity’s clinical simulation centre (The Hertfordshire
Intensive Care & Emergency Simulation Centre
– HICESC) and its teaching-related activities.
Although the remit of my activities has not real y
been changed as a result of the award and
despite the merged of HICESC with the School
of Postgraduate Medicine, my external roles are
now partly accounted for in my workload as
part of my NTFS remit.
31

2006
Professor Gilly Salmon

University of Leicester

My award of the National
Teaching Fellowship was because
I’d thrown a few technology stones
in my time and they rippled across
the smooth blue pond of traditional
teaching. In places the little waves
gathered force, and one or two
turned into white caps, visible from
the horizon.
32
3

In the early days of working online at The
able to explore immersive learning activities for
Open University, I researched the impact of
students using Second Life in our NTFS project –
introducing online conferencing and the essen-
SWIFT (www.heacademy.ac.uk/projects/detail/
tial changes in the role of university teachers.
ntfs/ntfsproject_leicester09) – we are always
I published a practitioner-based book cal ed
keen to try something new.
E-moderating in the year 2000 and was as-
Meanwhile the landscape is rapidly shifting
tonished that many different individuals and
and changing around us. From the depths of
groups tried out the five-stage model and its
the pond came some astonishing opportunities
sister, the E-tivities framework, and fortunately
– more mobile, contributory, engaging technolo-
and critical y, reported back. Our sails were set gies. Now in its second year, I have also been
into the wind! As we acknowledge ten years
able to be involved with University Col ege
of the amazing NTFS, I’d like to mention all the
Falmouth on the CALF project. With so many in-
staff who paddled and played in the surf and
stitutions looking at new ways of learning these
helped me to understand the direction of the
projects are helping us understand emerging is-
flow … and turned the tide to a force for the
sues and point to the future. In the complex and
good of future learning.
messy world of the early 21st century, we have
As we started to ride the growing waves,
opportunities that no other educators have had
build better boats and join in convoys, I increas-
before us. There’s never been a more important
ingly needed to bring together my understand-
time for the pursuit of innovation and excellence
ing of the processes of innovation and transfor-
in teaching, however stormy the seas.
mation in education with the complex marriage
Being part of the special NTF network,
between learning and technology. The occa-
from 2006 onwards, helped me keep com-
sional flash of lightening hit the water! In the
pletely grounded.
last six years at the mixed-mode University of
Leicester I have been privileged to work with
a growing band of online sailors, all careful y
navigating through low-cost, high-value technol-
ogies in the service of the students’ experiences.
One hand on the til er, the other on their iPods.
Along with other Leicester NTFs, I have been
33

2008
Dr Aru Narayanasamy

University of Nottingham

My NTF experience entails
a number of developments. The
Ethnicity, Diversity and Spirituality
(EDS) Teaching and Learning Hub
that I founded was formally
launched in September 2008.
As the EDS Hub director I lead
the development of diversity
pedagogical innovations to support
student learning. Subsequently I was
granted three months’ sabbatical
leave to consolidate my personal
development related to diversity
teaching and learning.
34

It offered development opportunities through
Final y, I was appointed to three executive
the fel owship network and mentors as wel  as
committees in my school and act as the Univer-
time and space to update on contemporary
sity’s adviser and reviewer for NTFS nomina-
practices related to teaching developments
tions. Both my School and University hold me in
and innovations. At the same time, I completed  high regard because of my NTF award. Indeed,
six publications related to diversity and spiritu-
I was on the front cover of the Autumn edition
ality pedagogy.
of the University’s teaching and learning maga-
Since the National Teaching Fel owship, as
zine, The Hub. In my School, I have become the
part of my professional development I carried
learning and teaching czar and well respected
out self-directed learning using SEDA Learning
by the Head of the School and faculty. It is a
Packages to update on teaching and learning
real privilege to hold this NTF award, in the
development and innovations: e-Teaching: En-
words of Professor David Riley, PVC Student
gaging learners through Technology; Leading
Experience, 2008: “for bringing distinction to
Educational Change; Student Engagement; and  the university”.
Getting to Grips with Assessment. Furthermore,
I was able to complete the Spiritual Journey
Board Game as a teaching and learning tool,
and subsequently presented at the workshop
organised by the Subject Centre for Philoso-
phy and Religious Studies in January 2010. I
have designed diversity Web CT resources to
support students’ learning as fol ows: Equality,
Diversity and Inclusivity Matters in Caring; and
further resources on ethnicity and care plan-
ning for students on adult, children and mental
health nursing courses. I have secured funding
for two pedagogical research projects on the
basis of my NTF award and acting as teaching
innovation mentor.
35

2009
Dr Helena Gaunt

Guildhall School of Music & Drama

As I write, a framed copy of
my National Teaching Fellowship
certificate is being mounted on the
boardroom wall of the Guildhall
School. A huge personal honour,
this also symbolises the growing
connection of the School to a mission
of reflective practice and innovation
in learning and teaching. My
award, the first for this institution, is
helping to open doors and create a
community of trust and excitement
in exploring learning and teaching.
Development projects such as peer
assessment in chamber music and
mentoring development for staff
have taken root.
36
3

I am currently writing a book for students,
Final y, as my own personal role in the Guild-
co-authored with Professor Susan Hal am at the
hall brings an increasing emphasis on leader-
Institute of Education, London, to be published
ship, I am investing in a series of coaching
in 2011. Titled Preparing for success: a practical sessions, ensuring that personal development
guide for young musicians, the book draws on
remains at the heart of the Fellowship.
cutting-edge research and international thinking

in the field. As a practical guide it will be pre-
sented with case-study vignettes of students and
young professionals. Chapters, for example, on
practising, making the most of individual tuition,
health and well-being, and getting a career
started, will include practical exercises and
extensive resources to explore. The award has
enabled me to engage research assistance to
interview a wide range of students and young
professionals for the book, and to create a web
interface that will facilitate them in reading and
critiquing drafts of chapters.
The award is also enabling an ambitious
five-year plan, involving a partnership of ten
conservatoires across the world, to be realised.
This is spinning out from work in the last few
years under the umbrella of the Association of
European Conservatoires, bringing together
conservatoire teachers at an international level
to share practice, reflect and innovate. It is now
critical to embed sustainable development and
extend the community. The award will lend fi-
nancial support to developing key resource and
networking features of the project’s website.
37

2008

Professor Peter McOwan

Queen Mary, University of London

On a personal level the award
has served to fortify me at times
when the inevitable discussions often
REF dominated academic life turn to
the appropriate balance between
the relative values of teaching
vs research. It also does give me
confidence to try new things.
38
3

2007
Dr Dave Allen

University of Portsmouth

Receiving this award was
delightful – especially after more
than thirty years in teaching –
and it has been very valuable in
supporting specific local projects that
could not have happened otherwise.
39
3

NTFS project strand
The project strand of the National Teaching Fel-
Since 2007, 29 projects have been funded,
lowship Scheme presents opportunities for higher each project having a lifespan of two or three
education institutions to work with National
years. They bring significant and meaningful
Teaching Fel ows (NTFs). Teams bid for funding
benefits to students’ learning experiences, both
of up to £200,000 for projects that are expected in their host institutions and more widely across
to bring substantial benefits to student learning
the sector. Key to this is the way that they model
experiences in the HE sector through innovations
ways in which research- and practice-based evi-
or developments in HE policies or practices.
dence can be used to improve student learning
while building on and contributing to the body
of knowledge around HE pedagogy. There are
benefits to students both during and after the
project. For example, the University of Man-
chester’s project around the piloting of Higher
Education Achievement Records (HEAR) involves
students in action research. The student-centred
findings will form the basis for recommendations
for national implementation.
40

The projects cover a wide range of disci-
partnerships with regional employers, voluntary
plines and pedagogic themes. Within projects
organisations and work in the local community.
National Teaching Fellows from diverse back-
At the core of al the projects is the expertise
grounds unite to develop practice and enhance
of the National Teaching Fel ow or Fel ows. Their
students’ learning experiences.
experience and the skil s they bring to the teams
They have enabled cross-institutional work,
are invaluable. The project team at the Royal Vet-
building capacity and capability within the
erinary Col ege are able to draw on the knowl-
sector. The University of Bolton leads a group
edge of Professor Stephen May, who is a senior
of practitioners from 16 institutions participat-
veterinary educationalist, to enhance the clinical
ing in action research, supported by regional
work placement as a learning environment.
networks, to explore the implementation of
The three projects summarised below demon-
student personal development planning prac-
strate the diversity and value of the projects as
tice. Maintaining this engagement throughout
a whole, and show the benefits to the student
the project indicates the perceived benefit and
learning experience.
value from participants.
The issues being explored have al owed for
greater links to be made between regional FE
col eges and the HE institutions; for instance,
the First Level Assessment Project at Leeds
Metropolitan University aims to improve assess-
ment for first-year students at the University and
its partner FE col eges. Achievements at lead
and col aborative institutions are growing as
the 29 projects progress, and there have been
further-reaching effects for some teams through
41

Creating future-proof
graduates
Led by Birmingham City University
Funded in 2007
The first of the projects to complete, this project
levels to embed these innovations” (from the
focused on the employability skil s of a diverse
final report of the Creating Future-Proof Gradu-
range of students. During the course of the
ates project).
project the team led by two NTFs – Anne Hill
While students are the ultimate beneficiaries
and Nick Morton – designed, deployed and
of these projects, institutions also get great value
evaluate methods for engaging students in trans- from them as the quote below shows:
formative learning to enhance their skil s for
So far this has been a fantastic opportu-
employment. They did this by developing a suite nity, and we have benefited enormously from
of simulated critical incident case studies, the
working cross-institutional y. Programme lead-
result being a ‘compendium of resources’ – a
ers have valued the opportunity for reflection
col ection of multimedia tools that al ow students across their programmes, and have found the
to ‘practice in the classroom’ to develop skil s
methodology for mapping programme assess-
and confidence. They cover a number of areas
ment a compel ing evidence-based tool. We
such as professional ethics, cultural awareness
are excited at the potential for programme-
and research skil s. While relevant to students
level change in assessment, and its impact on
during their time at university, the use of these
universities more general y.
tools has also been appreciated by the partner
employers for use with their own staff.
“The project has made a significant impact
in our own institution. It arose at a time when
the University was reviewing its mission state-
ment and learning and teaching strategy. In
this context we have developed the project with
support from across the University and we have
benefited from a determination at its highest
42

CALF: Creating academic
Trans-institutional
learning futures
mixed learning models:
understanding and
Led by University Col ege Falmouth
performing classical and
Funded in 2008
modern play texts
Led by the University of York
Funded in 2009
Involving students throughout has added rich-
At the heart of this project is the passion for the
ness to this project and the regular briefings
discipline that comes from NTFs Mary Luck-
to managers and teachers are based on these
hurst and David Carey. This is an ambitious
‘student voices’. In the context of new ways
research and teaching col aboration that will
of learning and increased use of digital and
develop ways of enhancing drama training and
web technologies, the team, including NTFs
knowledge transfer in HE. The experience of
Gil y Salmon and Liz Anderson, is exploring
students is central to the approach – through
alternative teaching methods in HE. Students
the project Drama students are introduced to
have participated through a number of creative
the contrasting teaching methods favoured by
events at both Falmouth and its partner institu-
universities and conservatoires. A programme
tion, the University of Leicester. Events include
of workshops led by experts teaching outside
seminars in the Second Life Media Zoo, online
their home institutions and accustomed learning
forums and wikis, synchronous events in Adobe
cultures enable students to gain greater insight
Connect, and pod- and video-casting. This
into performing both classical and modern play
project comes at a time when there is increased texts. The appeal of the project extends beyond
pressure to make informed decisions on deploy-
the academic community and is viewed with
ing innovative services and enhancing students’
interest in the theatre sector.
experiences with limited resource. The findings
from this project will undoubtedly be of signifi-
cance within the sector for shaping future plans
and strategy.
43

2000
Fel ows
Viv Anderson
2000–2009
Dr Roger Carpenter
Peter Edwards
Dr Patricia Egerton
Professor Peter Hartley
Professor Mick Healey
Dr Keith Hirst
Professor Desmond Hunter
Dr Wil iam Hutchings
Professor Paul Hyland
Professor Reginald Jordan
Terry King
Professor John Klapper
Susan Lea
Professor Carol McGuinness
Professor Maggie Nicol
Professor Rob Pope
Professor Michael Short
Dr Angela Smal wood
Jayne Stevens
2001
Susan Armitage
Professor Christopher Budd
Nick Byrne
Dr Claire Davis
Professor Lesley-Jane Eales-Reynolds
Dr Philip Frame
David Grantham
Professor Ian Hughes
Dr Leslie Jervis
Margaret Johnson
Professor Charles Knights
Professor Ursula Lucas
Dr Michael McCabe
Professor Paul O’Neil
Dr John Peters
Professor Anthony Rosie
Dr Christopher Rowland (deceased)
Professor Ruth Soetendorp
Caroline Walker-Gleaves
Professor Mick Wal is
44

2002
2004
Diane Bailey
Dr David Acheson
Dr Alan Booth
Nicola Aries
Professor Brian Chalkley
Dr James Atherton
Professor Alan Clements
Paul Bartholomew
Professor Angela Clow
Nicholas Beech
Dr Anne Davidson (deceased)
Joe Bennett
Dr Gloria Gordon
Christopher Bond
Peter Hughes
Dr Val Chapman
Nick Jackson
Professor Peter Childs
Professor Pauline Kneale
Dr Iain Coleman
Dr Pamela Knights
Nigel Duncan
Professor David Nichol s
Professor James Elander
Professor Martha Pennington
Professor Eric Evans
Professor Margaret Price
Professor Graham Gibbs
Robert Rotheram
Dr Victoria Goddard
Professor Kay Sambel
Kirsten Hardie
Dr Michael Tinker (deceased)
Christine Harrington
Professor Gweno Wil iams
Dr Tracy Harwood
Dr Michael Winstanley
Elizabeth Hoult
Jocelyn Wyburd
Professor Brian Hudson
Dr Celia Hunt
Andrew Ireland
Martin Jenkins
2003
Kate Kirk
Dr Kenneth Lynch
Dr Emma Baker
Dr Iain Mackie
Professor Nigel Bax
Professor Stephen May
Robert Brannen
Professor Liz McDowell
Pat Brown
Dr Janet Mil s (deceased)
Professor Amanda Chetwynd
Dr Beverley Milton-Edwards
Ian Dawson
Professor Bernard Moss
Professor Robert El is (deceased)
Marina Mozzon-McPherson
Dr Stephen Gomez
Professor Deborah Murdoch-Eaton
Dr Barbara Graziosi
Paul Murray
Professor Clive Holtham
Dr Katy Newel -Jones
Frank Lyons
Dr Tony Nicholson
Dr Michael Manogue
Dr Sue Palmer
Professor John McLachlan
Dr Moira Peelo
Al an Owens
Chris Pegler
Professor Vicki Tariq
Ruth Pickford
Professor Imogen Taylor
Dr David Pollak
Dr Rosemary Turner-Bisset (deceased)
Christopher Powis
Sidney Tyrrell
Dr Derek Raine
Keith Ward
Priska Schoenborn
Professor Michael Watts
Professor Dudley Shal cross
Professor Mary Thornton
Dr John Timmins
Dr Guglielmo Volpe
Judith Waterfield
Elaine Wilson
45

2005
2006
Professor Patrick Bailey
Guil aume Alinier
Professor Philip Barker
Professor Alasdair Blair
Colin Beard
Professor Michael Bradford
Moira Bent
Professor Elizabeth Davenport
Dr Helen Burchel
Professor John Dickens
Dr Deirdre Burke
Professor Timothy Dornan
Christopher Wil iam Butcher
Dr Andrew Folkard
Karl Donert
Dr Gregory Garrard
Dr Jonathan Dron
Graham Gibbs
Dr Jason Dykes
Dr Melanie Gibson
Paul Elmer
Dr Kathleen Green
Dr Maria Fasli
Dr Mary Hartog
Sal y Fincher
Dr Fraser Hatfield
Richard Francis
Dr Deirdre Heenan
Sandra Gilkes
Professor Anne Hil
Dr Phil Gravestock
Professor Andrew Hugill
Dr Alan Greaves
Dr Keith Johnstone
Sandra Griffiths
Indra Jones
Professor Alison Halstead
Dr Helen King
John Hilsdon
Dr Robert Lambourne
Julie Hughes
Dr Daniel Lloyd
Dr John Issitt
Dr Mary Luckhurst
Arti Kumar
George MacDonald Ross
Professor Duncan Lawson
Dr Julia Magil -Cuerden
Professor Ranald Macdonald
Dr Christopher Megone
Duncan Mackril
Dr Mark Miodownik
Dr Karen Mattick
Dr Jennifer Moon
Dr Catherine Moore
David Morley
Lesley Moore
Dr Nick Morton
Dr Barbara Newland
Dr Jenny Naish
Professor Andrew Northedge
Gill Needham
Peter Ovens
David Oddie
Professor Tina Overton
Dr John Phelps
Dr Robert Partridge
Jill Raggett
Philip Plowden
Catherine Reynolds
Michael Powel
Professor Carolyn Roberts
Professor Michael Preston-Shoot
Professor Trudie Roberts
Moortooza Puttaroo
Professor Gil ian Salmon
Symon Quy
Dr Chris Sangwin
Mark Russel
Kimberley Scarborough
David Sadler
Dr Michael Sosabowski
Professor Mike Savage
Susan Starkings
Dr Janet Sellers
Simon Sweeney
Professor J. Thompson
Dr Peter Thompson
Dr Philip Vickerman
Cecile Tschirhart
Josephine Webb
Rogelio Val ejo
Dr Christopher Willmott
Simon Walker
Professor Gina Wisker
Helena Webster
Dr Andrew Young
Professor Evelyn Welch
Professor Peter Wiegold
46

2007
2008
Dr David Al en
Barbara Allan
Elizabeth Anderson
Dr Trevor Barker
Linda Anderson
Lynne Barnes
Julie Baldry Currens
Femi Bola
June Bianchi
Dr Stephen Bostock
Tim Bilham
Professor Sal y Brown
Professor Susan Bloxham
Dr Penny Burke
Jennifer Blumhof
Avril Butler
Dr Elizabeth Boath
Dr Annette Cashmore
Professor Andrew Booth
Professor Anthony Croft
Dr Katharine Boursicot
Dr Jocelyn Darling
Professor Michael Bramhal
Dr Joanna Drugan
Sharon Brown
Dr Kate Exley
Dr David Burnapp
Dr John Fieldhouse
Professor Tim Cable
Dr Derek France
David Carey
Rayya Ghul
Dr Robin Clark
Professor Angela Goddard
Dr Deanne Lynn Clouder
Lyn Greaves
James Derounian
Dr Mark Greenwood
Martina Doolan
Jane Henry
Professor Mark Fenton-O’Creevy
Professor Paula Hixenbaugh
Dr Joanne Fox
Professor Alastair Hudson
Dr David Gibson
Dr Peter Knight
Dr Graeme Gooday
Dr Michael Köl ing
Professor Glenn Hardaker
Dr Loykie Lominé
Penelope Harnett
Anthony Mann
Dr Clare Hemmings
Dr Kristine Mason O’Connor
Dr Christine Hockings
Dr Deborah Mawer
Dr Pat Jefferies
Professor Susan McKnight
Dr Adam Longcroft
Professor Peter McOwan
Professor Gill Marshall
Dr Aru Narayanasamy
Professor Stephen McHanwel
Dr Briony Oates
Professor Mike Neary
Robert O’Toole
Professor Jonothan Neelands
Dr Julian Park
Professor Lin Norton
Dr Derek Peters
Professor Edward Peile
Dr Duncan Reavey
Ian Pickup
Dr Christopher Ricketts
Professor Wil iam Race
Dr Anne Ridley
Dr Alan Rice
Susan Robson
Dr Gaynor Sadlo
Dr Michael Russ
Dr Mark Sandle
Professor Susan Thompson
Dr Jane Sunderland
Professor Paul van Schaik
Professor Stephen Swithenby
Dr Catherine Walter
Dr Jill Taylor
Professor Valerie Wass
Jamie Thompson
Professor Sir David Watson
Dr Paul Tosey
Professor Brian Whal ey
Professor Dominic Upton
Dr Carrie Winstanley
Dr Duco van Oostrum
Nigel Wynne
Elizabeth Warr
Professor John Yates
Professor David Young
Professor Miriam Zukas
47

2009
Dr Sean Al an
Colin Bryson
Dr Elizabeth Burd
Sue Burkil
Dr James Busfield
Ged Byrne
Jude Carroll
Professor Mike Clements
Dr Anthony Cook
Professor Glynis Cousin
Dr John Craig
Professor Mark Davies
Dr Chrisina Draganova
Ian Fribbance
Clare Furneaux
Dr Helena Gaunt
Dr Annie Grant
Dr Nick Greeves
Dr Karen Gresty
Rose Griffiths
Dr Richard Hal
Alan Hayes
Dr Des Hewitt
Dr Faith Hil
Dr Stuart D Lee
Professor Martin Levesley
Dr Cheri Logan
Sharon Markless
Stewart Martin
Professor Lindsey McEwen
Dr Gill McGauley
Professor Patrick McGhee
Berry O’Donovan
Dr Jonathan Parker
Dr Julia Pointon
Dr Paul Raffield
El en Roberts
Denise Robinson
Professor Maggi Savin-Baden
Dr Graham Scott
Professor Pam Shakespeare
Mike Sharp
Dr Gurnham Singh
Dr Arran Stibbe
David Taylor
Dr Helen Walkington
Dr Anita Walsh
Penny Wiggins
Dr Shirley Wil iams
Professor Alison Wride
48
4

2008
Professor Sir David Watson

Institute of Education

I am immensely proud to be a
National Teaching Fellow. I believe I am
still the only former Vice-Chancellor (of the
University of Brighton between 1990 and
2005) to have the honour. I know I am the
only former chair of the NTFS Advisory Panel
(2003–2005) to have been selected.

In 2006 I was privileged to be invited
to present the newly inaugurated Teaching
Awards at the University of Oxford. I
concluded my introductory speech as follows:

‘After many years in the business I re-
main convinced that being an effective teacher
is high up the list of intangible benefits that
attract bright women and men into academic
careers. Events like this evening’s mean that
for many it is still the feature which gives them
most satisfaction. Some people in and around
higher education would quarrel with this view.
They believe, for example, that (in the words
of Lord May, President of the Royal Society)
success in the Research Assessment Exercise is
“the only game in town,” or that commercial
exploitation of university-based knowledge
is the path to personal as well as institutional
enrichment. I think that they are wrong.’