Winners of Teaching Excellence Awards 2025 announced
These annual awards celebrate exceptional contributions to education and teaching practices by colleagues across the division at all career stages.
The 2025 awards are presented in three categories:
- Individual Awards for Academic Staff
- Individual Awards for Academic Staff (Early Career Strand)
- Achievement Award for Sustained Commitment to Education
Professor Timothy Power, Head of the Social Sciences Division, said: 'The Teaching Excellence Awards are an opportunity to celebrate the outstanding work of our colleagues and their dedication to innovation in education. It is wonderful to see such a variety of activity across our departments, and in particular to recognise exceptional teaching across a range of career stages. Many congratulations to this year's winners.'
Whilst announcing the awardees, we would also like to acknowledge the outstanding work carried out by staff across the Division over the past year. We thank everyone involved for their dedication and continued effort.
Individual Awards for Academic Staff
Dr Mahdi's commitment to delivering high-quality education is evident in his ability to explain complex theoretical concepts in a simple and intuitive manner, ensuring that students grasp the underlying principles. Dr. Mahdi's use of real-world examples and practical applications further enriches the learning experience, helping students to connect theory with practice. His dedication to continuous improvement has resulted in consistently high student satisfaction ratings, with many students praising his ability to adapt course content to their needs, interests and feedback.
Dr Mahdi also adopts an innovative group-based approach to supervision which has transformed the department's research culture, leading to the creation of the Leading Reasoning with Machines AI group. This student-focused research group has produced a series of high-impact papers, with students often taking the lead as authors. Dr Mahdi's efforts to secure and manage infrastructure resources, such as GPU provision, have further supported student research and development.
"I'm truly grateful for this recognition. Teaching and learning alongside my students has been a deeply rewarding part of my work. I’m thankful for the chance to support their growth through teaching, discussion and supervision, where meaningful learning often takes place." Dr Adam Mahdi
Professor Martin’s innovative teaching methods have significantly enhanced student engagement and inclusivity within the Blavatnik School of Government. One of his standout contributions is the Policy Challenge II course, where he led students through a major global cybersecurity crisis, integrating key learning outcomes from all Master of Public Policy modules. The course culminated in a two-day simulation exercise, where students negotiated a treaty on cyberspace governance, followed by mock TV interviews. This hands-on approach not only deepened students' understanding of complex policy issues but also provided them with practical media training, preparing them for real-world challenges. Additionally, his extensive network at Whitehall has enabled him to bring in high-profile guest speakers, enriching the learning experience for students.
'The Blavatnik School of Government is a great place to learn to teach. I absolutely love the chance to learn from students from all over the world.' Professor Ciaran Martin
Dr Baldwin has been recognised for her innovative teaching practices in the course Environmental Economics and Climate Change. This course has significantly broadened and modernised the range of fields covered by option papers in Economics. It has been highly praised by students for its quality online materials, engaging lectures, and the opportunity to apply economic analysis to contemporary global challenges. A standout feature of the course is the assessed modelling project. This project equips students with valuable transferable skills and diversifies assessment methods within the department.
Dr Baldwin's teaching approach is characterised by its emphasis on originality, creativity, and real-world application. Students are encouraged to step outside their comfort zones, starting with environmental problems rather than abstract models. This method allows them to assess the severity of environmental issues and understand the tools needed to address them. The course also includes practical work where students create their own scenarios and questions about the future impacts of climate change. This approach fosters independent thinking and critical analysis, with many students continuing to explore environmental economics in their graduate studies or careers.
Dr Baldwin has chosen to donate her prize back to the course, to pay for a prize for the best assessed project.
'My course in environmental economics invites students to participate for themselves in the challenging questions of this rapidly developing field. Their assessed project is to get hands on with a key model in climate change economics and tell me what they think it lacks. I enjoy learning from them!' Dr Elizabeth Baldwin
Professor Eccles has demonstrated innovation in the design and delivery of the Cultural Analytics course, part of the MSc in Social Science of the Internet. This course, which covers the use of computational tools to study patterns of cultural change, has been significantly redesigned by Professor Eccles to include new material on music and streaming platforms, expanded discussions on information visualisation and visual culture, and substantial literature on critical data studies, post- and de-colonial literature, and intersectionality. Her introduction of a lecture on AI, culture, and creativity has further enriched the course content, exploring the role of AI in curating and creating cultural artefacts.
Professor Eccles has also made substantial changes to the course format, introducing elements that have enabled students to play a more participatory role in the classes. These include inviting volunteers to summarise key weekly readings, and assigning practical projects that demonstrate the issues raised by each week's topic. These tasks have proven particularly successful, with students undertaking activities such as creating AI artefacts and virtually visiting museums via apps or social media feeds. This innovative approach has led to a large increase in the course's popularity, attracting students from other graduate degrees and receiving high praise for its inclusivity and engagement.
'I am absolutely delighted to have received this award, which recognises the commitment and creativity of my students as much as the innovation in class materials and activities. The students’ openness to exploring ideas through innovative practices was crucial to their success. I feel enormously lucky to have the opportunity to think through complex and challenging questions with such a brilliant, thoughtful and engaged group of individuals.' Professor Kathryn Eccles
As the lead tutor for the PGCE Secondary English programme, Dr Dingwall has crafted a curriculum that bridges theoretical concepts with practical classroom experiences. Her approach is underpinned by compassion, kindness, and understanding, ensuring that each student receives tailored support that best suits their individual needs. Dr Dingwall's commitment to student well-being is evident in her proactive measures to adapt to students facing personal, professional or health challenges. This personalised approach not only fosters a conducive learning environment but also empowers students to thrive academically and personally.
Dr Dingwall's dedication to teaching excellence extends beyond the PGCE programme. Her supervision of MSc and DPhil students is characterised by a deep commitment to their academic success and personal growth. Dr Dingwall's innovative teaching methods, such as integrating research with professional practice and facilitating reflective learning sessions, have consistently resulted in strong student achievement. Her ability to inspire and motivate students is reflected in the numerous heartfelt testimonials from those she has taught and mentored.
'I am honoured to receive this award. Teaching begins with understanding, support and kindness, I was a product of that kind of tuition here and I thank my colleagues for that. It is a joy and privileged to work with diligent, curious and intelligent students who I learn from, thank you to each of them who have shaped my teaching.' Dr Nicole Dingwall
Dr Arora has demonstrated exceptional commitment to enhancing his approach to teaching quantitative subjects. Dr Arora’s curriculum design supports students, including those with no prior programming experience, by integrating real-life applications, use cases, datasets, and code into his teaching. Though this approach he ensures that students can readily apply classroom learnings to their professional lives.
Dr Arora also aims to ensure that courses are highly interactive, featuring recorded videos, quizzes on Canvas, and formative group assignments that foster peer learning and collaboration. His dedication to creating an inclusive learning environment is evident through his online support classes, frequent class feedback sessions, and strong student feedback.
'I feel both privileged and grateful for being able to teach and learn from my students. I am thankful to the Division for this award, and I am grateful to my seniors and the programmes team for their support.' Dr Siddarth Arora
Over the past three years, Dr Hodgetts has led a comprehensive review and redesign of the MSc Nature, Society and Environmental Governance programme, focusing on creating a more inclusive summative assessment framework and course design. His innovative approach has significantly enhanced student engagement and inclusivity whilst ensuring a sustainable student workload.
By replacing traditional written examinations with diverse coursework tasks, including written and oral assignments, Dr Hodgetts has ensured that the assessment structure supports students to demonstrate a variety of graduate skills. The new framework also includes formative tasks that scaffold skills development, supporting students in completing summative tasks and ultimately the dissertation. Dr Hodgetts also introduced grade marking for lower-weighted coursework tasks, which provides clarity to students regarding expectations and improves the provision of feedback.
Dr Hodgetts' efforts have not only improved the MSc Nature, Society and Environmental Governance programme but have also inspired similar reforms across other MSc programmes within the School of Geography and the Environment. His commitment to inclusivity, knowledge sharing and collaboration has made him a deserving recipient of the Teaching Excellence Award.
'I am delighted to receive this award and would like to thank all the wonderful colleagues across the University who have helped re-design our MSc programme, especially at SOGE, CTL and SSD. It is great to work with people who are so committed to effective and inclusive learning!' Dr Timothy Hodgetts
Individual Awards for Academic Staff - Early Career Strand
Since joining the Oxford Internet Institute in 2022, Dr Valdivia has adopted an innovative teaching approach in the Fairness, Accountability and Transparency in Machine Learning course for her career stage. Dr Valdivia embeds diversity and inclusion in the curriculum and uses shared discussions and formative assignments to encourage students to explore both policy-focused and technical angles, fostering a deeper understanding of algorithmic safety and responsibility.
Dr Valdivia's transdisciplinary blend of computer science with social and political theory, offers her students from diverse backgrounds a unique perspective for auditing algorithms. Students have praised her ability to make complex statistical concepts accessible and her encouragement of lively group discussions about the benefits and limitations of AI.
'Teaching excellence means helping students think critically about technology. As a lecturer at the OII, I create spaces where future digital experts explore AI through different lenses and question algorithms. I'm grateful to my students, admin team, and colleagues: this recognition belongs to all of us.' Dr Ana Valdivia
Dr Seenath has been recognised for his inclusive approaches to teaching and student support as Course Director (CD) for the MSc in Environmental Change and Management (ECM), such as introducing weekly one-to-one CD hours that students describe as vital for academic and pastoral support, restructuring weekly class meetings to focus on skills development, community-building, and career preparation.
He also launched the ECM Brown Bag Seminar Series, which features talks from external experts on topics not explicitly covered in ECM, broadening students’ knowledge and fostering collaborative networks. Dr Seenath has also transformed the GIS and Remote Sensing components of the ECM Research Skills module, making them significantly more accessible through intuitive, applied instruction using open-source software.
His structured, self-guided labs and flexible support options have been consistently praised by students for their clarity and structure, enabling students to build both competence and confidence in these technical areas.
Furthermore, Dr Seenath led a comprehensive curriculum redesign for the MSc ECM that prioritises student-centred assessments and inclusive, applied learning. This redesign has been commended for its alignment with current environmental challenges and its focus on enhancing employability.
'Teaching is incredibly rewarding. It sharpens my science communication, keeps me current in my field, and helps me stay structured. My MSc ECM students - who come from across the world - bring energy, insight, and inspiration to every class, creating an intellectually rich space of shared learning and growth. They go on to become world leaders, and being part of this small chapter in their journey means that I get to leave a lasting mark on the world.' Dr Avidesh Seenath
Dr Jing’s postgraduate option course Taiwan in Comparative Perspective exemplifies his innovative approach. The course, which examines Taiwan's political, economic, and security developments, encourages students to engage critically with the material through a combination of lectures, seminars, and student presentations. Dr Jing's use of current international affairs to contextualise the course content has proven particularly effective in fostering student interest and participation. For instance, he challenged students to debate US policies towards Taiwan in light of recent foreign policy proposals, thereby bridging academic theory with real-world applications. This method not only deepens students' understanding but also prepares them for future academic and professional pursuits.
Dr Jing's dedication to inclusivity and personalised learning is evident in his flexible teaching methods and the positive feedback from his students. He regularly updates his course materials to reflect current events and incorporates a balance of instructor-led teaching and student-led discussions. His efforts to create a supportive and engaging learning environment have been highly appreciated by his students, many of whom have gone on to apply their learning in significant ways. For example, one student secured a research fellowship at the International Institute for Strategic Studies, while others have pursued further research on Taiwan for their master's theses.
'I am deeply honoured to receive this Teaching Excellence Award, made possible by our thoughtful students who critically and creatively engage with Taiwan and Indo-Pacific affairs. I am also grateful to my inspiring colleagues at the Oxford School of Global and Area Studies for their generous support and collaborative spirit.' Dr Bo-Jiun Jing
Dr Hamilton has made significant contributions to the MSc in Applied Linguistics for Second Language Acquisition through her innovative redesign of the statistics module. Her approach focuses on practical applications of statistics in applied linguistics, promoting a rigorous yet accessible understanding of statistical analysis.
By incorporating relevant linguistics-based examples she has created a dynamic and inclusive learning environment that enhances student engagement and understanding. Her thoughtful consideration of students' needs and her ability to make complex concepts more approachable to students from linguistics backgrounds has been highly praised by both students and colleagues.
Dr Hamilton's commitment to student support extends beyond the classroom. She has introduced weekly drop-in sessions to assist students with their statistical analyses, fostering a supportive and collaborative atmosphere. Her innovative teaching methods, such as using real applied linguistics research scenarios and incorporating "data speed-dating" sessions, have significantly improved students' confidence and motivation.
Feedback from students highlights her engaging teaching style and the positive impact of her efforts on their learning outcomes.
'I’ve always thought that ‘teaching excellence’ means meeting my students where they are on their learning journey and being a companion navigator for a while. It’s an honour to be part of that process, and to see them soar off to exciting new destinations with their new skills and understanding.' Dr Catherine Hamilton
Dr Rampazzo has demonstrated notable teaching innovations by introducing novel topics such as Queer Demography and integrating contemporary issues like climate change into the BA Human Sciences and MSc/MPhil Sociology curriculum. These topics not only resonate with students' interests but also encourage critical engagement with identity, data inclusion, and the politics of visibility in population studies.
Additionally, Dr Rampazzo has incorporated non-conventional data sources, including digital trace data and Getty Images sales data, to enrich the learning experience and provide students with practical research tools.
Dr Rampazzo's commitment to inclusivity and structured learning is evident in the restructured tutorial system, which ensures consistency and quality across colleges. This centralised approach, which incorporates an induction session for tutors, has been positively received by both students and Directors of Studies, alleviating organisational pressure on academic staff and enhancing teaching delivery. The effectiveness of these innovations is reflected in the enthusiastic feedback from students.
'I'm honoured to receive this Teaching Excellence Award. As a researcher, I view teaching as integral to my academic role. Integrating my research into the classroom not only enriches students' learning experiences but also invigorates my own research, fostering a dynamic exchange of ideas that benefits both teaching and scholarship.' Dr Francesco Rampazzo
Dr Ogude-Chambert's approach is characterised by the integration of multimodal learning resources, such as podcasts, films, and non-academic texts, which support students with diverse learning needs and backgrounds. These varied materials help make complex theoretical ideas accessible to all, fostering a more inclusive learning environment.
Her use of student-led seminars promotes peer learning and builds confidence in public speaking, while structured feedback and optional one-to-one meetings offer personalised support. These methods not only enhance engagement but also nurture a culture of constructive feedback, care, and continuous improvement.
Dr Ogude-Chambert's teaching is further distinguished by her commitment to critical and pluralistic pedagogies, grounded in her personal history and feminist principles. Her courses create space for critical, relational thinking through materials that reflect diverse lived experiences while challenging dominant knowledge systems. She invites students to engage in difficult conversations with care and attentiveness, recognising emotional labour and discomfort as essential to learning, alongside excitement and creativity.
Her creative assessments—integrating multimedia, artistic forms, and personal reflection—affirm embodied knowledge and encourage meaning-making that challenges disciplinary boundaries.
Students consistently praise her ability to bridge theory and lived experience, and her dedication to equipping them with analytical tools, conceptual depth, and critical hope.
'It's an incredible honor to have my teaching recognized—reflecting my own efforts and, importantly, the emotional and intellectual labour of my students, who co-created creative, liberatory, and challenging learning spaces. This recognition feels especially meaningful in times of rising tyranny and increasing threats against critical scholarship and teaching.' Dr Helidah Ogude-Chambert
Dr Turnbull has been recognised for his innovative teaching practices through the development of the elective course 'Digital Ecologies: Mediating More-than-human Worlds'. This course, designed for students across all five MSc programmes at the School of Geography and the Environment, encourages students to explore how digital technologies mediate human-nature relations in various contexts such as environmental governance, conservation, surveillance, art, and entertainment.
Dr Turnbull's course integrates perspectives from human geography, anthropology, new media studies, political ecology, and the environmental humanities to critically challenge commonly held assumptions that digital technologies separate humans from nature; that they will solve socioenvironmental crises; and that digital mediation is immaterial.
The course involves a series of experimental informal assessments including a handwritten assignment (to invoke the materiality of digital technologies) and a student-led public exhibition called ‘Nature Buffering’, which have been positively received by students.
'Experimental approaches are central to my teaching. Collaboration is thus essential for my teaching success. I’m grateful to the brilliant cohorts I’ve had the pleasure of working and learning with on my “Digital Ecologies” MSc module at the School of Geography and the Environment. This award is as much theirs!' Dr Jonathon Turnbull
Dr Shi's pedagogical approach integrates theories with practical activities, encouraging a learning environment that enhances student engagement and prepares them for future scholarly and professional endeavours. An important component that enhances the real-world applicability of the lectures is the thoughtful integration of guest speakers from diverse professional and academic backgrounds, who offer students a broad range of perspectives and insights.
Additionally, Dr Shi introduced an exploratory project that tests how generative AI models can support interdisciplinary exchange between students, providing them with unique opportunities to engage practically and intellectually with emerging technologies.
Central to her teaching is also her commitment to inclusivity, which is evident in her efforts to improve inclusion strategies at the university. Her work as an Equality, Diversity, and Inclusion Associate has made valuable contributions to the student community, highlighting the consequences of privileging academic knowledge over students’ lived experience. Her teaching content, which includes critical discussions on power, epistemic authority, and agency, aims to empower students to navigate and shape society with confidence and critical reflexivity.
'I'm honoured to receive this recognition for teaching. My deepest thanks go to the students whose curiosity and critical thinking make teaching a genuinely collaborative and intellectually rich experience. I’m also grateful to my colleagues and the wider community at the Department of Education for creating an environment where innovative, inclusive, and reflexive approaches to education are not only supported but actively encouraged. This award reflects the shared commitment across the department to centre dialogue, diverse forms of knowledge, and thoughtful experimentation in our teaching practices.' Dr Lulu Shi
Dr Ippolito's approach to tutorial teaching is inspired by his own experiences as a university student, where he found that the most memorable tutorials were those that facilitated debate and peer learning. Dr Ippolito has successfully implemented this horizontal approach to knowledge sharing in his tutorials and seminars, encouraging students to reflect on class content and reading materials based on their own positionality and experiences.
This method has been particularly effective in diverse cohorts, where students from various academic backgrounds and nationalities engage in critical discussions, enriching the learning environment.
Dr Ippolito has sparked engaging conversations by collating the main arguments from students essays and demonstrating where these arguments aligned and departed. This has helped students develop a greater awareness of their own views and the perspectives of their peers.
In addition to his tutorial teaching, Dr Ippolito has excelled in delivering lectures and supervising graduate students. His seminars often alternate between traditional teaching and breakout sessions, where students discuss key issues introduced in the lectures. This dynamic approach has been praised for fostering student-led conversations and enhancing the overall learning experience.
Dr Ippolito's supervision of master's students has also been noteworthy, as he uses tangible examples from his doctoral work to illustrate research processes, creating an environment where students feel comfortable making mistakes and learning from them.
His dedication to mentorship and pastoral support has been instrumental in helping students achieve academic success.
'This Teaching Excellence Award is incredibly meaningful as it recognises my commitment to inclusive and peer-centered learning. Teaching excellence, to me, means creating spaces where diverse student perspectives drive meaningful discussions. I find this approach particularly empowering those new to academia and the UK, supporting both academic growth and personal confidence.' Dr Raffaele Ippolito
Dr Shahani has made significant contributions to the MSc in Refugee and Forced Migration Studies through her innovative and engaging teaching methods. Her approach to teaching archival research is particularly noteworthy, as she organises and leads trips to the National Archives at Kew and the Living Refugee Archives at the University of East London, providing students with hands-on experience in handling primary sources.
Her use of primary sources and film in her lectures and seminars on the long history of forced migration not only enthuses students but also enhances their understanding of complex historical and contemporary issues. Her teaching method embodies the flipped classroom approach which includes pre-recorded lectures followed by in-person seminars, allows for a comprehensive exploration of the subject matter.
Additionally, she employs a variety of innovative resources, such as podcasts, documentaries, interactive maps, and songs, to make her courses more accessible and engaging.
Students reported that her teaching acted as a catalyst for connecting their understanding across a number of different disciplines.
'We tackle difficult and complex histories in class, but I always look forward to discussions with my fantastic students. They frequently compel me to reassess how I approach research and teaching. I thank them for our shared learning and the faculty and staff at the RSC for fostering a highly supportive teaching environment.' Dr Uttara Shahani
Achievement Award for Sustained Commitment to Education
Professor Taylor has been recognised for his sustained exceptional teaching within the University since 2009. As the course convenor for the Internet Economics option at the Oxford Internet Institute, Professor Taylor meticulously crafted a curriculum that challenges both students with and without prior economics training. His dedication to updating course content annually ensures that the material remains relevant and engaging. Professor Taylor has consistently received excellent student feedback and frequently achieves the highest overall average score on student surveys within the Institute.
Professor Taylor's commitment to inclusivity is evident in his approach to providing detailed feedback on student work and his willingness to offer additional support outside of class hours. His efforts have been highly praised by students, who have consistently highlighted his ability to explain complex concepts clearly and his dedication to their academic success.
Testimonials from students commend Professor Taylor for his organised and engaging lectures, thorough and high-quality class materials, and his respectful and supportive attitude.
Additionally, Professor Taylor is enthusiastically contributing to the university-wide AI and Assessment Task and Finish Group, ensuring that the university embraces artificial intelligence in an innovative and measured manner.
'I am very grateful to the sixteen successive cohorts of OII students who have embraced with enthusiasm the often daunting task of understanding digital economics, and also to the numerous colleagues at OII whose tireless efforts allow me to lecture on that topic.' Professor Greg Taylor
