Winners of Teaching Excellence Awards 2026 announced
3 July 2026
We are delighted to announce the winners of our Teaching Excellence Awards 2026.
These annual awards formally recognise outstanding contributions to teaching and learning and the academic development of students.
The 2026 awards are presented in three categories. View the winners below:
- Teaching Excellence Award: Individual/Team Awards for Academic Staff
- Teaching Excellence Award: Individual Awards for Academic Staff (Early Career Strand)
- Achievement Award for Sustained Commitment to Education
Professor Paul Irwin Crookes, Associate Head of Division (Education), said: 'The teaching terms at Oxford are incredibly busy and our colleagues dedicate a huge amount of effort to developing innovative and engaging lectures, classes and tutorials. The Teaching Excellence Awards are an annual opportunity to pause and recognise this exceptional work. It is wonderful to see the huge variety of approaches from colleagues at all career stages. Many congratulations to this year's winners!'
In addition to the awardees, we would also like to recognise the exceptional work by all staff across the Division over the past year. Thank you to all of our colleagues for your continued dedication to excellent teaching across our departments.
Individual/Team Awards for Academic Staff
Dr Alex Connock, Saïd Business School
Dr Alex Connock has been recognised for his contribution to innovative and professionally engaged teaching within the Saïd Business School. His teaching integrates academic learning with real‑world application, enabling students to develop practical skills alongside conceptual understanding.
A distinctive feature of Dr Connock’s teaching is the use of industry‑focused methods that actively involve students in applied problem‑solving and professional contexts. His courses promote engagement with contemporary practice, helping students understand how theoretical material operates beyond the classroom. Student engagement and assessment outcomes indicate that this approach supports effective learning across diverse cohorts. Through innovative course design and applied teaching methods, Dr Connock’s work contributes to a professionally oriented learning environment that prepares students for practical challenges beyond their degree.
Dr Connock said: 'I'm really delighted to receive this award. Teaching at Said Business School is a privilege, as we have such extraordinary diversity of students, from undergraduate to postgraduate, executive to online levels. I was fortunate to embark on the journey of integrating AI into our course offers in 2020, and ever since then we have been compiling and developing that integration at pace, across courses in Marketing and Media Business as well as of course AI itself. The growth has been as exponential as the growth of the industry. On occasion, I have given a lecture where the majority of the AI business content had to be updated for the news the day before.'
Dr Amiya Bhatia, Department of Social Policy and Intervention
Dr Amiya Bhatia has been recognised for her exceptional work in course leadership, teaching practice, and DPhil supervision. Amiya’s contributions to teaching are characterised by her a commitment to rigorous and impactful science, a dedication to inclusive student-centred teaching, and a strongly collaborative approach.
Key strengths of Amiya’s teaching practice are alignment between learning objectives and classroom practice, clear links between the classroom and the world beyond it, participatory classroom environments where students are supported to question their assumptions, think critically about the world around them, and support each other to develop confidence and independence.
Widely valued by colleagues and students, Amiya has contributed positively to the wider learning environment within her department by strengthening team-based approaches to course design and delivery and by creating career development opportunities for DPhil students and early career researchers to strengthen their teaching skills.
Dr Ariell Ahearn, School of Geography and the Environment
Dr Ariell Ahearn has been recognised for her excellence in teaching and her significant contribution to programme leadership within the School of Geography and the Environment. Her practice demonstrates breadth, coherence, and a sustained commitment to developing high‑quality learning experiences for students.
Dr Ahearn brings a reflective and developmental approach to teaching, drawing on experience from different institutional contexts and adapting this effectively to the Oxford setting. She contributes across a wide range of teaching activities and plays an active role in shaping programme‑level provision. Her teaching is carefully designed, academically rigorous, and strongly student‑focused, supporting learning through clear expectations, structured guidance, and thoughtful curriculum design. Alongside her teaching, her leadership in programme development strengthens the overall coherence and quality of provision within the School.
Dr Ahearn said: 'To me, teaching excellence involves cultivating a positive and collaborative learning environment grounded in genuine care for each student’s learning journey, personal development, and success. It also means supporting students in developing as intellectual leaders so that concepts from human geography can live a full life beyond the University.'
Professor Francis DiTraglia, Department of Economics
Professor Francis DiTraglia has been recognised for an innovative and forward‑looking contribution to teaching within the Department of Economics. His teaching makes effective use of emerging approaches, including artificial intelligence and lecture recording, to enhance student engagement and learning.
A defining feature of Professor DiTraglia’s practice is his continuous refinement of teaching materials and methods. His approach is iterative and reflective, with a strong focus on improving clarity, accessibility, and effectiveness year on year. He also contributes to teaching enhancement beyond individual courses through the sharing of resources and approaches with colleagues. By combining innovation with reflective practice, Prof DiTraglia supports high‑quality learning experiences and contributes to the wider development of contemporary teaching practice.
Professor Horst Eidenmuller, Faculty of Law
Professor Horst Eidenmueller has been recognised for innovative teaching that combines academic rigour with engagement in real-world commercial disputes. Through his course "Commercial Negotiation and Mediation", introduced to Oxford in 2015, he has developed a model of teaching that integrates legal analysis with insights from game theory, cognitive psychology, communication theory, and dispute resolution practice.
Through this course design, Professor Eidenmueller challenges students to engage critically with negotiation, mediation, and dispute resolution strategy and practice while maintaining a strong theoretical foundation. His teaching develops broader professional and analytical competencies, encouraging students to analyse and manage complex commercial conflicts in sophisticated and creative ways. The course is also notable for its engagement with contemporary developments relating to artificial intelligence and dispute resolution.
At a time when negotiation and dispute resolution skills are becoming increasingly important in legal, commercial, and international contexts, the course has attracted exceptionally strong support and illustrates how intellectually ambitious and practice-informed teaching can shape both academic and professional development. Professor Eidenmueller’s work provides a compelling example of how interdisciplinary teaching can enrich legal education within the Law Faculty.
Professor Eidenmuller said: 'I see this award above all as recognition of the importance of negotiation and mediation as key tools of dispute resolution. I am deeply grateful to the colleagues, faculty officers, and teaching team who have supported the course over the years, and especially to our students, whose enthusiasm and engagement continue to shape and inspire it.'
Professor Janina Dill, Blavatnik School of Government
Professor Janina Dill has been recognised for excellence across a wide range of teaching activities, including large lectures and small‑group research seminars. Her teaching combines intellectual rigour with a strong commitment to supporting students’ engagement with complex material.
A particular strength of Professor Dill’s teaching is her ability to address politically sensitive and challenging topics with clarity and care. She fosters critical engagement while creating an environment in which students are supported to engage confidently and thoughtfully with difficult questions. Her teaching practice is marked by consistency, depth, and attention to student learning across different teaching formats. Through sustained commitment and thoughtful design, Professor Dill contributes to high‑quality teaching that supports students’ intellectual development.
Professor Dill said: 'Investigating an ethical dilemma or political problem with students and witnessing their critical thinking sharpen is one of the most rewarding aspects of my job. Trusting students with polarizing topics is almost always the right choice. It is wonderful to receive this recognition for a task I quite enjoy.'
Dr Lindsay Richards, Department of Sociology
Dr Lindsay Richards has been recognised for her sustained commitment to high‑quality teaching and supervision within the Department of Sociology. Her work demonstrates a strong focus on supporting students’ academic progress alongside their wider development and wellbeing.
Dr Richards’ teaching is well organised and carefully structured, providing students with clear academic guidance and constructive feedback. As a supervisor, she is notably attentive and supportive, helping students to refine their thinking and develop confidence in their work. Her practice reflects a consistent commitment to student learning and care, contributing to a positive teaching environment across the Department. Through both teaching and supervision, Dr Richards plays a valuable role in supporting student success and maintaining high standards of educational provision.
Dr Richards said: 'Thank you for this award! I enjoy seeing students achieve their goals and often exceed their own expectations. I try to create a space that allows all students to reach their full potential, encouraging growth, curiosity, and confidence.'
Dr Marek Naczyk, Department of Social Policy and Intervention
Dr Marek Naczyk has been recognised for his reflective and evolving contribution to teaching across multiple courses within the Department of Social Policy and Intervention. His teaching practice demonstrates sustained attention to course design, student experience, and learning outcomes.
A defining feature of Dr Naczyk’s work is his commitment to continuous improvement. He engages thoughtfully with feedback and uses this to refine teaching content and methods over time. His courses are designed to support students’ understanding of complex material through clear structure and progressive development of ideas. By maintaining a reflective approach to teaching and responding actively to student experience, Dr Naczyk contributes to effective learning environments and the ongoing enhancement of teaching practice within his Department.
Dr Naczyk said: 'I am very honoured to receive this award. I see teaching as an ongoing process of improvement, shaped by student feedback and experimentation. Helping students develop critical thinking through rigorous training in methods and theories, grounded in real-world examples and evidence, is especially important in these uncertain times.'
Dr Meera Sabaratnam, Department of Politics and International Relations
Dr Meera Sabaratnam has been recognised for her impactful contribution to teaching and curriculum development within her Department. Her teaching practice is characterised by inclusivity, strong student support, and thoughtful engagement with complex material.
A distinctive feature of Dr Sabaratnam’s work is the embedding of dynamic and active pedagogy within teaching, alongside careful attention to student wellbeing. She manages classroom dynamics effectively and creates learning environments that support engagement, reflection, and critical discussion. Through inclusive course design and sustained commitment to students, Dr Sabaratnam contributes meaningfully to the development of teaching practice and the quality of the student learning experience.
Dr Sabaratnam said: 'Learning is very much a relational process. We all do our best intellectual work when we feel seen, heard, and challenged to do something we haven't thought of before. It's been a privilege to work to create that environment for students in DPIR.'
Professor Joss Wright, Oxford Internet Institute
Professor Joss Wright has been recognised for his innovative and distinctive contribution to teaching within the Oxford Internet Institute. His teaching is characterised by creativity, originality, and a strong focus on sustained student engagement, particularly in large‑group settings.
A defining feature of Professor Wright’s practice is his imaginative approach to lecture design and delivery. He develops memorable teaching experiences that capture students’ attention while communicating complex technical and conceptual material with clarity. His use of themed and event‑based lectures demonstrates how creative framing can deepen engagement and enhance students’ willingness to explore challenging ideas.
Alongside this, his teaching fosters curiosity and active participation, contributing to a lively and inclusive learning environment. Through originality in pedagogy and a clear commitment to student experience, Professor Wright’s teaching exemplifies how creative approaches can be used effectively within rigorous academic programmes.
Professor Wright said: 'Most important to me is that our teaching engender curiosity, creativity, and a fundamental joy in learning for its own sake. We can reinforce for our students that their ideas, interests, and passions are crucial and rewarding in themselves, and not to be lost in a sea of utilitarianism.'
Individual Awards for Academic Staff - Early Career Strand
Dr Felipe Krause, Oxford School of Global and Area Studies
Dr Felipe Krause has been recognised for his strong and distinctive contribution to teaching at an early stage of his academic career. As a Departmental Lecturer, he has taken on substantial responsibility as a course director and coordinator of the Brazilian Studies Programme, demonstrating a level of teaching leadership notable at this career stage. The panel noted a clear and reflective teaching philosophy, with strong alignment between pedagogical intent and student experience.
Dr Krause’s teaching is characterised by engaging delivery, thoughtful course design, and the effective integration of his professional and diplomatic experience into the classroom. Drawing on his background in the Brazilian Foreign Service and his experience working across multiple administrations, he brings policy practice directly into his teaching, connecting academic debates to real-world political and institutional dynamics. Student feedback and alumni testimonials highlight how this distinctive approach makes complex material more accessible, encourages critical engagement, and helps students connect theory to practice. He was recognised as an early-career educator with a well-developed and evolving pedagogical approach.
Dr Krause said: 'This is an incredibly meaningful award, for which I am so very grateful. I try to bring the complexity of real political and institutional life into the classroom, drawing on my experience in diplomacy and public policy to make abstract concepts more tangible and relevant to students. At the same time, we are living through a moment when the social sciences and humanities are often valued in narrowly instrumental terms. I therefore think it is especially important to remind students that studying politics and area studies also has intrinsic value: it helps us think critically, understand power and institutions, and engage more thoughtfully with the world around us.'
Dr Jin-ho Chung, Oxford Department of International Development
Dr Jin‑ho Chung has been recognised for his thoughtful and highly professional approach to teaching and his strong commitment to student learning. Since joining the Department, he has made a substantial contribution to teaching across modules of the MPhil in Development Studies, bringing a clear pedagogical rationale and connecting course content to live policy debates on climate change and development.
Dr Chung’s teaching is carefully designed and well planned, with a strong focus on helping students connect theory to contemporary practice. Panel members highlighted his conscientious approach, including significant discretionary effort to support students’ understanding across modules and through supervision, and his success in both contributing to departmental teaching needs and developing his own distinctive teaching approach. His work demonstrates strong engagement with teaching development, effective use of feedback, and a genuine commitment to student support. The panel recognised Dr Chung as an early‑career teacher who combines intellectual care, clarity of purpose, and a distinctive pedagogical approach with clear benefits for students.
Dr Chung said: 'Teaching excellence, for me, means bringing the development and climate challenges of the Global South into the classroom, taking students' diverse experiences seriously as an intellectual resource, and helping them connect rigorous theory to the critical policy debates they will shape. I am deeply honoured by this recognition.'
Dr Lynn Schneider, Department of Sociology
Dr Lynn Schneider has been recognised for her innovative and highly considered approach to inclusive teaching and assessment. Since joining the Department of Sociology in 2025/26, she has demonstrated a clear commitment to ensuring that teaching and assessment measure students’ understanding rather than their capacity to navigate restrictive formats.
Dr Schneider’s work is distinguished by her methodical and principled approach to inclusive design. She led the development of the Department’s first formal lecture‑recording policy and worked extensively with central University colleagues to secure approval for alternative assessment formats that maintained academic standards while removing unnecessary physical barriers. These changes have had a sustained impact beyond individual cases and are now embedded in departmental practice. The panel highlighted her reflective practice, careful engagement with institutional processes, and the demonstrable benefits of her work for student access, wellbeing, and equity.
Dr Schneider said: 'I’m extremely appreciative of this recognition. For me, inclusivity isn’t anything exceptional or additional, but simply part of teaching at a place that welcomes students with different needs. Teaching excellence requires students’ trust and openness, and colleagues’ support and flexibility. I feel very fortunate to have experienced both.'
Dr Natasha Wallum, School of Geography and the Environment
Dr Natasha Wallum has been recognised for her outstanding contribution to teaching at an early stage of her academic career. Since beginning her role as Departmental Lecturer in the School of Geography and the Environment in 2024, she has established an extensive teaching portfolio across undergraduate and graduate levels, including core and option papers, field courses, supervision, and college tutoring.
Dr Wallum’s teaching is distinguished by its clarity, innovation, and strong focus on active student learning. She has led significant curriculum development, integrating contemporary research and methodological approaches in geomorphology, GIS, and remote sensing. Her field teaching is especially notable for the design of inventive, student-led projects that place undergraduates in the role of researchers from an early stage in their degree. Students consistently praise her device-free tutorials and creative approaches to teaching complex concepts, highlighting her ability to encourage critical discussion, challenge assumptions, and foster confidence in independent thinking. The panel recognised Dr Wallum as an exceptional early-career teacher whose distinctive approach is already having a significant impact on student learning and experience.
Achievement Award for Sustained Commitment to Education
Dr Katharine Burn, Department of Education
Dr Katharine Burn has been recognised for her sustained and exceptional contribution to education within the University over more than two decades. A central figure in the Department of Education since 1999, she has led and taught across the PGCE, MSc in Learning and Teaching, and MSc in Teacher Education, combining extensive teaching and supervision with academic leadership.
Dr Burn’s excellence lies in her ability to hold theory and practice together through deeply research informed teaching. As Course Director of the PGCE, she led the programme successfully through reaccreditation and multiple Ofsted inspections, maintaining intellectual rigour, a strong commitment to social justice, and consistently outstanding student outcomes. Student feedback during her tenure shows exceptionally high levels of preparedness for professional practice, and colleagues highlighted her meticulous course design, reflective teaching practice, and exemplary leadership during periods of significant external scrutiny.
Dr Burn also has a wide impact through her sustained mentorship of teachers and researchers and her national and international contribution to history and teacher education through scholarly publications and editorial work, and professional engagement.
Dr Burn said: 'Excellence in teacher education is rooted in genuine, principled school/university partnerships. I’m delighted by the recognition that this award confers on my commitment to ‘practical theorising’: a constant striving to find productive ways of integrating theory and practice for our students, enabling them to interrogate each from the perspective of the other.'