Twelve inspirational academics honoured for the outstanding quality and approach to their teaching

The 21st annual Pilkington Prizes, which honour excellence in teaching across the collegiate University, were held at Downing College last night.

The prizes are awarded annually to academic staff, with candidates nominated by Schools within the University.

The Pilkington Prizes were initiated by Sir Alastair Pilkington, the first Chairman of the Cambridge Foundation, who believed passionately that the quality of teaching was crucial to Cambridge’s success.

This year’s recipients received their awards at a ceremony attended by Vice-Chancellor Professor Sir Leszek Borysiewicz and Lord Watson of Richmond CBE, the University’s High Steward.

The prize-winners, and excerpts from their citations, are given below.

Dr Michael Aitken, Senior Lecturer in Psychology, Department of Psychology: Michael Aitken is a very popular, charismatic and accomplished lecturer who regularly obtains top marks from students in their feedback, even for what are for them lectures on “boring” topics such as statistical theory and practice. He has a rich understanding of undergraduate education and was instrumental in negotiating the new phase of accreditation of the courses in psychology by the British Psychological Society. However, his major abiding achievement has been to establish a new Tripos in this University, in the Psychological and Behavioural Sciences (PBS).

Dr Alastair Beresford, University Lecturer at the Computer Laboratory, Faculty of Computer Science and Technology: Alastair Beresford has revolutionised programming-language teaching for the Computer Science Tripos in the Computer Laboratory over the past six years. His pioneering work, along with fellow Pilkington Prize recipient Dr Andrew Rice, has seen teaching move away from traditional lectures to video and online exercises. The changes are hugely appreciated by the students, who are able to study at their own pace with substantial support from their supervisors. In addition, he has taken on the role of Chair of the Advanced Taught Course Management Committee.

Dr Sally Boss, University Lecturer in Chemistry, Department of Chemistry: Sally Boss is an outstanding teacher of chemistry who has already had a significant impact on several generations of Cambridge chemists. Her lucid and lively introductions to the intricacies of co-ordination chemistry and the mysteries of polyhedral molecular architectures continue to engage and excite the whole class. In addition she is an outstanding supervisor, undertaking a busy load for both her own College and others. Sally has been instrumental in a substantial revision of the first- and second-year practical courses, giving the classes a new vigour and direction.

Professor Richard Fentiman, Professor of Private International Law, Faculty of Law: Richard Fentiman is an exceptional teacher, whose entertaining and invigorating lectures have engaged students for many years. Described by one as making “even the dreariest topic seem exciting”, he is consistently ranked as one of the top-rated lecturers in the Law Faculty. Professor Fentiman has also made a substantial contribution over the years to faculty administration, serving first as director of the LLM and, more recently, as chair of the degree committee. In addition, Professor Fentiman is considered one of the leaders in his field of research.

Dr Rachael Harris, Senior Language Teaching Officer in Arabic, Faculty of Eastern and Middle Eastern Studies: Rachael Harris is, with her close colleague Mrs Nadira Auty, the cornerstone of the Arabic teaching programme in the undergraduate tripos. For the last 26 years at Cambridge she has given heart and soul to the training of our undergraduate students, helping them achieve levels of confident fluency in Arabic recognised as remarkable in the national context. Together they have blazed a trail in the professionalisation of Arabic language teaching. It is difficult to appreciate the difference between what we currently expect our students to excel at and what they were able to do before Rachael and Nadira joined us.

Professor Christopher Howe, Professor of Plant and Microbial Biochemistry, Department of Biochemistry: Christopher is not only an extremely gifted didactic teacher in his own right, regularly garnering plaudits from his undergraduate audiences, but for several years he has also served the department diligently and innovatively as its director of undergraduate teaching. His hard work is marked by several virtues: unbounded enthusiasm, creativity, painstaking preparation and organisation, and the courage to take on, and deal effectively with, often vexing tactical and strategic issues.

Dr Sriya Iyer, Isaac Newton Trust Affiliated Lecturer, Faculty of Economics: Sriya Iyer has been teaching development economics in the Faculty of Economics and St Catharine’s College since 2000. Her approach is to teach development economics passionately and enthusiastically using microeconomic and macroeconomic theory, but to infuse learning with a sense of history and a sound intuition for development policy. Sriya has the ability to explain complex points clearly. Her students value her greatly. As one said: “Dr Iyer is a brilliant lecturer. You get the impression she loves what she teaches and that certainly rubs off in the lectures.”

Dr John Maclennan, University lecturer in Earth Sciences, Department of Earth Sciences: John Maclennan has an enviable breadth of geological knowledge, which students benefit from in all four years of the Earth Sciences degree course. All John's teaching is characterised by a deep understanding of the subject and by a lively and motivating presentation of the material. He is particularly good at conveying that observations and interpretations are there be questioned, and that this scientific process is valuable and fun. John's excellent teaching is not confined to lectures. Students especially comment on his skill at demonstrating practical classes, and in running the fourth year field trip to Spain.

Professor Michael Potter, Professor of Logic in the Faculty of Philosophy: Michael Potter is a dedicated and inspiring teacher of undergraduate and research students. As lecturer and supervisor, Michael has been a major force in the teaching of logic, philosophy of mathematics and history of analytic philosophy in the Faculty for over 15 years. He has been instrumental in establishing a flourishing seminar on the philosophy of mathematics and logic. He has made an outstanding contribution to maintaining and enhancing the quality of supervision and small group teaching that makes the experience of studying at Cambridge excellent and unique.

Dr Sally Quilligan, University Lecturer in Clinical Communication, School of Clinical Medicine: Sally Quilligan is a Lecturer in Clinical Communication in the School of Clinical Medicine and an outstanding medical educator.  Sally is committed, conscientious and enthusiastic, always treating the students with respect, paying attention to their views and helping each student develop their potential as effective clinical communicators. Student feedback regularly includes statements such as “she really cares about what we are saying”, “she takes everything we say seriously”, “her feedback is relevant and helpful” and “she is the best facilitator I have had”.

Dr Andrew Rice, Senior Lecturer at the Computer Laboratory, Faculty of Computer Science and Technology: Andrew Rice is recognised for his pioneering work on programming-language teaching for the Computer Science Tripos. Together with Dr Alastair Beresford, Andy has presided over a major shift in how students have carried out their studies over the past six years. Moving away from traditional lectures, he has ensured students can study at their own pace using video and online exercises. A substantial emphasis on the role of the supervisors ensures the teaching remains within the Cambridge context.

Dr Jeremy Webb, Academic Lead for Staff Development, School of Clinical Medicine: Jeremy Webb successfully combines his clinical career as Principal in a busy General Practice in Newmarket with an important educational role at Cambridge for medical students and educators. He is an invaluable member of the Clinical School’s education team.  A founder member of the Graduate Entry Programme, he brought his passionate belief that medical students should be taught more often by general practitioners into the development of the Cambridge Graduate Course in Medicine (CGC) programme. Jeremy has in particular supported students in difficulty, both with pastoral guidance and remedial clinical teaching.


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