National Teaching Fellows (NTF)
The National Teaching Fellowship (NTF) Scheme is an esteemed AdvanceHE award, accorded to around fifty educators every year since 2010. Our NTF Network is a community of practitioners who have all been individually recognised as exceptional educators through this Scheme. In becoming National Teaching Fellows, they have demonstrated evidence of:
- individual excellence
- raising the profile of excellence
- developing excellence
Collaborate to educate
The word, ‘fellow’, is thought to derive the from the Old English term, feolaga, roughly translating as, “one who shares.” Accordingly, our NTFs work together, and with colleagues, to have a significant and positive impact on students and teachers. Our NTFs are represented within some of the most senior positions within the institution; our Pro-Vice Chancellor (Education and Student Experience), Registrar (and Chief Operating Officer), and the Dean of the LJMU Teaching and Learning Academy have all been recognised within the scheme.
In addition to their pedagogic research and work within their academic disciplines, our NTFs support a range of activities:
- Mentoring colleagues for Senior and National Teaching Fellowships.
- Contributing to institutional and national policy reviews.
- Identifying staff who merit recognition for their teaching-related work.
- Working within national and international teaching networks.
Putting students at the heart underscores everything that we do at LJMU. We are proud to support and celebrate the outstanding educators who help facilitate an exceptional student experience.
Our National Teaching Fellows Network
Our Fellows come from a range of academic disciplines and their dedication to putting students at the heart is reflected through their innovative and outstanding practice.
Join us in recognising their work and the tremendous teaching and learning opportunities available at LJMU.
Faq Items
Dr Ian Sadler (2025)
Dr Ian Sadler
Associate Professor and Subject Head in Sport and Exercise Science Education
School of Sport and Exercise Science
National Teaching Fellow 2025
Innovation in assessment and feedback
Ian’s journey as an innovator in assessment and feedback began in the dynamic context of sport and exercise science. Since the start of his career in education, he has taught in the subject area of exercise physiology and nutrition. Ian has constantly evolved his teaching to more student enquiry-based approaches and this developed his true passion, which lies in transforming how students learn and how educators teach.
Early in his career, Ian recognised that traditional assessment often left students disengaged and feedback underutilised. Determined to change this, he led curriculum redesigns and projects that placed feedback at the heart of learning. These innovations significantly improved student outcomes and experiences.
His influence grew beyond his own institution. As part of AdvanceHE’s Degree Standards project, Ian helped shape national training for external examiners, designing a course completed by thousands of academics. He also led calibration workshops across disciplines, ensuring consistency in academic standards.
Ian’s leadership extends into the professional body CASES, where he chairs the HE Endorsement Advisory Group, shaping the curriculum and standards of sport and exercise science programmes across the UK. Through webinars, publications, and policy work, he supports both programme and individual accreditation.
With the NTF award, Ian is looking to extend his impact nationally and internationally by continuing to champion assessment and feedback that truly transforms learning.
Teaching interests
- Exercise Physiology and nutrition
- Formative assessment and feedback
- Academic standards
Email: i.sadler@ljmu.ac.uk
Dr Charlie Smith (2023)
Dr Charlie Smith
Reader in Creative Pedagogies
Liverpool School of Art and Creative Industries
National Teaching Fellow 2023
Creative foundations and conceptual doorways
With architecture being five years of university study, relatively few people stay in higher education beyond that point.
However, I found that time so transformative to my experience of what education and learning can be, I went on to a second postgraduate degree and, after that, to a PhD.
Sharing our learning about teaching and learning.
As my knowledge and understanding continued to grow, so did my curiosity and passion to learn more, something which drove my subsequent transition from practicing architect to return to higher education in a teaching role.
In turn, this also led to new avenues in my research, into learning, teaching and assessment, especially how feedback can become a more integral part of students’ learning and development. Like our DNA, the creative process is something that’s unique to everyone. It’s this individual approach that I seek to surface and build upon with each student, whereby through dialogue we foreground their individual passions, working methods and motivations, and then co-construct their learning around these.
Through such approaches, each student can discover and take ownership of their own learning pathway in ways that resonate with their core values and enthusiasms, opening doors to more authentic and meaningful experiences and hopefully nurturing similar ambitions for life-long learning.
Current work
I’m part of a collaborative project involving eight HEIs to understand how assessment and feedback policy is both created and then interpreted and applied by staff in their practice.
Teaching interests
- Dialogic learning and socio-constructivism
- Feedback for learning
- Pedagogy for creative practice
Email: C.R.Smith@ljmu.ac.uk
Telephone: 0151 904 1191
Dr Craig Hammond (2022)
Dr Craig Hammond
Associate Professor in Pedagogies and Critical Theory
School of Education
National Teaching Fellow 2022
Daydream, wander and hope
Craig is managing editor for the education journal PRISM, and Deputy Director of LJMUs Liverpool Institute for Research in Education (LIFE). His research and teaching address and develop concepts and practices associated with democratic learning and creativity, the navigation of heritage and identity in Higher Education.
Throughout his academic journey, Craig has always maintained an interest in working with and supporting working-class and other underrepresented entrants and postgraduates in HE. In 2014 (whilst a lecturer at University Centre Blackburn College) he developed his own creative approach to student engagement in the form of a utopian pedagogy. Based on recognising, and developing the dynamism of personalised discoveries, and the utilisation of popular culture, he started to constructively disrupt traditional pedagogies and mundane learning experiences.
Captured as part of his 2017 monograph Hope, Utopia and Creativity in Higher Education: Pedagogical Tactics for Alternative Futures his utopian pedagogy is in some ways an extension of his own transformative experiences, navigated thorough a range of curricular and pedagogic tactics that engage learners through culture-inspired moments of epiphany and transformative potential.
Hope is a good thing, maybe the best of things...
Current work
My next book, due to be published with Bloomsbury Academic in 2026 is titled ‘Music, Hope, & Transformation through Higher Education: A Psychogeographic Personal Narrative’.
This is a creative work of psychogeography, theory and autoethnography, which offers a unique insight into the personal world of music-meaning-making, working-class heritage, and the transformation of identity through a life-long obsession with aeroplanes and flight. Combined, these aspects articulate a progressive journey of transformation through informal learning and Higher Education; first as an undergraduate, and then as part of the pursuit of an academic career.
Teaching interests
- Autoethnography: enabling learners to incorporate their own life experiences and stories into formal academic assessment.
- Heutagogy: facilitating self-learning and discovery.
- Psychogeography: the meaningful, reflective and transformative navigation of everyday life.
Email: C.A.Hammond@ljmu.ac.uk
Dr Philip Denton (2019)
Dr Philip Denton
Principal Lecturer in Physical Chemistry
School of Pharmacy and Biomolecular Sciences
National Teaching Fellow 2019
Never Tried Fondue (NTF)
The principal theme of my National Teaching Fellowship (NTF) was assessment feedback. My initial experience of tests during my formative years was a little uneven. Although I passed my cycling proficiency on my first attempt, I never did try to earn a Blue Peter badge. At my comprehensive school parents’ evening, it was suggested that I consider university study. This topic had never been discussed previously within my family. Higher education felt like it was for other people, perhaps those with Blue Peter badges. On reflection now, I recognise that the less you know about an opportunity in advance, the more profound its transformative effect can be.
As a physical chemist, I’m interested in the capacity of systems to change.
Physical chemists operate at the margins between mathematics and science, our true nature being revealed by the way we pronounce the words integral and unionised (in-te-gral and un-ionised, respectively). Subtlety in language also features in discourse around assessment, effective feedback requiring tutors to articulate their tacit knowledge within the performance information that they provide. However, through my collaborations with national and international audiences, I acknowledge that feedback is best characterised as information used and not just as information given: feedback is a challenge, not a gift.
This is not the first time that academic study has enabled a revelation. Thanks to the intervention of a Swiss flatmate, when I was a postgraduate, I got to sample my first fondue.
Current work
I am collaborating with Manchester Metropolitan University in an exploration of their Multi-dimensional Model of Assessment (MDMA); this provides a means to develop valid assessments, fit for an AI-enabled world.
Teaching interests
- Formative assessment
- Conceptualisations of feedback
- Assessment in a GenAI era
Email: P.Denton@ljmu.ac.uk
Telephone: 0151 231 2035
Ester Ragonese (2018)
Ester Ragonese
Professional Qualification in Probation Programme Leader
School of Law and Justice Studies
National Teaching Fellow 2018
Teaching with compassion, shaped by practice, grounded in justice and leading others to do the same
I am an educator who believes in the power of learning to change lives, and I am passionate about teaching innovation. I love creating learning environments where people feel safe to reflect, ask questions, challenge perspectives and grow.
With more than two decades of experience in higher education, my work is grounded in kindness, inclusion and helping learners grow into confident, reflective practitioners. Before joining academia, I worked as a probation officer. Supporting people at moments of profound vulnerability gave me a deep understanding of trauma, resilience and human connection and as an experience this continues to shape my approach every day. I never take for granted the importance of this understanding and I always encourage learners to get involved in developing their work experience. I also continue to volunteer with marginalised populations and sit as a trustee on a number of smaller voluntary and charity organisations.
I have taken on significant leadership roles within LJMU, from shaping the Professional Qualification in Probation programme to contributing to the development of institutional and faculty-wide teaching and learning strategies. I lead with warmth, clarity and a genuine commitment to bringing out the best in others, whether supporting academic colleagues or guiding learners through challenging stages of their professional journey.
Current work
Leading the Professional Qualification in Probation programme, supporting academic teams, embedding inclusion, and developing innovative approaches to criminal justice education.
Teaching interests
- Probation practice and professional identity.
- Reflective practice and resilience.
- Inclusive learning design.
- Social justice and anti-discriminatory practice.
- Work based learning and apprenticeships.
- Learner wellbeing and holistic support.
Email: E.L.Ragonese@ljmu.ac.uk
Prof Tony Wall (2016)
Prof Tony Wall
Professor and Faculty Associate Dean for Society and Culture
Liverpool Business School
National Teaching Fellow 2016
Shaping teams to make a difference
After studying at Warwick, Lancaster, and Toronto, I developed a passion for working across cultural boundaries to tackle some of the grand challenges of society and culture. As professor, I founded and then led the International Centre for Thriving which worked globally to redefine policies for decent work and health with government and professional bodies. This work deepened the application of arts for wellbeing in organisations, was translated into 20+ languages, and was then independently recognised as world-leading.
I was proud to move to LJMU in 2022, where I initially founded the LJMU Impact Incubators which embedded innovation across teams, and then more recently, co-founded LiRICS, the Liverpool Research Institute for Climate and Sustainability. Here, I remain energised by forming and shaping highly accomplished expert teams to change the many systems which impact our current and future life on earth.
During my life, I have grown a love for connecting art, business, education, health, and digital transformation research to make a difference. My current work with organisations and leadership teams aims to help them prepare for, and confidently engage with, uncertain futures. For example, I am currently leading a research team crossing the UK, Malaysia, the Philippines, Thailand, and Vietnam, to explore how emerging technologies like artificial intelligence impacts government policymaking. This work fuses policymaking, theatre, law, and education, to reconsider and refresh government policy and practice towards increased inclusivity and agility.
Current work
I am currently exploring the impact of emerging technologies like artificial intelligence on government policymaking.
Teaching interests
- Futures, futuring, and innovation
- Education for sustainable development
- Strategic and long-range thinking and practice
Email: t.wall@ljmu.ac.uk
Telephone: 0151 231 2885
Dr Phil Carey (2015)
Dr Phil Carey
Dean, Teaching and Learning Academy
National Teaching Fellow 2015
Thirty years later
1995, University of East London, I am in my first teaching role, curious and eager to make a difference. I walk into the classroom and look around. My students are older than me. Quickly, I realise that adopting the traditional mantle of the lecturer as the “Sage on the Stage” won’t work. It would be absurd. My students have returned to education later in life, bringing with them rich and complex life stories. I find myself learning as much from them as they do from me. I strive to become a “Guide on the Side,” helping them make sense of the subject matter in ways that connect with their experiences. My teaching becomes less about delivering content and more about building relationships and co-creating meaning.
That early experience shaped everything. It introduced me to a humanistic philosophy of education that places the learner at the heart of the process. I certainly didn’t always get it right, but the intention was always there.
Fast forward twenty years, and I was writing my application for a National Teaching Fellowship. That same philosophy was still at the core of my practice. But by then, my approach to student engagement had grown beyond the classroom. It was about how students shaped decisions, how their voices were heard in university governance, and how their contributions—academic and extracurricular—were recognised and celebrated.
Another decade has passed. Now, I’m usually the oldest person in the room but I’m still curious. Still committed. Still wanting every learner to feel seen, heard and valued. The context has changed, but the heart of my practice remains the same.
Current work
Promotion of a ‘Manifesto for a compassionate curriculum’ based on the workshops that I ran as co-convenor of the RAISE Partnership Special Interest Group
Teaching interests
- Teaching and assessment in Higher Education
- Inclusive curricula
- Structure and function of Higher Education
- Pedagogic research
Email: P.Carey@ljmu.ac.uk
Telephone: 0151 231 4469
Wendy Johnston (2015)
Wendy Johnston
Senior Lecturer in Food Studies
School of Sport and Exercise Sciences
National Teaching Fellow 2015
Prof Clare Milsom (2014)
Prof Clare Milsom
Registrar and Chief Operating Officer
National Teaching Fellow 2014
Professor Clare V. Milsom is a senior higher education leader and National Teaching Fellow (2014) with over three decades of experience advancing teaching quality and the student experience. With a background as a palaeontologist and Principal Lecturer in Geology, Clare went on to lead major initiatives in learning, teaching, and quality assurance. As Director of the Teaching & Learning Academy at Liverpool John Moores University, she led the university’s Teaching Excellence Framework submission and secured double commendation in the QAA Higher Education Review.
Her sector-leading initiatives include pioneering research into the “sophomore slump” to transform support for second-year students, overseeing the successful delivery of Canvas, the pedagogic redesign of teaching spaces, and curriculum innovation to foster inclusive practice. Clare’s scholarship spans student engagement, academic transitions, and higher education policy, reflected in widely published research and thought-leadership. She has contributed extensively to edited volumes on higher education policy and practice, including works exploring student experience, teaching innovation, and institutional strategy. Her publications provide practical insights for educators, policymakers, and institutional leaders seeking to enhance learning environments and promote evidence-informed enhancement.
She also served as an elected member of the Executive Committee of the European Association for Institutional Research (2014–2019), helping to shape international practice in institutional research and evidence-based enhancement. Clare has frequently contributed to policy discussions at national and international levels, linking scholarly research to practical, actionable improvements in higher education.
Clare’s National Teaching Fellowship evidences her sustained commitment to innovative, inclusive, and evidence-informed teaching practice with national and international impact. She continues to influence the sector through advisory roles, keynote presentations, and her ongoing research into effective higher education practice.
Email: c.v.milsom@ljmu.ac.uk
David McIlroy (2010)
David McIlroy
Reader and Principal Lecturer
School of Psychology
National Teaching Fellow 2010
Better to light a candle than curse the darkness
From a working-class family of 6 children in Belfast I quickly learned about sharing resources. Growing up during “The Troubles” in Northern Ireland I also learned to value the voices that advocated respect for all people. When later I discovered Psychology through doing a GCSE at night school I found enrichment in understanding people. An intriguing set of circumstances propelled me into teaching Psychology at LJMU in 2001.
Interactive communication: Learning as I teach
My love of Education and Psychology, blended into a career path inspired by exemplary teachers. Many psychological theories have been woven seamlessly into education, giving me complementarity between research and practice.
Moreover, I enjoy the challenge of presenting lively, engaging and interactive content to students at all levels and to support staff in refining and refreshing their practice. I both teach students and learn from them whilst remembering that many of them must “earn to learn”.
I have developed productive international collaborations with Spain, Turkey and the USA, cultivating evidence-based practice to enhance the student experience. During my 7-year period as Psychology programme leader, we enjoyed a burgeoning period of expansion and consolidation, but equally gratifying has been observing the growth of individual students and to witness their continuation into professional practice.
Current work
Collaborating with Aberystwyth University and 3 USA institutions in developing and disseminating measures and resources around academic impostor syndrome/phenomenon for students and academic staff.
Teaching interests
- Research informed teaching, evidence-based practice
- Wellbeing and mental health, nurturing an adaptive climate for learning and achievement
- Academic literacies, critical, digital, meta-cognitive, emotional, methodological and convergence of competencies
Email: D.McIlroy@ljmu.ac.uk
Telephone: 0151 904 6303
Prof Phil Vickerman (2005)
Prof Phil Vickerman
Pro-Vice Chancellor for Student Experience
Vice-Chancellor's Office
National Teaching Fellow 2005
Putting students at the heart of everything I do
As Pro-Vice Chancellor for Student Experience, I am privileged to be in my absolute dream job. I firmly believe that every contact with our students matters, and that every member of staff, academic or professional has a role to play in helping them reach graduation and progress into employment or further study.
I am passionate about creating transformational student experiences based on understanding everyone’s learning style and personal journey.
My own educational path has deeply shaped this philosophy. At 16, I failed all my GCSEs except English, and even after retaking them, I failed again. School felt restrictive and uninspiring, leaving me unmotivated to learn.
Everything changed when I went to college at 18, where inspiring teachers, stimulating lessons, and supportive staff helped me discover a genuine love of learning. That experience ignited my passion for education and eventually led to the honour of receiving a National Teaching Fellowship.
Today, my goal is to offer every student an exceptional, inclusive experience. I strive to ensure a seamless approach that combines outstanding teaching, excellent support, and strong social engagement. I want all students to feel welcomed, valued, and empowered to achieve their potential, both during their studies and beyond.
Current work
As Pro-Vice Chancellor for Student Experience my focus is on delivering an outstanding education, combined with strong professional support and guidance, and a commitment a sense of wellbeing and belonging.
Teaching interests
- Including children with special educational needs and disability in lifelong learning.
- High quality pedagogical approaches to university education.
- Empowering children with special educational needs and disabilities to shared lived experiences of education and learning.
Email: P.Vickerman@ljmu.ac.uk
Our NTF nominees
Dr Track Dinning (2024 nominee)
Track Dinning is the Deputy Director of Liverpool Business School (LBS) and the impact of her work spans over two decades. She has transformed student employability and enterprise education through live business projects, student start-ups, and initiatives like the LBS Business Clinic. Track demonstrates sustained and strategic educational Leadership across multiple roles, amplifying excellence beyond the institution.
She actively raises the profile of teaching excellence through mentoring and work as a Certified Management and Business Educator (CMBE). Her international work includes leading enterprise education in China, South Africa, and Tunisia, building global networks to share best practices in experiential learning.
A strong theme of her work is her commitment to ongoing professional development, for example, through her use of CPD to directly inform curricular and pedagogical innovations.
Dr Helena Gosling (2022 nominee)
Helena Gosling is a Reader in Criminal Justice at Liverpool John Moores University (LJMU). She has worked at LJMU for more than ten years and is currently based in the School of Law and Justice Studies.
The substantive focus of her work is dedicated to exploring how and in what ways higher education institutions can work alongside people with experience of the criminal justice system in more meaningful ways.
To date, she has led educational initiatives, public engagement events and research which challenge the misconceptions that surround justice-affected communities and enhances insight into the university experience of justice-impacted students.