Recognising Teaching Excellence

advance HE

NTF 2020

We are delighted to share with you that our Manchester Met colleague Dr Theresa Nicholson has been recognised nationally with this prestigious award. Read the full story on our blog.

See the full list of winners on the AdvanceHE website

National Teaching Fellowship

The National Teaching Fellowship awards were introduced by the Higher Education Academy (now AdvanceHE) in 2000. It is a highly competitive scheme and a prestigious award recognised nationally and internationally. Up to 55 HE practitioners receive this award annually for their excellent contributions to learning and teaching in Higher Education from across the UK. Today, there are over 900 NTFs. Beyond the recognition, the NTF offers unique opportunities to collaborate with like-minded individuals in a growing community of passionate learning and teaching practitioners from a wide range of disciplines and professional areas. New NTFs join the Association for National Teaching Fellows.

The NTF award has helped outstanding practitioners to advance their career and become champions for teaching excellence within their institutions and further afield and inspire colleagues. See the AdvanceHE NTF pages for more information about the scheme and follow the @heaacademy on Twitter for updates. 'Enhancing the Impact of National Teaching Fellows: Critical Success Factors' is a research paper published by AdvanceHE which examines what makes a difference in successfully developing the impact of NTFs within and beyond the institution.


NTF criteria

All nominee claims will be assessed on the evidence provided in relation to each of the three NTFS award criteria:

NTFS Criterion 1: Individual excellence
Evidence of enhancing and transforming student outcomes and/or the teaching profession; demonstrating impact commensurate with the individual’s context and the opportunities afforded by it.

NTFS Criterion 2: Raising the profile of excellence
Evidence of supporting colleagues and influencing support for student learning and/or the teaching profession; demonstrating impact and engagement beyond the nominee’s immediate academic or professional role.

NTFS Criterion 3: Developing excellence
Show the nominee’s commitment to and impact of ongoing professional development with regard to teaching and learning and/or learning support. Reviewers will be looking for evidence of reach, value and impact to be demonstrated within the narrative presented in Section B. Please note that each of the three award criteria above is given equal consideration in the assessment process and weighted equally in the overall score.

Reach, Value and Impact

Reviewers will be looking for evidence that demonstrates the reach, value and impact of the nominee’s practice. Nominees should be mindful of this requirement and aim to provide evidence that demonstrates a balance of these three qualities across the claim.

Reach - The scale of influence. Though ‘geographic’ reach may be important for some nominees, it is useful to consider other ways that a nominee can demonstrate reach. Some nominees may demonstrate reach at a department/ faculty/ institution/ national/ global level, for example, but others might provide evidence of how their practice has reached different groups of students, individuals and/or organisations (e.g. postgraduates, commuter students, BAME students, online learners, etc.).s

Value - The benefit derived for students and staff (which may take different forms). Value may include qualitative evidence such as a change in approach to learning among students or staff. For example, evidence may be provided about how the work being described has added value to the student learning experience or to teaching practice. Value may also relate to the quality of enhanced experiences and the meaningfulness of practices. Some nominees may also be working in settings where there are positive explicit ethical elements to their practice.

Impact - The difference that has been made to policy, practice and/or student outcomes as the result of an activity. The focus here is on explicit evidence of positive change taking place. Impact evidence can be both quantitative and qualitative, but it is important to show how the activities described have changed teaching practice and/or learning outcomes.

How to apply for a National Teaching Fellowship »


A recording of our 2020 NTF and CATE celebrations and the launch of the 2021 internal selection process that took place on the 21st of September 2021 with Prof. Helen Laville (PVC Education), Prof. Kevin Singh (NTF) and this year’s winners Dr Theresa Nicholson (NTF) and MetMUnch (CATE) represented by Jas Smith and Salma Miyan:


Stories from existing National Teaching Fellows

The Higher Education Academy has created a set of short videos featuring some of the 2018 NTFS and CATE award winners:


The Association of National Teaching Fellows blog has an article: What do people get out of being a National Teaching Fellow?


NTFs at Manchester Met

All of the current Manchester Met Fellows are happy to mentor aspiring NTFs and offer support with applications. Click on a Fellow for further details about their areas of interest and contact details.

Theresa Nicholson
Dr Theresa Nicholson 2020

Haleh Moravej
Haleh Moravej 2018

Chrissi Nerantzi
Dr Chrissi Nerantzi 2015

Kevin Singh
Professor Kevin Singh 2015

Current role: Reader (Education and Pedagogy), Department Education Lead
Focus of NTF application: design and delivery of inclusive curricula, student engagement and belonging, innovation and technology-enhanced learning.
Twitter id: @ThezzaNicholson
Manchester Met profile page

Current role: Senior Lecturer in Nutritional Sciences, MetMUnch and GROW Founder and Social Entrepreneur
Focus of NTF application: Enterprise education, entrepreneurship, sustainability, creativity, STEM education, employability, students as partners, public engagement, student experience, community of practice, student confidence and belonging, global citizenship, interdisciplinary and experiential learning
Twitter id: @MetMUnch @GROWMeatFree @HalehMoravej
Metmunch website
HEA Fellowship page

Current role: Principal Lecturer in Academic CPD
Focus of NTF application: creativity and open education
Twitter id: @chrissinerantzi
Personal website/institutional page
HEA Fellowship page

Current role: Head of Manchester School of Architecture
HEA Fellowship page

kirsten jack
Professor Kirsten Jack 2014

mark langan
Professor Mark Langan 2013

claire hamshire
Professor Claire Hamshire 2012

jo verran
Professor (Emerita) Jo Verran 2011

Current role: Reader (Learning & Teaching)
A focus of my application was the use of innovative pedagogy to support health professionals to explore and manage their emotions. In the claim, I reflected on how I had used the arts, for example, poetry, to support emotional self-awareness development. This had led to the development of a website, Caring Words, which encourages health care students to share their experiences through reflective poetry writing.
Twitter id: @Heijinxs
HEA Fellowship page

Current role: Professor of Higher Education
Focus of NTF application: HE metrics/student surveys, learner autonomy, peer and self-assessment, fieldwork, educational journal editorship
Twitter id: @AMarkLangan
Personal website/institutional page
HEA Fellowship page

Current role: Emeritus Professor
The prime focus of my NTF application was the exploration of the use of the arts and humanities for teaching microbiology, and to enhance students’ science communication skills – as well as my own.
Twitter id: @JoVerran


Former Manchester Met Fellow

nicola whitton
Professor Nicola Whitton 2013

Current role: Director of Durham Centre for Academic Development, Durham University
My NTF application was based around my research and practical work in learning technology, games, and playful approaches to teaching and learning.
Twitter id: @nicwhitton
Personal website: play think learn
HEA Fellowship page


In the video below, Professor Joanna Verran talks about her experience of being a National Teaching Fellow and what impact it has had several years on: