Outstanding teaching and collaboration at Leicester recognised with higher education’s most prestigious awards
Three outstanding examples of great teaching at the University of Leicester have been recognised with national awards.
They are among the 2025 winners of higher education's most prestigious UK teaching excellence awards announced today (7 August) by Advance HE. Sixty-one new National Teaching Fellows and 17 winning teams of the Collaborative Award for Teaching Excellence are recognised in 2025 for their outstanding contribution to excellent teaching in higher education in the UK.
With two new National Teaching Fellows and a Collaborative Award for Teaching Excellence, it is the University of Leicester’s joint best-ever result for these awards.
The National Teaching Fellowship Scheme (NTFS) celebrates and recognises individuals who have made an outstanding impact on student outcomes and the teaching profession in UK higher education. This year's cohort represents the largest number of National Teaching Fellows ever awarded, reflecting the exceptional quality of teaching talent across the sector as evidenced by the positive responses about teaching in the 2025 Student Academic Experience Survey and National Student Survey.
Professor Simon Gay is Head of Leicester Medical School and has played a key role in establishing the teaching and assessment of clinical reasoning within undergraduate medical curricula nationally and internationally. He has been instrumental in embedding an explicit approach to clinical reasoning in UK medical degree courses - positively impacting the learning experiences of many thousands of future doctors.
Professor Gay said: “I feel very honoured to have had my contribution to clinical reasoning education and assessment recognised in this way. Clinical reasoning is an essential skill set for any practising healthcare professional.”
Associate Professor in Criminology and Forensic Science Dr Jo Dawkins also received a National Teaching Fellowship. Inclusivity and authenticity are the two main principles that underpin Dr Dawkins's approaches to pedagogy. Through the use of problem-based learning, she empowers students to gain autonomy over their learning and develop their skills, taking into account a diverse range of abilities and backgrounds. Her passion for interdisciplinary experiential learning has been widely recognised, blending aspects of physical and social sciences in imaginative ways. Dr Dawkins’s innovative approaches support students in gaining a deeper understanding of theories and concepts, which is particularly beneficial for students who usually struggle to cross the boundaries between the two distinct disciplines.
Dr Dawkins not only champions collaborative interdisciplinary and authentic approaches within her own institution, but also in the wider community. She created the East Midlands Forensic Network to facilitate knowledge exchange between fellow practitioners, academics and industry stakeholders and regularly holds student events to inspire the next generation.
Dr Dawkins said: “It's such an honour and a privilege to be awarded with one of this year's coveted National Teaching Fellowships. To have my innovative and inclusive approaches to teaching and learning recognised on a national level is a dream come true!”
The MedRACE team.
A collaborative student-staff initiative at Leicester has also received the Collaborative Award for Teaching Excellence. MedRACE (Raising Awareness, Celebrating Excellence), established at Leicester Medical School, addresses racial inequality in medical education through partnerships with the wider University, NHS trusts, and national bodies.
The Collaborative Award for Teaching Excellence (CATE) recognises and rewards collaborative work that has had a demonstrable impact on teaching and learning and highlights the key role of teamwork in UK higher education. The 17 winning teams demonstrate innovative approaches to collaborative teaching that have transformed student experiences and outcomes.
MedRACE’s flat hierarchy—comprising student and staff co-chairs, alumni, and around 50 active members—ensures inclusive participation and shared leadership. Crucially, students lead and shape its direction, which has increased satisfaction among students. Its work has led to tangible outcomes such as influencing NHS theatre headwear policies and contributing to local and national decolonisation toolkits.
Professor Kate Williams, Founding staff co-chair of MedRACE 2020-2025, said: “We’re incredibly proud to be recognised—this award reflects the passion, resilience, and collaboration at the heart of the MedRACE team. It validates the impact of our work, shows that student-led change is possible and powerful, and reinforces the importance of centring lived experience to drive meaningful, lasting transformation in medical education.”
Professor Liz Jones, Pro-Vice-Chancellor (Education) at the University of Leicester, said: “I’m delighted that our award winners have achieved one of the University of Leicester’s strongest outcomes to date—equalling our best-ever result for these awards. In a highly competitive field, this recognition is a testament to the sustained excellence, innovation, and dedication of these educators. I’m especially proud we have secured our second only Collaborative Award for Teaching Excellence, underscoring the power of partnership in delivering outstanding educational impact.”
These latest awards come as the University of Leicester celebrates its position as a top 15 university for student satisfaction in the National Student Survey (NSS), the annual survey of students’ experience during their time at university, according to analysis by The Times. University of Leicester graduates are also holding their own in the job market, with analysis of graduate earnings information from the Department for Education showing that they are earning £3,600 more than the sector average five years after completing their studies.