King’s Education Awards

The FoLSM dissecting room technical team provide a crucial contribution to a highly valued element of Medicine and Healthcare programmes whilst underpinning an exceptional learning experience in a uniquely demanding environment. Their work reaches across faculties and spans education, student experience, and complex legal, ethical and safety responsibilities. Much of what they do is unseen, yet its impact is profound, helping to ensure that teaching runs seamlessly, safely, and with the utmost respect for donors. The team’s expertise and strong collaborative relationships enable them to respond with agility, as demonstrated by sourcing histology expertise at short notice to maintain continuity in teaching. Their dedication, professionalism, and generosity in supporting both staff and students make a lasting difference.

Mandeep’s nomination demonstrated clear, substantive deliverables that make a compelling case for recognition. Her leadership in developing the Inclusive Education Resource and Inclusive Assessment Framework, alongside her work on feedback literacy and role as Faculty Rubrics Champion, has driven the adoption of transparent and inclusive assessment practices that actively reduce structural disadvantage. She has taken a comprehensive, faculty-wide approach that extends beyond her formal remit, securing Race Equity and Inclusive Education funding, College Teaching Funds and Strategic College Teaching Funds, as well as external funding to sustain and extend this work, including outreach events and mentoring programmes. Through this sustained, strategic work, Mandeep has contributed to long-term, meaningful transformation across King’s and exemplifies a commitment to inclusive excellence that reaches well beyond her immediate role.

Laurence’s nomination highlights a sustained and influential contribution to fostering a more inclusive culture across the faculty. She has created clear, practical guidance and resources that enable colleagues to work in more inclusive and equitable ways, and she has built staff and student networks that strengthen the community. Her commitment to genuine partnership with students, as well as her collaboration with teams beyond NMPC, has amplified the reach and impact of her work. By spotlighting the lived experiences of both staff and students, Laurence is driving meaningful cultural change that extends well beyond individual initiatives, contributing to long‑lasting transformation across King’s.

Filipa Sá   Through her exceptional behind-the-scenes leadership and thoughtful collaboration with programme Directors, Filipa has driven a meaningful cultural shift in postgraduate education at KBS, helping to foster a more open, supportive, and innovative teaching culture. Her work, often unseen and unrecognised, has had considerable and far-reaching impact across programmes, helping to create a more inclusive and supportive teaching and learning environment. Her innovative approaches to postgraduate education have enhanced consistency, encouraged pedagogic experimentation, and placed the student experience firmly at the centre of all they do. As a result, student satisfaction has improved markedly, and programmes are better equipped to evolve and thrive. Filipa’s ability to influence with care, clarity, and purpose exemplifies outstanding education leadership.

Joel brings energy, creativity, and deep intellectual curiosity to his teaching, which are qualities that inspire both students and colleagues. His approach is thoughtful and reflective: he actively seeks feedback, refines his practice, and engages meaningfully with pedagogical discussions, demonstrating a mature commitment to continual professional development. Joel is critically reflective, tailoring their approaches to the learning needs of the students they work with, and their work with colleagues is highly commended and respected. Joel helps to support others and support practice, with many examples of their work being taken forward by the teams they are involved in.

Lena and Viswanathan’s commitment to building a strong and supportive community stands out, particularly in the way they have considered the diverse needs of their students. Through targeted initiatives for commuter students, informed by analysis of student needs, they have demonstrated a truly inclusive approach. Their work is characterised by thoughtful planning and collaboration and a genuine passion for enriching the student experience.  The initiatives created are broad ranging, and the career focused activity ensures students are equipped not only for academic success but for future careers beyond their time at King’s.

Georgia’s exceptional ability to engage and retain students reflects her outstanding communication skills and commitment to ongoing excellent student experience support. Through a range of creative initiatives, she has made a significant contribution to enhancing the student experience and ensuring students feel valued and empowered.  An example of Georgia’s work includes the IoPPN25 workshops she led exploring the experiences of international students across undergraduate, postgraduate, and postgraduate research programmes. The panel was particularly impressed by Georgia’s enthusiasm, energy and her responsiveness to student needs, her inclusive approach, and her dedication to creating opportunities for all students to succeed.

The team demonstrate outstanding commitment to student wellbeing, and support, going above and beyond to make a remarkable impact.  What stands out is the team's exceptional ability to identify challenges proactively, preventing difficulties from escalating and ensuring students receive the support they need at the right time. They have created opportunities for open and honest conversations, and ensuring students feel heard. Their mindful and sensitive approach helps to diffuse difficult situations and empowers students to seek support when they need it most. Their compassion, patience, and dedication have transformed the student experience and demonstrate the very best of student support.

Rachel has built relationships that demonstrate the interdisciplinary nature of sustainability in nutrition. Her research-led collaboration with King’s Food has led to initiatives that give students concrete examples of how sustainability can be applied in real settings. The ‘Root to Tip’ project, which focuses on reducing food waste and making full use of whole plants in cooking, is just one example. Rachel has also played a key role in establishing the King’s Living Laboratory, which enables students to undertake projects linked to sustainability. This initiative offers valuable opportunities for students to work on issues that are important to the University community, while developing skills in applied research and problem solving.

Jon-Erik's nomination highlights clear contributions across his work, department, and faculty. The materials that he has developed and the sessions that he has run, along with his approaches let students engage with the complexity of sustainability issues. He embodies pragmatic and academic approaches to thorny issues, particularly focusing on the importance of multiple imperfect solutions and exploring what may not always be 'the best' in order to make progress.

Niki has led on the design, development and embedding of large-scale GP Simulation Clinics for the MBBS programme. The simulation which involves 400 students, and 80 internal and external partners, helps prepare and develop students' clinical skills for GP readiness and employability. She has created a unique experience, enabling students to learn and apply knowledge in a safe learning environment but underpinned by medical and academic rigour.  This is evidenced by students' and staff feedback depicting the experience as extremely positive and contributing to their development as health professionals.

The team presented a concrete example of AI in action to enhance learning. The team used realistic scenarios which had direct impact on student learning using real life data such as student feedback to guide the learning. The learning is aligned with NHS policies and pharmacy professional priorities, which contributes to wider public benefits and outcomes.

Becky is an excellent and active educator who has had a large impact on colleagues' development and practice. She has shaped programme and institutional approaches to Generative AI, including assessment and academic integrity. She has contributed to the highly successful 'Future learn AI' course reaching 15,000 participants, delivered AI training sessions for staff,  presented at the King’s Festival of AI session, and designed bespoke training across undergraduate programmes, promoting inclusive and professional values when working with AI. She has brought staff and students together to address critical questions and adaptation in relation to AI and our use of AI in Higher Education.

Canh has had an extraordinary impact on the academic journeys of his students through a rare combination of intellectual rigour, exceptional teaching, and genuine care. Students consistently praise his ability to make complex concepts accessible while maintaining the depth that inspires curiosity, confidence, and deeper understanding. Beyond helping students succeed in individual modules, he encourages critical thinking, independent engagement with ideas, and confidence in their abilities as learners. What distinguishes Canh is the inclusive environment he creates. His engaging approach empowers student to participate, ask questions, and embrace challenge without fear of failure. Beyond the classroom, he is recognised as a mentor whose guidance has shaped both academic achievement and personal growth during pivotal moments in students’ university experience. His influence extends well beyond his teaching, leaving students with greater knowledge and a strong belief in their own potential. For his exceptional contribution to student learning and development, we are delighted to recognise him with The GOAT Award.

Eitan was nominated by students for their ability to bring complex philosophical and political ideas to life through creative and engaging teaching. By connecting course material to students' own experiences, cultures and perspectives, they made challenging topics accessible, relevant and intellectually stimulating.  Students praised Eitan's patient and inclusive approach, highlighting their ability to break down complex concepts without sacrificing depth. They fostered a classroom where every student felt encouraged to participate, developing confidence, critical thinking skills and a deeper understanding of the subject. Their dedication to creating an engaging and supportive learning environment has had a lasting impact on their students' academic experience.

Michele has had a considerable impact on the academic and professional development of his students. Through his investment of time, expertise, and professional networks, he has connected students with opportunities spanning international institutions, media platforms, and high-profile projects, including contributions to security planning for the Milano Cortina 2026 Winter Olympics. Students describe a mentor who identifies potential, provides considered guidance, and remains invested in their progress long after their time at King's. His work has shaped career trajectories and built enduring connections between academic study and professional life.

Beyond her remarkable dedication to student-centred teaching, Helen has consistently created a genuinely supportive environment that has shaped many students’ experiences regarding self-expression. She has selflessly given up her time to help students across programmes, leaving a long-lasting mark on students who have had the pleasure of experiencing her commitment to student wellbeing and education. Her approach to enhancing student experience has affirmed motivation and confidence, helping students find their voice and elevate their capabilities. As a result, her encouragement has reinforced students’ ambitions. Helen’s ability to continuously help students succeed in both their academic and personal journeys exemplifies quality education and solidifies King’s reputation for outstanding teaching and support.

Jake has made an exceptional contribution to widening participation through an insightful lecture series, showing the scope of his knowledge and skills. He has also developed the programme into a powerful community of students, grounded in representation, opportunity and care. Jake creates an encouraging and supportive environment that fosters belonging reassurance and meaningful support. His passion, commitment, and enthusiasm inspire students to believe in themselves, build confidence and feel valued. He has expanded opportunities in research, placements, and extracurriculars he has created for students from diverse backgrounds. His impact is evident in successful applications and in students recognising their potentials and thriving through his mentorship.

Through her exceptional care and dedication to student wellbeing, Jennifer has brought a gentle light into the lives of students navigating personal and academic challenges. By consistently going far beyond her role, she has offered calm, guidance, and reassurance to students facing difficult circumstances. Whether helping students through personal crises, health challenges, or periods of uncertainty, she has created a safe and inclusive environment where they feel genuinely seen, valued, and supported. Her kindness and ability to inspire confidence and growth during the hardest times embody the very essence of this award.

Through her exceptional care and dedication to student wellbeing, Rowan has provided hope and reassurance to students facing personal and academic challenges. She has gone above and beyond to support students, offering thoughtful guidance and creating welcoming spaces where they feel comfortable seeking help. From supporting newcomers as they adjust to unfamiliar surroundings to helping students navigate significant personal and health-related difficulties, she has consistently demonstrated compassion, patience, and understanding. Her ability to help students find a positive path forward, even in the most challenging circumstances, reflects the true spirit of this award.

Zhongdao has made an exceptional contribution to the laboratory learning experience in Chemistry. His clear explanations of both theory and practice have enabled students to develop thorough understanding of complex material. He is consistently attentive to where students are struggling, guiding them through their mistakes with careful questions that lead them to identify errors and grasp the principles behind them. This approach has built confidence and engagement across the cohort, and students have described the laboratory as a place where they feel supported to develop. His commitment to ensuring students leave each session with stronger understanding and greater self-assurance is a credit to King's.

Anja Harrison and Mark Kennedy are recognised for the way they have built a genuinely student-centred and collaborative programme culture. They demonstrate a partnership that goes beyond strong teaching or good leadership: they have created an environment where students from different professional, cultural and academic backgrounds feel valued, listened to and treated as collaborators in their learning. Students highlighted their responsiveness to feedback, their openness, and the way they have created opportunities beyond the classroom that build confidence, connection and professional visibility. What stood out was the sense of shared commitment between them, and between staff and students, to keep improving the programme. Together, Anja and Mark have created something stronger than either could have achieved alone: a culture shaped by trust, collaboration and meaningful student engagement that truly embodies a Dream Team.

This award recognises the contribution of an individual (or team) over time which has led to a sustained positive impact on the learning and teaching community, or overall student experience at King's. Patrick is an outstanding educator whose consistent excellence in teaching and unwavering support for students have left a lasting impact over many years. He is known for his clarity, responsiveness, and ability to make complex content accessible. Students repeatedly highlight his generosity with time and willingness to stay after lectures to answer questions. Patrick’s dedication, year after year, to the learning and development of his students exemplifies sustained excellence in education.

This award recognises the contribution of an individual (or team) over time which has led to a sustained positive impact on the learning and teaching community, or overall student experience at King's. Michele is widely recognised for his exceptional teaching, mentorship, and support, both inside and outside the classroom. He consistently goes above and beyond to provide students with the guidance, resources, and opportunities they need to succeed academically and professionally. His expertise and passion for his subject have created immersive, real-world learning experiences that bridge the gap between theory and practice. His students consistently describe him as one of the best mentors and tutors they have encountered.

This award recognises the contribution of a pioneering individual (or team) who has taken on new, innovative approaches to designing effective learning environments, delivering creative and inspirational teaching. Francesco has been nominated by his students across multiple years. He has revolutionised first-year mechanics teaching through live, physical demonstrations in lectures with a student noting that he "has made mechanics not just a subject, but an experience". Collaborating with the estates team he installed a structural hook in the lecture theatre allowing him to perform larger-scale demonstrations than ever before - riding pendulums, spinning on chairs, and building complex pulley systems. Students absolutely love this approach mentioning how it helped them to overcome difficult concepts and visualise them in a live setting.

This award recognises the contribution of a pioneering individual (or team) who has taken on new, innovative approaches to designing effective learning environments, delivering creative and inspirational teaching. Rocky has brought a transformative and highly innovative approach to anatomy teaching, combining clarity, enthusiasm, and student-centred learning. His lectures are consistently engaging, interactive, and accessible, with content broken down into manageable, relevant, and visually rich materials that support deeper understanding. His use of tailored diagrams, interactive stations in dissection, and practical applications ensures students not only learn but enjoy anatomy. Students praise his willingness to offer one-on-one support and adapt to their learning needs. Passionate, approachable, and deeply committed, Rocky exemplifies innovation in teaching through his dedication to making learning personal, inclusive, and impactful.

This award recognises an individual (or team) who shows commitment and dedication to widening participation by creating a diverse and inclusive environment, through curriculum content and design, teaching practice, and/or supporting students and colleagues. Helen is known to all her students as a champion for inclusive education. Helen takes proactive steps to ensure students are supported throughout their time at King's, whether this is through her direct actions to make classes more inclusive such as booking spaces for students who need to take time out of labs, or through her University wide initiatives such as the Neurodiversity study circle. A key outcome of her neuroinclusion research has been the co-creation of an online student training course 'Understanding Neurodiversity in Higher Education' which aims to improve empathy and understanding of neurodivergence a promote inclusive behaviour. One student commented "Helen is deeply committed to fostering an inclusive and united academic community. She not only encourages these values but actively equips students with the skills to contribute’

This award recognises an individual (or team) who shows commitment and dedication to widening participation by creating a diverse and inclusive environment, through curriculum content and design, teaching practice, and/or supporting students and colleagues. Nicola consistently goes beyond to ensure every student feels seen, heard, and supported. Her empathy, dedication, and unwavering support - particularly for students facing personal, academic, or accessibility challenges - creates a safe, inclusive environment where everyone can thrive. As one nominee noted: "She has a unique ability to make people feel heard and understood, no matter how big or small their issues might be.’

This award recognises an individual (or team) who consistently applies feedback practices that are integral to supporting student development and learning. James has been nominated for his leadership and delivery of his module. Students highlight his enthusiasm and his ability to explain complicated concepts in a simple way, for example by making a weekly video blog. He is recognised for the time he takes to address individual student questions and his commitment to ensure that students understand the content. He goes the extra mile to prepare students for their assessments with one student noting that "James took the time to individually call students to give feedback on our formative work and prepared us well for the summative".

This award recognises an individual (or team) who consistently applies feedback practices that are integral to supporting student development and learning. Francesco has been shortlisted for an education award for the past two years. Francesco has introduced innovative ‘design review’ sessions - large scale formative feedback workshops where students present their work and receive bespoke feedback. This year he further improved these sessions through gamification; students praised them for making feedback "pertinent and bespoke". Students also note his responsiveness to their feedback, "His attention to student feedback in developing the course to try make it even better’.

This award recognises an individual (or team) who frequently goes the extra mile to support students in and outside of the classroom. Yvonne is an exceptional educator and mentor whose dedication to student wellbeing and development has made a profound difference. As an Educational Supervisor, Stage 2 Liaison and Support Lead, and Personal Tutor, she goes far beyond the expectations of her role - consistently redesigning learning experiences, offering regular check-ins, and rapidly responding to concerns with empathy and action. When students fed back that they needed more hands-on experience, Yvonne acted immediately, restructuring placements to increase clinical exposure. She also co-created the Stage 2 Student Support Day, connecting students with peers and faculty to foster community and guidance.

This award recognises an individual (or team) who frequently goes the extra mile to support students in and outside of the classroom. Alice, has been nominated multiple times, showing her sustained excellence and remarkable positive impact on our students. Her nominations this year cover the gamut of student experiences: creating a welcoming and encouraging learning environment, transforming students attitude to learning and helping them achieve their potential, putting in the extra effort to make sure that all her students (including her personal tutees) are supported, and being a great personal tutor. Her student support is truly extraordinary in its quality and is breadth, and this is clear from the comments received from students.

This award recognises individuals who purposefully include students in co-curricular opportunities and who support students in engaging in ways to connect their academic experience to broader initiatives such as service, internships, employability skills, or through involvement in improving the wider teaching and learning community at King’s. Tom has provided outstanding support to help students explore opportunities both within and outside of their studies. He encourages and supports students to apply for internships which have then developed into further opportunities. He has helped students successfully apply for PhD studentships and encouraged students to present their work. As one student commented, "Tom has always encouraged me to push myself, and he has consistently shown excellence in tutoring me.’

This award recognises individuals who purposefully include students in co-curricular opportunities and who support students in engaging in ways to connect their academic experience to broader initiatives such as service, internships, employability skills, or through involvement in improving the wider teaching and learning community at King’s. Melanie is an exceptional inspiring educator who actively expands opportunities for her students through innovative teaching and a strong commitment to sustainability. Her passion for nursing and education is evident in the engaging content she delivers - students regularly comment on how "everyone always looks forward to her lessons." She empowers learners to think beyond traditional boundaries and apply their knowledge in meaningful, forward-thinking ways. Her dedication to creating enriching, future-focused learning experiences makes her an exceptional candidate for this award.

This award recognises individuals who purposefully include students in co-curricular opportunities and who support students in engaging in ways to connect their academic experience to broader initiatives such as service, internships, employability skills, or through involvement in improving the wider teaching and learning community at King’s. Sam is an exceptional leader who has transformed the student experience through meaningful, sustained engagement. He bridges the gap between students and faculty, ensuring the student voice is central to educational development. As Programme Director, he consistently involves students in co-designing the curriculum and empowers students by offering opportunities beyond the classroom. He mentors and supports student-led events, including OSCE workshops and faculty presentations, inspiring confidence, and leadership. Sam is not only a committed educator but a pillar of the King’s community. His humility, approachability, and unwavering support have left a profound impact on students, staff, and the wider institution.

This award recognises individuals who purposefully include students in co-curricular opportunities and who support students in engaging in ways to connect their academic experience to broader initiatives such as service, internships, employability skills, or through involvement in improving the wider teaching and learning community at King’s. Tabbi exemplifies the spirt of expanding student opportunities. As academic lead for Formula Student, he worked tirelessly to support students in founding the society: coordinating with technical services, faculty and department and accompanying them to competitions. The impact extends beyond the department with students from across the University involved in the formula student society, but Tabbi also leads individual and group curricular projects in support of the society allowing students to pursue their interest for further credit. Students and staff describe Tabbi as infectiously enthusiastic, and his teaching is inspirational.