Nominees selected for national teaching awards

An associate professor whose distinctive approach to management education has influenced thousands of students to be leaders, and a project that is developing the teachers of the future to be climate educators have both been selected as the University’s nominees for prestigious national teaching awards.

Dr Chris Dalton (Henley Business School) is vying for a National Teaching Fellowship (NTF) from Advance HE.

An Institute of Education programme that is embedding climate and sustainability education into Initial Teacher Training is also in the running for the Collaborative Award for Teaching Excellence (CATE), which recognises the impact of teams on students’ learning experiences.

The nominations will be submitted to Advance HE in March, and we will know if they have been successful in their applications in early August.

Professor Elizabeth McCrum, Pro-Vice Chancellor (Education & Student Experience) said: “Reading has long enjoyed a strong showing in these prestigious national schemes. We are proud to present the work of our colleagues, showcasing the impact of their innovative ways of teaching students.

“I wish both Chris and the Climate Education and Sustainability in Initial Teacher Education team the very best of luck in their applications.”

About the nominees

Dr Chris Dalton (Associate Professor, Henley Business School)

Over the last 15 years, Chris has developed a unique module at Henley Business School and a distinctive approach to management education not found among its peers.

Chris has placed Personal Development at the heart of the Henley Executive MBA and DBA. This has made it one of the most memorable and impactful aspects of study for many of those graduating.

Using a systemic and holistic approach to sense-making and self-awareness, Chris has influenced thousands of students and alumni around the world to become better managers and leaders

He said: “I am deeply honoured to have been selected as one of the University’s nominees for the 2024 National Teaching Fellowship scheme.

“This recognition is a testament to the collective efforts of a dedicated team at Henley Business School, and I am grateful for the opportunity to contribute to the excellence in education that our institution strives for.

“I look forward to representing our University on a national level and hope that this acknowledgement encourages and inspires my colleagues to explore and pursue similar avenues of recognition.

“I am particularly excited to gain a wider platform to promote the distinctive approach to personal development in management learning that has become a hallmark of Henley’s principles and reputation.”

Climate Education and Sustainability in Initial Teacher Education Project

This collaboration, developed within the Institute of Education, stemmed from the University’s National Climate Education Action Plan. The project set out to create, implement and embed a Climate and Sustainability Education framework for Initial Teacher Education.

The Framework supports pre-service teachers to graduate with a core set of competencies to support young people to build resilience and become future change-makers in the climate and sustainability landscape. The project has previously won a University prize for teaching and learning collaborations.

Dr Jo Anna Reed Johnson (Associate Professor, Institute of Education) is team lead for the project. She said: “We are very excited to have been nominated for this year’s CATE Award. This is a privilege and honour that recognises the work we have been doing to embed Climate Education and Sustainability across Initial Teacher Education at the Institute of Education.”

“Collaboration is at the heart of sustainability and the magic ingredient in getting people to work together in achieving sustainability goals.”

“We have been able to demonstrate the rewarding outcomes possible for our students, teacher educators, and community through these rich collaborations.  We have shown that more is possible together than as individuals.” 

“Advancing this work both nationally and internationally is of major importance in tackling climate change and this prestigious award will allow us the opportunity share our insights across Higher Education.”