New National Teaching Fellow, Dr Susan Doherty, Reader (Education) in the School of Biological Sciences at Queen’s University Belfast, reflects on the people and partnerships that shaped her journey, her passion for inclusive and impactful teaching, and her advice for educators aspiring to make a difference through teaching excellence.
Being awarded a National Teaching Fellowship is incredibly special and is undoubtedly one of the highlights of my career. What makes it particularly meaningful is that whilst it’s an individual award, it really reflects the contributions of so many people I’ve had the privilege to work with over the past 30 years. My students, academic colleagues, professional services staff and wider collaborators have all helped shape my practice and my thinking. So much of what I do has been developed through partnership and this recognition feels like a celebration of those relationships as much as anything else.
I’m also delighted that it recognises work I’ve been fortunate to undertake beyond Queen’s, particularly through my roles as Deputy Chair of a QAA Subject Benchmark Statement review and as a degree accreditation assessor for the Institute of Food Science and Technology (IFST). Those opportunities have allowed me to work alongside inspiring and dedicated colleagues across the sector and have been hugely rewarding both professionally and personally.
From personal recognition to collective achievement
For me personally, I hope the Fellowship provides a platform from which I can continue to champion the things I care most about – delivering an outstanding student experience, fostering a strong sense of belonging, promoting inclusivity, creating authentic learning experiences and supporting colleagues to realise their own potential as educators and leaders.
For my students, I hope this award highlights the value of our partnership as it recognises the importance of listening to student voices and involving them as genuine partners in shaping education. I hope it also reinforces my commitment to providing high-quality learning experiences both inside and outside the classroom, and opportunities that help my students develop both academically and professionally.
For colleagues, particularly those on education and scholarship pathways, I hope it demonstrates that our careers can have a significant impact within institutions and across the wider sector. Teaching and educational leadership can be incredibly powerful ways of influencing practice, shaping policy and improving outcomes for our students. If this recognition encourages others to pursue and celebrate that work, then that would be something I am very proud of.
What teaching excellence really means
Teaching excellence is about combining subject expertise with passion, empathy, creativity and a genuine commitment to helping students succeed. I’ve always tried to create authentic learning experiences that connect academic study with real-world challenges. Whether through industry-linked projects, place-based learning opportunities or UK future leaders events, my goal has always been to help my students build confidence, develop their professional identity and see the relevance of what they are learning.
At its heart, I think teaching excellence is about impact. It’s about helping students discover what motivates them, supporting them to realise their potential and often achieve far more than they thought possible. Creating learning environments where all students feel valued, supported and capable of succeeding has always been central to my approach. As Athena Swan Co-Champion, I’m also passionate about promoting equality of opportunity and helping to remove barriers that can prevent students or colleagues from reaching their full potential. Excellence in teaching should benefit everyone.
Importantly, I don’t believe teaching excellence ends when a lecture finishes. It is equally about supporting and mentoring colleagues, leading educational enhancement, sharing good practice and helping to create a culture where learning, teaching and student success are genuinely valued and celebrated.
Using the NTF to drive further change
As a Food Science educator, I’m particularly excited about the opportunity to raise the profile of my discipline through the Fellowship. Food Science and Nutrition have a vital role to play in addressing many of the global challenges we face, and I hope this recognition helps shine a spotlight on the importance of education in this area.
I plan to continue sharing practice through mentoring, conference presentations, professional development activities, publications and collaborative projects. I’m particularly excited that the Fellowship will provide opportunities to engage with, and learn from, an inspiring community of National Teaching Fellows. I’m really looking forward to contributing to national conversations around learning and teaching while continuing to learn from others who share a similar passion for education.
Advice for future National Teaching Fellows
My first piece of advice would be not to underestimate the value and impact of what you do. Many exceptional educators are often their own harshest critics.
Seek feedback from colleagues and, if possible, find a mentor who can help you recognise your impact. One of the most valuable aspects of my own NTF journey was the support I received from mentors both within and beyond Queen’s. I was fortunate to have an excellent mentor from outside the University who provided constructive challenge, thoughtful feedback and invaluable guidance throughout the process. At Queen’s, Professor Judy Williams (PVC for Education and Students) has been hugely influential, offering encouragement, guidance and, perhaps most importantly, helping me recognise the value and impact of my work and giving me the confidence to articulate it clearly.
When it comes to writing the application, I would say focus on impact rather than activity. Don’t just describe what you’ve done; show the difference it has made. Having previously reviewed applications through CATE, I know that the strongest submissions clearly demonstrate how practice has influenced students, colleagues, programmes, institutions and the wider sector. Most importantly, be yourself. Let your passion for education, your commitment to students and your values come through. Authenticity matters.
Finally, take time to reflect on your journey. Think about the principles that underpin your practice, gather evidence that demonstrates sustained impact, and develop a narrative that clearly explains why your work matters. I found that was the hardest part of the process, but also the most rewarding. Taking time to reflect on your journey and recognise the impact of your work can be quite powerful, I think. And if you’re successful in gaining Fellowship, I think you’ll look back and realise that all the effort, reflection and perseverance along the way was more than worthwhile!
Dr Susan Doherty is a sector-influencing educator who is passionate about delivering outstanding student experience grounded in student belonging and support through co-created employability-focused curricula. She has shaped national standards in food science education as Deputy Chair of a QAA Subject Benchmark Statement Review and as an IFST degree accreditation assessor.
