Institution of Structural Engineers > Events & Awards > People and Papers Awards > Excellence in Structural Engineering Education

Award Scheme for Excellence in Structural Engineering Education

This Award is presented to departmental teams responsible for developing any aspect of learning/teaching of structural behaviour so as to improve student learning


The Institution of Structural Engineers has a strong commitment to improving graduates’ understanding of structural behaviour. This Award gives recognition to academics who demonstrate a commitment to the highest standards of teaching in structural engineering and a drive to develop exciting and innovative philosophies and techniques to improve student learning.

All submissions are assessed using the following criteria:

  • Innovation in teaching to improve learning
  • Evidence of effectiveness in improving the learning outcomes of students
  • Integration of the specific improvement into an overall scheme of learning/teaching
Award winners and authors of commended papers are invited to speak at the Institution's Annual Academics' Conference.

2017 Award

George Fereday received a commendation for his paper ‘The importance of making: Haptic feedback & intuition in the teaching of structures in Architecture' for group teaching work with second year undergraduates at Cass School of Architecture, London Metropolitan University.

2016 Award

The award was presented to Tim Stratford for his paper Experiments in Learning Design - Creating space for progression and continuity in design education and work at The University of Edinburgh. The Education Committee awarded two  commendations, The first to Martin Gillie for his paper First Year Structures Teaching – Changing Demands and his work at The University of Manchester. The second commendation was awarded to the University of Leeds Structures Group for their paper Use of the Integrated Design Project (IDP) to Enhance Understanding of Structural Behaviour and their work at The University of Leeds.

2015 Award

The award was presented to Jonathan Haynes and Neil Currie for their paper "Outcomes from applying the inverted classroom to a first year structures module" and their work at The University of Salford. The Education Committee awarded two  commendations, The first to Martin Crapper, Alison Furber, Martin Gillie and Tim Stratford for their paper "Teaching Skills for Conceptual Design – A New Approach" and their work at the The University of Edinburgh and The University of Manchester. The second commendation was awarded to Dr Stylianos Yiatros for his paper "Year 1 Integrated Design for Civil Engineers at the Cyprus University of Technology: Designing, Analyzing, Building & Testing model structures" and his work at Cyprus University of Technology.

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