Dr Chris Morriss-Roberts awarded prestigious University Teaching Fellowship News

The fellowship highlights Dr Morriss-Roberts’ impact as a teacher, advocate and leader in inclusive education and his commitment to developing excellence in others.

Date: 11 July 2025

Dr Chris Morriss-Roberts, Associate Teaching Professor in the School of Social Sciences and Professions, has been awarded a University Teaching Fellowship (UTF), the highest honour for teaching excellence at London Metropolitan University.

Announced at the Annual Teaching and Learning Conference on 25 June 2025, the award recognises outstanding achievement across three key areas: individual excellence, raising the profile of excellence, and developing excellence. It is also seen as a stepping stone towards a National Teaching Fellowship, one of the most prestigious honours in UK higher education. 

Dr Morriss-Roberts is a justice-centred educator whose inclusive approach places care, safety and belonging at the core of the student experience. His work supports learners across the full student lifecycle, from Level 4 to Level 7, with a strong focus on inclusive outcomes and student success. 

A prolific researcher and practitioner, he regularly publishes both nationally and internationally to influence and support colleagues’ practice, and he leads the Body Politics Research Cluster, which bridges engagement with students and the charity sector. He is also editor of The Podiatrist and works with the Royal College of Podiatry to shape the next generation of podiatrists through curriculum development. 

His current UTF project focuses on queering the curriculum, supporting inclusive storytelling and creating university-wide training opportunities for staff and students alike. 

Kelly Cooper, Dean of the School of Social Sciences and Professions, said: 

“We are delighted to congratulate Chris on being awarded a prestigious University Teaching Fellowship. This recognition is testament to Chris’ contributions to higher education and unwavering commitment to student success. His project holds great promise for enhancing students’ sense of belonging and is truly aligned with the university’s values of social justice, diversity and inclusive practice.”