A New Role

Such is the pace of life at the moment that major life events (well, major in my life anyway) pass by undocumented. In January I became Editor of the journal Chemistry Education Research and Practice, or as I like to call it “Chemistry Education Research and Practice – Free to Access“. CERP is the Royal Society of Chemistry’s education journal.

I love CERP. I’m not just saying this now – here I am writing in 2011 about it. The fact that a learned Society such as the RSC gives its support to the journal speaks volumes about the high value the Society places on education, much more than strategy documents or long monologic committee meetings might do. The RSC through its Education Division supports CERP so that it is free to access. CERP and its predecessor U. Chem. Ed. has given voice to generations of chemists who want to say: education is important – here is why. Many of those chemists are the leading lights of chemistry education past and present.

The first editorial

One of the first tasks in the new role was to consider where we take the journal. I’m very firmly in it for this sense of voice. Work with MICER and elsewhere has demonstrated a swell of interest in CER, and CERP is a natural home for such work. In our first editorial we did a few things. The first is that it is a joint editorial, written by me and the three Associate Editors; Ajda Kahveci, Scott Lewis, and our newest AE, Gwen Lawrie. As CERP grows, so do the layers and range of expertise needed to edit it. I felt a joint editorial would be a useful way to express this, and set out the interests of all editors.

Secondly, we talked through the typical considerations necessary for a journal article in CERP. Many of these are obvious to experts in the area, but if this is unfamiliar, we intended to demystify what actually makes for an education paper, especially to those coming from a scientific background. We included a generic article structure, along with the kinds of things that should be included along the way. A lot of this was drawn from our experience as editors, and we hope that this headline guidance will be useful to authors. The table from the editorial is shown below.

Typical structure for research article in CERP and guidance for what should be included in each section
Typical structure for research article in CERP and guidance for what should be included in each section

Finally, we talked about what actually happens when a manuscript is submitted. Who looks at it; how do we select reviewers; how do we evaluate their commentary? The purpose again here is to make it clearer about the journey a manuscript goes on, and where our processes might differ from other journals. A particular value of the culture at CERP is the role the editors play in offering commentary on the manuscript that draws together main reviewing comments. Authors regularly comment on the value of reviewer and editor commentary and how it can be helpful in improving their work.

CERP will always be evolving and I look forward to conversations and debates about its continuing journey. The editorial team interests covers the full range from research to practice, from university to school. We are of the field, and in the field, and want to hear from contributors and readers about how we can continue to develop and grow this fantastic journal.


Lessons from running webinars

We are now coming up to half way for the webinar series I launched this year. Webinars run monthly, thereabouts, and are on the theme of chemistry education research. I’ve never hosted webinars before so it has been interesting, and when the technology decides not to work, heart-stopping. Useful responses to a post (plea) requesting ideas/guidance are listed here. I think I have incorporated most of the suggestions.

CERGinar 2017 - 2018 Series

Some thoughts on format

What’s been a real pleasure has been the opportunity to hear speakers I love give a talk. This year, because I was testing the water, I chose speakers who I have heard and who I know will do a good job, and somewhat selfishly that I want to hear again. This led to a list of 42 names scrawled on my office noticeboard, and picking just a few of these was really tough.

Alison Flynn set us off to a stellar talk with a talk that ran the spectrum from methods of doing the research right through to implementation in teaching. This was really popular and meant that it addressed the difficulty of the breadth of audience types. Keith Taber made us think more about methodologies… are experimental approaches appropriate, and what are their limitations? Nathaniel Grove picked up on the format set by Alison, again looking at methods and then looking at implications, and this seems to be a formula that works. In both cases, this meant that a natural break in proceedings was a chance to have a mid-presentation set of questions. And that echoes something I have learned from MICER: people love to discuss. Opportunities for discussion compete with wanting to squeeze as much out of the speakers as possible, and the balance is fine tuned. For an hour slot, thought, 45/15 seems to work out. Nathan’s talk included the guest chair Niki Kaiser; this was really useful as it meant I could focus on technical matters, Niki asked questions, and it also means the whole thing is less “my” webinar series, but one of the community.

How to choose speakers?

As well as the criterion (this time around) of having seen all the speakers present, there was the difficulty of choosing just a few from my list of favourites. Donald Wink is the next speaker in the series. He gave a talk at Gordon CERP last year, which was stellar, probably the best talk I heard in a year of many conferences. It was one of those talks where you stop taking notes and just listen to try to absorb as much as possible. His clarity on discussing case studies is one that I think deserves a very wide audience. Then, we have Nicole Graulich, who won best poster at Gordon CERP, meaning she got to give a short talk at the end of the conference. I was left wanting to hear much more. Ginger is doing some amazing work around students writing, and Vicente… well we all want to hear Vicente. Both of these are again Gordon speakers. I thought that this range of speakers represented some well established figures, some newer to a wider audience, different aspects of chemistry, and a balance of gender. But I’m sure I can choose another set that will fulfill those criteria.

On and on?

Chemistry education research, as a young discipline in the UK, has two difficulties as I see it. One: there is no money. And two: as there is no money, people do a lot of this work in their spare time or squeezed into a very busy day job. That means that things like this tend to get squeezed, and it becomes difficult for people to attend. The purpose of these webinars was to act as a proxy for the academic seminars our colleagues will be used to in chemistry departments, except focussed on education.  I have to say I thought that attendance (because of point 2) would be very low, but it has been way above expectations, with lots of discussion in the chat area.

I’d be interested in hearing from people as to whether we should continue with a new series in the Autumn, and proposed ideas for format/speakers. In the mean time, do register for Prof Donald Wink’s seminar, 21st Feb. You won’t be disappointed.


Bibliography for researching women in chemistry c1900

Some references to 19 petitioners to Chemical Society and others

This list was compiled for the purpose of creating/editing Wikipedia articles about Women in Chemistry. You can read a bit about the rationale for this here and more about the Women in Red project here.

Bibliography notes

  • Wikipedia link given if known;
  • Some of these are described in RSC “Faces of Chemistry” – links given;
  • CWTL = “Chemistry was their life”main biographic reference, see also index to that book;
  • Creese 1991, tends to focus on scientific contribution in the context of the time and is also good for who they worked for/with and Appendix details publications (available at https://www.jstor.org/stable/4027231);
  • BHC 2003 – by the Raynham Carters, so information similar to CWTL, but often a little more detailed in the context of admission to professional/learned Societies (Available at: http://www.scs.illinois.edu/~mainzv/HIST/bulletin_open_access/v28-2/v28-2%20p110-119.pdf);
  • EiC2004 – article on Ida Freund with special focus on her educational initiatives and some personal anecdotes (Education in Chemistry, 2004, 136-137 – PDF available at this link);
  • EiC2006 – women of Bedford college (Education in Chemistry, 2006, 77-79 – PDF available at this link);
  • CiB1999 – Detailed overview of Gertrude Walsh and Edith Usherwood (Lady Ingold) (Chemistry in Britain, 1999, 45 – 46);
  • CiB1991 – Story of the 1904 petition letter, passing mention to three main players involved (Chemistry in Britain, 1991, 233-238);
  • Brock 2011– Section on Women Chemists, with lots of detail on Edith Usherwood
  • 1st WW – British Women Chemists and the First World War – details of Taylor and Whiteley

Bibliography (please let me know of any useful additions)

E(lizabeth) Eleanor Field CWTL pp152-153

BHC 2003, p115


Emily C Fortey CWTL pp203-204

Creese 1991, p291

BHC 2003, p115


Grace C Toynbee (Mrs Percy Frankland) https://en.wikipedia.org/wiki/Grace_Frankland

CWTL pp424-425

BHC 2003, p116


Ida Freund https://en.wikipedia.org/wiki/Ida_Freund


CWTL pp226-229

Creese 1991; p287

BHC 2003, p114




Mildred M Mills (Mildred Gostling) https://en.wikipedia.org/wiki/Mildred_May_Gostling

CWTL pp429-430

BHC 2003, p115


Hilda J Hartle CWTL 479-481

BHC 2003, p114


Edith E Humphrey https://en.wikipedia.org/wiki/Edith_Humphrey

CWTL 148-150

BHC 2003, p116


http://www.scs.illinois.edu/~mainzv/HIST/awards/Citations/Vorlesung_Alfred_Werner_CGZ08.ppt&sa=U&ved=0ahUKEwj0wPLcxOTWAhWMExoKHU4RB5YQFggHMAE&client=internal-uds-cse&usg=AOvVaw2-4FA_6QDF70h-y9tb4zjS (PPT file in German showing Humphrey’s thesis)

Dorothy Marshall https://en.wikipedia.org/wiki/Dorothy_Marshall (Stub)

CWTL pp229-230

BHC 2003, p115


Margaret Seward (Mrs McKillop) CWTL 105-107

BHC 2003, p115


Ida Smedley https://en.wikipedia.org/wiki/Ida_Maclean


CWTL pp58-61, also 179-180

Creese 1991, p282-284 (See also Wheldale and Homer)

BHC 2003, p114




Alice Emily Smith CWTL pp298-299

Creese 1991, p292

BHC 2003, p116


Millicent Taylor https://en.wikipedia.org/wiki/Clara_Millicent_Taylor (“neutrality disputed”)

CWTL pp200-202

BHC 2003, p115

1st WW


M. Beatrice Thomas CWTL pp230-232

Creese 1991; p287

BHC 2003, p114



Martha A Whiteley https://en.wikipedia.org/wiki/Martha_Annie_Whiteley


CWTL pp122-124

Creese 1991, p289, see also p293, p297

BHC 2003, p114



1st WW

http://www.scs.illinois.edu/~mainzv/HIST/bulletin_open_access/num20/num20%20p42-45.pdf (full bio) with individual picture and group picture)

Sibyl T Widdows CWTL pp160-161

BHC 2003, p115


Katherine I Williams CWTL pp200-203

Creese 1991, p291

BHC 2003, p115



References to other women chemists from this time (incomplete)


Muriel Wheldale https://en.wikipedia.org/wiki/Muriel_Wheldale_Onslow

Creese 1991, p284

Annie Homer Creese 1991, p284
Edith Gertrude Willcock Creese 1991, p285
Marjory Stephenson https://en.wikipedia.org/wiki/Marjory_Stephenson

Creese 1991, p285

Eleanor Balfour Sidgwick https://en.wikipedia.org/wiki/Eleanor_Mildred_Sidgwick

Creese 1991, p286

Emily Aston Creese 1991, p288
Frances Micklethwait https://en.wikipedia.org/wiki/Frances_Micklethwait

Creese 1991, p288, see also 293

Ida Homfray Creese 1991, p289
Effie Marsden Creese 1991, p289
Harriette Chick https://en.wikipedia.org/wiki/Harriette_Chick

Creese 1991, p290

Eva Hibbert Creese 1991, p292
Mary Stephen Leslie EiC2006
Violet Trew EiC2006
Helen Archbold (Mrs Porter) https://en.wikipedia.org/wiki/Helen_Porter


Rosalind Henley EiC2006
Edith Usherwood CiB1999

Brock 2011, pp218 – 230

Gertrude Walsh CiB1999

Links to Back Issues of University Chemistry Education

I don’t know if I am missing something, but I have found it hard to locate past issues of University Chemistry Education, the predecessor to CERP.  They are not linked on the RSC journal page. CERP arose out of a merger between U Chem Ed and CERAPIE, and it is the CERAPIE articles that are hosted in the CERP back issues. Confused? Yes. (More on all of this here)

Anyway in searching and hunting old U Chem Ed articles, I have cracked the code of links and compiled links to back issues below. They are full of goodness. (The very last article published in UCE was the very first chemistry education paper I read – David McGarvey’s “Experimenting with Undergraduate Practicals“.)

Links to Back Issues

Contents of all issues: http://www.rsc.org/images/date_index_tcm18-7050.pdf 

1997 – Volume 1:

1 – remains elusive… It contains Johnstone’s “And some fell on good ground” so I know it is out there… Edit: cracked it – they are available by article:

1998 – Volume 2:

1 – http://www.rsc.org/images/Vol_2_No1_tcm18-7034.pdf

2 – http://www.rsc.org/images/Vol_2_No2_tcm18-7035.pdf

1999 – Volume 3:

1 – http://www.rsc.org/images/Vol_3_No1_tcm18-7036.pdf

2 – http://www.rsc.org/images/Vol_3_No2_tcm18-7037.pdf

2000 – Volume 4:

1 – http://www.rsc.org/images/Vol_4_No1_tcm18-7038.pdf

2 – http://www.rsc.org/images/Vol_4_No2_tcm18-7039.pdf

2001 – Volume 5:

1 – http://www.rsc.org/images/Vol_5_No1_tcm18-7040.pdf

2 – http://www.rsc.org/images/Vol_5_No2_tcm18-7041.pdf

2002 – Volume 6:

1 – http://www.rsc.org/images/Vol_6_No1_tcm18-7042.pdf

2 – http://www.rsc.org/images/Vol_6_No2_tcm18-7043.pdf

2003 – Volume 7:

1 – http://www.rsc.org/images/Vol_7_No1_tcm18-7044.pdf

2 – http://www.rsc.org/images/Vol_7_No2_tcm18-7045.pdf

2004 – Volume 8:

1 – http://www.rsc.org/images/Vol_8_No1_tcm18-7046.pdf

2 – http://www.rsc.org/images/Vol_8_No2_tcm18-7047.pdf

I’ve downloaded these all now in case of future URL changes. Yes I was a librarian in another life.

UCE logo

#ViCEPHEC16 – curly arrows and labs

The annual Variety in Chemistry Education/Physics Higher Education conference was on this week in Southampton. Some notes and thoughts are below.

Curly arrows

Physicists learned a lot about curly arrows at this conference. Nick Greeves‘ opening keynote spoke about the development of ChemTube3D – a stunning achievement – over 1000 HTML pages, mostly developed by UG students. News for those who know the site are that 3D curly arrow mechanisms are now part of the reaction mechanism visualisations, really beautiful visualisation of changing orbitals as a reaction proceeds for 30+ reactions, lovely visualisations of MOFs, direct links to/from various textbooks, and an app at the prototype stage. Nick explained that this has all been developed with small amounts of money from various agencies, including the HEA Physical Sciences Centre.

Mike Casey from UCD spoke about a resource at a much earlier stage of development; an interactive mechanism tutor. Students can choose a reaction type and then answer the question by drawing the mechanism – based on their answer they receive feedback. Version 2 is on the way with improved feedback, but I wondered if this feedback might include a link to the appropriate place in Chemtube3D, so that students could watch the associated visualisation as part of the feedback.

In the same session Robert Campbell spoke about his research on how A-level students answer organic chemistry questions. My understanding is that students tend to use rules of mechanisms (e.g. primary alkyl halides means it’s always SN2) without understanding the reason why; hence promoting rote learning. In a nice project situated in the context of cognitive load theory, Rob used Livescribe technology to investigate students reasoning. Looking forward to seeing this research in print.

Rob’s future work alluded to considering the video worked answers described by Stephen Barnes, also for A-level students. These demonstrated a simple but clever approach; using questions resembling A-level standard, asking students to complete them, providing video worked examples so students could self-assess, and then getting them to reflect on how they can improve. David Read mentioned that this model aligned with the work of Sadler, worth a read.

Laboratory work

Selfishly, I was really happy to see lots of talks about labs on the programme. Ian Bearden was the physics keynote, and he spoke about opening the laboratory course – meaning the removal of prescriptive and allowing students to develop their own procedures. Moving away from pure recipe is of course music to this audience’s ears and the talk was very well received. But you can’t please everyone – I would have loved to hear much more about what was done and the data involved, rather than the opening half of the talk about the rationale for doing so. A short discussion prompted this tweet from Felix Janeway, something we can agree on! But I will definitely be exploring this work more. Ian also mentioned that this approach is also part of physics modules taught to trainee teachers, which sounded a very good idea.

Jennifer Evans spoke about the prevalence of pre-labs in UK institutions following on from the Carnduff and Reid study in 2003. Surprisingly many don’t have any form of pre-lab work. It will be interesting to get a sense of what pre-lab work involves – is it theory or practice? Theory and practice were mentioned in a study from Oxford presented by Ruiqi Yu, an undergraduate student. This showed mixed messages on the purpose of practical work, surely something the academy need to agree on once and for all. There was also quite a nice poster from Oxford involving a simulation designed to teach experimental design, accessible at this link. This was also built by an undergraduate student. Cate Cropper from Liverpool gave a really useful talk on tablets in labs – exploring the nitty gritty of how they might work. Finally on labs, Jenny Slaughter gave an overview of the Bristol ChemLabs, which is neatly summarised in this EiC article, although the link to the HEA document has broken.

Other bites

  • Gwen Lawrie (via Skype) and Glenn Hurst spoke about professional development; Gwen mentioned this site she has developed with Madeline Schultz and others to inform lecturers about PCK. Glenn spoke about a lovely project on training PhD students for laboratory teaching – details here.  This reminds me of Barry Ryan‘s work at DIT.
  • Kristy Turner gave an overview of the School Teacher Fellow model at Manchester, allowing her to work both at school and university with obvious benefits for both. Kristy looked forward to an army of Kristy’s, which would indeed be formidable, albeit quite scary. Even without that, the conference undoubtedly benefits from the presence of school teachers, as Rob’s talk, mentioned above, demonstrates.
  • Rachel Koramoah gave a really great workshop on qualitative data analysis. Proving the interest in chemistry education research, this workshop filled up quickly. The post-it note method was demonstrated, which was interesting and will certainly explore more, but I hope to tease out a bit more detail on the data reduction step. This is the benefit of this model – the participants reduce the data for you – but I worry that this might in turn lead to loss of valuable data.
  • Matthew Mears gave a great byte on the value of explicit signposting to textbooks using the R-D-L approach: Read (assign a reading); Do (Assign questions to try); Learn (assign questions to confirm understanding). Matt said setting it up takes about 30 minutes and he has seen marked improvements in student performance in comparison to other sections of the course.
  • David Nutt won the best poster prize. His poster showed the results of eye-tracking experiments to demonstrate the value or not of an in-screen presenter. Very interesting results which I look forward to seeing in print.

The conference organisation was brilliant and thanks to Paul Duckmanton and Charles (Minion) Harrison for leading the organisation. Lots of happy but tired punters left on Friday afternoon.

I couldn’t attend everything, and other perspectives on the meeting with links etc can be found at links below. From Twitter, Barry Ryan’s presenation on NearPod seemed popular, along with the continuing amazingness of my colleagues in the Edinburgh Physics Education Research Group. One of their talks, by Anna Wood, is available online.

Planning a new book on laboratory education

Contracts have been signed so I am happy to say that I am writing a book on chemistry laboratory education as part of the RSC’s new Advances in Chemistry Education series due for publication mid 2017.

I’ve long had an interest in lab education, since stumbling across David McGarvey’s “Experimenting with Undergraduate Practicals” in University Chemistry Education (now CERP). Soon after, I met Stuart Bennett, now retired, from Open University at a European summer school. Stuart spoke about lab education and its potential affordances in the curriculum. He was an enormous influence on my thinking in chemistry education, and in practical work in particular. We’d later co-author a chapter on lab education for a book for new lecturers in chemistry published by the RSC (itself a good example on the benefits of European collaboration). My first piece of published education research was based on laboratory work; a report in CERP on the implementation of mini-projects in chemistry curriculum, completed with good friends and colleagues Claire Mc Donnell and Christine O’Connor. So I’ve been thinking about laboratory work for a long time.

Why a book?

A question I will likely be asking with increasing despair over the coming months is: why am I writing a book? To reaffirm to myself as much as anything else, and to remind me if I get lost on the way, the reasons are pretty straightforward.

My career decisions and personal interests over the last few years have meant that I have moved my focus entirely to chemistry education. Initially this involved sneaking in some reading between the covers of J. Mat. Chem. when I was meant to be catching up on metal oxide photocatalysis. But as time went on and thanks to the support of others involved in chemistry education, this interest became stronger. I eventually decided to make a break with chemistry and move into chemistry education research. (One of the nicest things for me personally about joining Edinburgh was that this interest was ultimately validated.)

So while my knowledge of latest chemistry research is limited mainly to Chemistry World reports, one thing I do know well is the chemistry education research literature. And there is a lot of literature on laboratory education. But as I read it and try to keep on top of it, it is apparent that much of the literature on laboratory education falls into themes, and by a bit of rethinking of these themes and by taking a curriculum design approach, some guiding principles for laboratory education can be drawn up. And that a compilation of such principles, within the context of offering a roadmap or plan for laboratory education might be useful to others.

And this is what I hope to offer. The book will be purposefully targeted at anyone responsible for taking a traditional university level chemistry laboratory course and looking to change it. In reality, such change is an enormous task, and being pragmatic, needs to happen in phases. It’s tempting then to tweak bits and change bits based on some innovation presented at a conference or seen in a paper. But there needs to be an overall design for the entire student experience, so that incremental changes sum up to an overall consistent whole piece. Furthermore, by offering a roadmap or overall design, I hope to empower members of staff who may be responsible for such change by giving the evidence they may need to rationalise changes to colleagues. Everyone has an opinion on laboratory education! The aim is to provide evidence-based design approaches.

My bookshelves are groaning with excellent books on laboratory education. I first came across Teaching in Laboratories by Boud Dunn and Hegarty-Hazel back in the days when I stumbled across McGarvey’s article. I still refer to it, as even though it was published in 1986, it still carries a lot of useful material. Woolnough and Allsop’s Practical Work in Science is also excellent; crystal clear on the role and value of laboratory education and its distinction from lecture based curriculum. Hegarty-Hazel also edited The Student Laboratory and the Science Curriculum. Roger Anderson’s book The Experience of Science was published before I was born.

I have bought these now out of print books and several more second hand for less than the cost of a cup of coffee. I have learned lots from them, but am mindful that (justifiably) well-known and comprehensive as they are, they are now out of print and our university laboratories have not seen much change in the forty years since Anderson.

I am very conscious of this as I structure my own book. I can speculate that books about science laboratories at both secondary and tertiary level may be too broad. So the book is focussing exclusively on chemistry and higher education.

Secondly, the book is very clearly directed at those implementing a new approach, those involved in change. Ultimately it is their drive and energy and input that decides the direction of changes that will occur.  I hope that by speaking directly to them with a clear rationale and approach based on an up-to-date literature, that it may ease the workload somewhat for those looking to rethink laboratory education in their curricula. Now I just need to actually write it.

Reflections on #micer16

Several years ago at the Variety in Chemistry Education conference, there was a rather sombre after-dinner conversation on whether the meeting would continue on in subsequent years. Attendance numbers were low and the age profile was favouring the upper half of the bell-curve.

Last year at Variety I registered before the deadline and got, what I think was the last space, and worried about whether my abstract would be considered. The meeting was packed full of energetic participants interested in teaching from all over UK and Ireland, at various stages of their careers. A swell in numbers is of course expected from the merging with the Physics Higher Education Conference, but the combination of the two is definitely (from this chemist’s perspective) greater than the sum of its parts.

Participants at #micer16
Participants at #micer16

What happened in the mean time would be worthy of a PhD study. How did the fragile strings that were just holding people together in this disparate, struggling community, not snap, but instead strengthen to bring in many newcomers? A complex web of new connections has grown.  While I watched it happen I am not sure how it happened. I suspect it is a confluence of many factors: the efforts of the RSC at a time when chemistry was at a low-point. The determination of the regular attendees to keep supporting it, knowing its inherent value. The ongoing support of people like Stuart Bennett, Dave McGarvey, Stephen Breuer, Bill Byers, and others. And of course the endless energy of Tina Overton and the crew at the Physical Sciences Centre at Hull.

Whatever the process, we are very lucky to have a vibrant community of people willing to push and challenge and innovate in our teaching of chemistry. And that community is willing and is expected to play a vital role in the development of teaching approaches. This requires design and evaluation of these approaches; a consideration of how they work in our educational context. And this requires the knowledge of how to design these research studies and complete these evaluations. Readers will note that Variety now particularly welcome evidence-based approaches.

Most of us in this community are chemists, and the language of education research can be new, and difficult to navigate. Thus a meeting such as MICER held last week aimed to introduce and/or develop approaches in education research. The speakers were excellent, but having selected them I knew they would be! Participants left, from what I could see and saw on social media, energised and enthused about the summer ahead and possible projects.

But we will all return to our individual departments, with the rest of the job to do, and soon enthusiasm gives way to pragmatism, as other things get in the way. It can be difficult to continue to develop expertise and competence in chemistry education research without a focus. The community needs to continue to support itself, and seek support from elsewhere.

How might this happen?

Support from within the community can happen by contacting someone you met at a conference and asking them to be a “critical friend”. Claire Mc Donnell introduced me to this term  and indeed was my critical friend. This is someone whom you trust to talk about your work with, share ideas and approaches, read drafts of work. It is a mutual relationship, and I have found it extremely beneficial, both from the perspective of having someone sensible to talk to, but also from a metacognitive perspective. Talking it out makes me think about it more.

The community can organise informal and formal journal clubs. Is there a particular paper you liked – how did the authors complete a study and what did they draw from it? Why not discuss it with someone, or better still in the open?

Over the next while I am hoping to crystallise these ideas and continue the conversations on how we do chemistry education research. I very much hope you can join me and be an active participant; indeed a proactive participant. So that there is an independent platform, I have set up the website http://micerportal.wordpress.com/ and welcome anyone interested in being involved to get in touch about how we might plan activities or even a series of activities. I hope to see you there.

New book on Chemistry Education

chemistry-educationA new book “Chemistry Education : Best Practices, Opportunities and Trends” has just been made available online. It covers a range of current topics in chemistry teaching including a chapter on human activity by Peter Mahaffy, context based learning by Ilka Parchmann and flipped lectures by Eric Mazur. In addition, there are some chapters on aspects of chemistry teaching, such as that one on problem solving by George Bodner, laboratory teaching by Avi Hofstein and conceptual integration by Keith Taber. In fact the table of contents reads like a who’s-who of chemical education (some notable exceptions acknowledged).

Ireland is well respresented with two chapters from DIT – one on community based learning by Claire McDonnell, and one on e-learning and blended learning from Christine O’Connor and myself. A further chapter on the language of chemistry comes from UL.

I’m looking forward to getting the physical copy. The problem with many books of this nature is that their cost is prohibitive and therefore many people who would find it valuable can’t access it. It’s worth seeing whether pre-prints are available from individual authors or very often publications covering similar themes might be available. I wrote a survey of e-learning and blended learning for chemistry in the HEA New Directions journal recently (free to access), which covers some of the topics mentioned in our chapter.

New ‘Education in Chemistry’ app


EiC' new app
EiC’ new app

Education in Chemistry (EiC) is a bi-monthly periodical covering news and features relevant to the teaching of chemistry at secondary and tertiary level. It has just launched a new app, and is making the magazines free to view for 2015.

I had a preview of the app in development as I’m a member of the editorial board, but got a proper chance to play with it when I downloaded it from iTunes to iPhone and iPad. This bias noted, I have to say I really love it. EiC was one of the few periodicals I still enjoyed reading in print form, and while I’ll still enjoy its physical presence, the app does a very good job at allowing the reader to navigate as easily as possible, mimicking the “scanning through” approach you take with the physical copy. A lot of features of the New Yorker magazine – which for me is the premier example of online magazine interface – have appeared in this app.

As well as reading it in page turn, the app has a side table of contents which means you can jump straight to an article. My favourite though is ability to scan through the pages visually using the first pages menu option on the right of the menu bar. This gives as close a representation as possible of “flicking through” a magazine. I love it, because you can capture the visual element of each article too. After a sideways swipe, you can, New Yorker style, just begin to read the article with a vertical one. It’s easily read on phone and tablet.

Scrapbook allows you to collect favourite articles in one place
Scrapbook allows you to collect favourite articles in one place

Finally, the pièce de resistance is the scrapbook – you can favourite articles from any of your issues and keep them all stored in one place. Love it!

Will it replace the physical copy? I do have an enjoyable ritual with the physical copy (involves tea) but certainly something so easy to access will mean that I can grab an article on the go.

You can find out more about how to get the app at the EiC website.

Blogging Chemistry Education

Education in Chemistry launched their new blog earlier this year and the editorial staff there were good (brave?) enough to give me a platform to post articles on the theme of chemistry education. There are at least three posts per month and today I posted my 10th article—see links below. If you haven’t seen the blog yet, do have a look—there are guest articles by others including Dr Kristy Turner’s “Do subject specialist teachers matter?” and Dr Keith Taber’s “Ignoring the research and getting the science wrong“—both of which should be of interest to Irish educators as we discuss what and how we do things at secondary level. There’s a healthy discussion both in the blog comments and in the Education in Chemistry LinkedIn group.

My 10 articles are:

  1. Some thoughts on implementing the flipped classroom – this generated a lot of discussion!
  2. Some suggestions for preparing screencasts – a how-to article on using screencasts.
  3. An opinion piece on the value/impact of innovations in teaching.
  4. A blogroll of other great chemistry education blogs.
  5. An article with a video on using back issues of Education in Chemistry and Chemistry World for student generated posters.
  6. An article on some clever web-apps that allow the reuse of existing web-video content with your own emphasis.
  7. A conference report on the New Perspectives in Science Education meeting.
  8. An post following up the CPD article on chemical bonding in EiC.
  9. An opinion piece on where the impetus for integrating innovative practice in teaching lies.
  10. A conference report on the 9th Irish Variety in Chemistry Education meeting held in DIT on 6th May 2014.

Lots more to come!

Registration for Irish Variety in Chemistry Education now open

Beclickung to go to Conference Page

Registration for the Irish Variety in Chemistry Education (#iViCE14) is now open. [Link to Conference Webpage] The conference is being held on Tuesday 6th May 2014 and aims to bring together practitioners and others interested in higher education chemistry teaching. It is a popular meeting allowing for the sharing of ideas and discussion of interesting practice.

This year, the conference themes are Technology in Chemistry Education and Transition from 2nd to 3rd Level. Abstracts for talks relating to these topics are especially welcome.

The meeting is sponsored by the Royal Society of Chemistry (Republic of Ireland Local Section), and attendance is free.



Irish Variety in Chemistry Education 6th May 2014 at DIT

RSC_LOGO_RGB_72dpiSave the date!

The 9th Irish Variety in Chemistry Education meeting is scheduled for Tuesday 6th May 2014 at DIT. This meeting is always a popular event with 3rd level chemistry practitioners from around the country and beyond sharing good practice in their chemistry teaching. The meeting is supported by the Royal Society of Chemistry Republic of Ireland Local Section.

You can read about the 8th Irish Variety meeting here.

More information to follow… Happy Christmas!

Primary Science DVD available in Ireland

RES00000913-LIf you are a Primary School teacher in Ireland, you can obtain a free DVD which illustrates how to include chemistry in the primary syllabus. The DVD is free of charge, and is available by emailing John Daly, CChem MRSC at the address: rscprimaryscienceresource@gmail.com

You can also use this email address for:

  • providing  feedback.
  • enquiries for further copies.
  • enquiries for CPD support courses.

Some material is also available on the RSC’s Learn Chemistry site.

Permission to copy DVD content was organised by the RSC Education Division Ireland Region, and copying for dissemination is funded by RSC Republic of Ireland Local Section. 

Chemistry Events in Ireland: November

RSC_LOGO_RGB_72dpiPlease see details below of events supported by the RSC in November in the Ireland Region, along with a funding call for events in the Republic of Ireland Local Section.

November Events

  • DNA in Food and Forensics: 6th November, Queens University Belfast, McClay Library.
  • The Role of Women in Chemistry: 8th November, 2- 6 pm, Large Lecture Theatre, School of Chemistry, Trinity College Dublin.
  • A Magical Science Show: 9th November, University of Ulster, Newtownabbey.
  • Chemistry at Work Events: 6th November, University of Ulster (Coleraine); 9th November University of Ulster (Jordanstown); 12th and 13th November, Queen’s University;  13th November, Limerick Institute of Technology.
  • SCI/RSC Science Week Quiz: 14th November, Doyle’s Pub, College Green, Dublin 2.
  • Scifest-The Chemistry Winners- Celebration Event: 14th November, Waterford Institute of Technology.
  • Careers in Chemistry: 15th November, 10.30 – 1.00, Trinity College Dublin, Tercentenary Lecture Theatre, Trinity Biochemical Science Institute.
  • Chemistry Week is 18th to 22nd November. See www.rsc.li/global-experiment.

Further details of events in the Ireland Region are also listed at: http://www.rsc.org/Membership/Networking/Regions/Ireland/IrelandEvents.asp  and there is a Facebook Page: https://www.facebook.com/RSCIreland


Funding Call

In addition, members in the Republic of Ireland Local Section are invited to submit calls for support of events or activities promoting the chemical sciences, subject to availability of funds. The application should consist of a short (200 words) description of the proposed activity. The terms and conditions of the funding are as follows:


RSC Republic of Ireland Local Section Event Grant

Terms and Conditions

1 Projects should fulfil the RSC Charter by being both charitable and advancing the chemical sciences.

2 Only one grant per applicant will be awarded in any 12 month period.

3 If awarded the applicant will be asked to log the event on the RSC website at least six weeks in advance so that it appears in Chemistry World Events Listings. The applicant will be also asked to provide a one-page report on completion of the project including a breakdown of the use of the grant. Payment of the grant can only be made on provision of receipts and a completed reimbursement form to the Honorary Treasurer.

4 All publicity material advertising the event/initiative must exhibit the RSC logo.