A new book on teaching chemistry in higher education

Cover webThis summer I published a very special book on teaching chemistry in higher education. Each chapter in the book contains some approach on teaching chemistry, written by someone who has implemented that approach more than once in their own setting. Chapters explain how the approaches are grounded in the literature, explain the rationale for the approach, and then go on to give some detail on the implementation and outcomes of the approach. Thus the book intends to be useful to those new or reconsidering approaches to teaching chemistry in higher education, as well as those involved in education development. While the approaches are situated in chemistry, most chapters will be relevant to many other disciplines. The book contains 30 chapters, with 452 pages. There is something for everyone!

Festschrift tweet compilationThe book is dedicated to Professor Tina Overton, and carries the subtitle of a Festschrift in her honour. Festschrift is a German word for a writing celebration in honour of a scholar, and those invited to contribute a chapter wished to celebrate her influence on their career and/or pedagogical approaches they were describing. The book idea came about when I was in Australia visiting Tina and attending an Australian chemistry conference. It was clear from the education strand of the conference that Tina’s influence in Australia was as strong as it had been in the UK and Ireland – no mean feat given she was only there three years at the time. I decided that we needed to celebrate Tina’s contribution to chemistry education in some way, and following her general lead regarding pragmatism, decided that a book describing useful approaches to teaching chemistry would be the best way to do it. Together with my co-editor Claire Mc Donnell, we invited a range of educators from Ireland, UK, and Australia to contribute chapters. The book is available on Amazon by searching for its title (UK and Ireland Amazon here).

Chapter Details

Foreword: Overton, T. L. (2019), “Foreword from Prof Tina Overton, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 1-4.

  1. Seery, M. K. and Mc Donnell, C. (2019), “Introduction to the Festschrift, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 5-8.
  2. Turner, K. L. (2019), “A framework to evaluate the transition to undergraduate studies in chemistry”, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 9-22.
  3. Read, D., Barnes, S. M., Hyde, J., and Wright, J. S. (2019), “Nurturing reflection in science foundation year undergraduate students, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 23-38.
  4. Ryan, B. J. (2019), “Integration of technology in the chemistry classroom and laboratory, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 39-54.
  5. Yuriev, E., Basal, S. and Vo, K. (2019), “Developing problem-solving skills in physical chemistry, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 55-76.
  6. Shallcross, D. E. (2019), “A pre-arrival summer school to solve the maths problem in chemistry, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 77-88.
  7. Lancaster, S. J., Cook, D. F. and Massingberd-Mundy, W. J. (2019), “Peer instruction as a flexible, scalable, active learning approach in higher education, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 89-104.
  8. Lawrie, G., Matthews, K. E. and Gahan, L. (2019), “Collaborative, scenario-based, open-ended, problem-solving tasks in chemistry, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 105-122.
  9. Williams, D. P. (2019), “Context- and problem-based learning in chemistry in higher education, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 123-136.
  10. O’Connor, C. M. (2019), “Approaches to context-based learning in higher education chemistry, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 137-150.
  11. Rowley, N. M. (2019), “Developing inquiring minds through learning chemistry”, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 151-164.
  12. Mistry, N. (2019), “Diagnosing and addressing the issues faced when students learn stereochemistry”, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 165-180.
  13. Fergus, S. (2019), “Using PeerWise to support the transition to higher education, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 181-194.
  14. Gaynor, J. W. (2019), “Student-led interviews to develop employability skills, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 195-208.
  15. Mc Donnell, C. and Murphy, V. L. (2019), “Implementing community engaged learning with chemistry undergraduates, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 209-224.
  16. Essex, J. (2019), “Implementing inquiry-based learning activities in chemistry education, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 225-236.
  17. Sedghi, G. (2019), “A sustainable peer assisted learning model for chemistry undergraduates, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 237-248.
  18. Pask, C. M. and Pugh, S. L. (2019), “Developing business and employability skills for undergraduate chemists, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 249-264.
  19. Haxton, K. J. (2019), “Undergraduate screencast presentations with self-, peer-, and tutor-assessment, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 265-282.
  20. Southam, D. C. and Rohl, B. M. (2019), “Computational thinking in the chemical sciences curriculum, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 283-300.
  21. Slaughter, J. L. and Bianchi, L. (2019), “Student-led research groups for supporting education research projects, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 301-314.
  22. Spagnoli, D., Rummey, C., Man, N. Y. T., Wills, S. S. and Clemons, T. D. (2019), “Designing online pre-laboratory activities for chemistry undergraduate laboratories, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 315-332.
  23. Capel, N. J., Hancock, L. M., Haxton, K. J., Hollamby, M. J., Jones, R. H., Plana, D. and McGarvey, D. J. (2019), “Developing scientific reporting skills of early undergraduate chemistry students, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 333-348.
  24. Seery, M. K., Agustian, H. Y. and Lambert, T. O. (2019), “Teaching and assessing technical competency in the chemistry laboratory, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 349-362.
  25. Ziebell, A., George-Williams, S. R., Danczak, S. M., Ogunde, J. C., Hill, M. A., Fernandez, K., Sarkar, M., Thompson, C. D. and Overton, T. L. (2019), “Overturning a laboratory course to develop 21st century skills, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 363-376.
  26. Thomson, P. I. T., McShannon, L. and Owens, S. (2019), “Introducing elements of inquiry in to undergraduate chemistry laboratories, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 377-390.
  27. Burnham, J. A. J. (2019), “Developing student expertise in scientific inquiry, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 391-404.
  28. Hyde, J. (2019), “Design of a three year laboratory programme for international delivery, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 405-420.
  29. Flaherty, A, Overton, T. L., O’Dwyer, A, Mannix-McNamara, P. and Leahy, J. J. (2019), “Working with chemistry graduate teaching assistants to enhance how they teach in the chemistry laboratory”, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 421-434.
  30. Randles, C. A. (2019), “Developing reflective practice with graduate teaching assistants”, in Seery, M. K. and Mc Donnell, C. (Eds.), Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, Creathach Press, Dublin, pp. 435-451.

Five suggestions for future VICEPHEC meetings

It is great news that there is going to be a Committee of Elders looking after future VICEPHEC meetings. Here are five suggestions on the structure of this conference:

  1. Structure discussion time – discussion time needs to be structured into the programme. A good rule of thumb is to have at least half of the time allocated to presentations as discussion, so a 10 minute talk should have 5 minutes discussion, a 30 minute keynote should have 15 minutes discussion. Discussions should be structured by Chairs, perhaps with prompting questions (in the case of keynotes) and questions on a theme (in the case of oral presentations). Where possible, allow for some think-pair-share talk before the Q&A and discussion with the group. If the conference is going to be streamed, discussions will be one of the main reasons to come along. Also, there is a pretty healthy backchannel at these conferences, with a bit of thought could be brought into discussions (e.g. up-voting question apps, etc).
  2. Simplify the presentation formats – at the moment we have keynotes, oral presentations, oral bites, and posters. People submit for one (e.g. a presentation) but get allocated another (e.g. a bite). The original idea of bites was that they would be a quick and easy talk about a “good idea” or something that people wanted to quickly share. But bites now are mostly mini talks, where presenters squeeze their 15 minute research talk into 5 minutes. Now that we have posters, let’s get rid of bites. Make all presentations 10 minutes long (+ 5 separate minutes of discussion). Keynotes for a one-and-a-half day conference should be 30 minutes (+ 15 discussion). Chairing needs to be ruthless. The poster session on Friday morning worked great, and perhaps giving poster presenters 60 seconds at the end of Thursday to pitch their poster would help attendees navigate to posters of interest the following morning.
  3. Have a single stream – perhaps most controversial (ooooh); I think the conference would benefit from a single stream. It keeps everybody together; keeps that sense of discussion going, and means the conference as a whole can start to generate some overall headline outcomes in advancing the disciplines, rather than just a series of lots of little things. I think the keynotes and oral bites sessions (given to one audience) show that single streams are beneficial. Parallel workshops do make sense, but given the shortness of the conference, one hour workshops are more appropriate.
  4. Guidelines for presenters – there is a variety in style and quality of presentations and for people new to the discipline, it would be useful to set out what different types of presentations are valuable, along with guidance on structuring these. This is especially important for people transmuting from bench chemistry type conferences into education conferences. This guidance should be available at abstract submission stage.
  5. Bring in external voices – I think it was useful having an external voice this year (someone not directly from chemistry or physics education) and perhaps that should be a continuing feature. What can we learn from leaders in other disciplines, learning and cognitive scientists, career guidance people, industrialists, primary and secondary educators, students themselves…? I’m guessing quite a lot.

A Year of Ups but also Downs

It has been an interesting (academic) year at Seery Towers and our fridge has had plenty of bubbly alcohol flowing through it. Some of the many highs of the year include becoming Director of Teaching, becoming Editor of Chemistry Education Research and Practice, running another MICER, publishing the Overton Festschrift, being elected Chair of the 2023 CERP Gordon Research Conference (wut?), and of course finding out in February (May, of course I mean May!) that I was promoted to Professor. Yay!

Schadenfreude

Academia is generally a place where we are used to talking about success. I think this is a good thing – the work involved in new publications and prizes and promotions (P3), sometimes against the odds of university systems they were achieved in, should be celebrated and lauded.

There is much less talk of associated “downs” – I am reluctant to call them failures as I believe they are part of the successes that we are more public about. Certainly we see more openness about grant/paper rejections on social media, and while that is ephemeral, it does help contribute to a more realistic perspective of the full breadth of academic life. In many ways I wonder if we should have a “Not Successful” part of our official websites – wouldn’t that make the successes all the more special? Beckett said to “fail again, fail better!” – isn’t that academia?

Further to that, even failing is bloody hard work, and maybe we should be honest about times when we are just floating a bit. I’m coming around to an idea that academic life isn’t a marathon, but a mountain hike. There are times when you can give your all, creative juices flowing, outputs both good and bad are in overdrive. But also times when you just want to sit and watch the clouds go by while you eat your cheese sandwich. Coming to terms with the fact that there might be times when easing off the accelerator and just being has helped me deal with the near constant concern of burning out, the stress of feeling that I should be writing those papers in the queue or replying to those emails or doing something – anything – above the normal baseline. But perhaps for periods of time, like a kind of academic circadian rhythm, the baseline is just ok.

Recently I had email correspondence with someone who was looking for help with something. It was something I would have loved to have done, but knew that I wouldn’t have time to do properly. I (eventually) replied, full of apology. The response was that the reader had gained solace in reading that I was too busy, and was happy that I was able to say no because it resonated with their own sense of feeling too busy while wanting to do things. If we only project all of our successful things, will others who just see our shiny websites only see that side of us? The knowledge of our “failures” can put the extent of our success into context, including what those successes truly mean to us.

I’ve been battling with my own failures this year. I’ll mention two. I haven’t had any serious writing time and therefore my output has reduced. This is a “not success” for me because the reason I am an academic is that I love reading and writing (and teaching, naturellement!). Not being able to write means I am not doing the part of the job I enjoy most. I don’t intend this to be a statement reflecting how super busy I am – I could find the time but I have not been successful in protecting it, nor using the time I have properly. Knowing that failure helps me redouble efforts to protect time to write, or just to enjoy a cheese sandwich, and therefore being allowed to indulge just a little more when that final “accept” email does come.

To offset the glorious opening, I will conclude with sharing that I did not receive a National Teaching Fellowship this year. I thought I met the standard, but somehow did not convey that in my application. Colleagues have kindly played the Victor Meldrew role for me, but I am ok about it (hearing in Tuscany en route to a glass of prosecco meant I was quickly consoled). But if I ever were to receive it in future, wouldn’t everyone know that it meant more because I didn’t get it first time around? And I guess that is the point.

Building evidence for teaching-focussed promotions

Almost all academic promotion criteria will list teaching activities as one of the core areas where candidates will need to demonstrate evidence, but there is a growing population of teaching-focussed/teaching-only/teaching and scholarship/teaching fellow staff where this criterion will obviously be much more important. Having been on a working group on this matter in my own university, been asked to write quite a lot of references for people in this population, and thinking about my own career, this topic has been close to my heart for the last few years, and I plan here to share some observations that might help others focus their work on generating different types of evidence for promotion.

One major caveat to all of this is that the whole area of teaching focussed promotions is disruptive to the academic norm, and therefore impossible to generalise. Therefore what I say below in no way means to get away from the fact the topic of teaching focussed promotions will likely depend on institutional policy, on particular local circumstances, and on a general unspoken matter of who the local gatekeeper is. A head of school who has notions about what is or isn’t The Path to Promotion will likely be undeterred from The Path by any policy or guidance. All I can say is that I think and hope things are improving generally.

Terminology

When talking about promotions, the terminology becomes complicated, so I have set out the kinds of terms used that I am familiar with and show how these align with standard grades we use here at Edinburgh, which because is out of 10 means it is easy. This alignment isn’t exact, but I can explain my reasoning if anyone wants.

Grade /10 Teaching Fellow Categories Usual UK Categories US-influenced UK Categories
7 Teaching Fellow
8 Senior Teaching Fellow Lecturer Assistant Professor
9 (Senior Teaching Fellow -> Senior Lecturer) Senior Lecturer Associate Professor
Platform 9 ¾ Reader  

Professor

10 Professor

Headlines

Some key things to remember about teaching focussed promotions are:

  1. As you move up the scale, the evidence necessary moves further from the chalkboard. This is a sad reality, but ultimately just being a really great teacher, year in and year out, is unlikely to be enough to make a case beyond grades 7 & 8.
  2. What changes is increasing leadership in teaching, certainly at grades 9 & 10, so that beyond the baseline of doing a really good job in your own teaching, you influence the teaching of others. This aligns well generally with the notion that academic promotions are associated with increasing leadership in the field.
  3. Being a busy bee is less valuable than being a strategically busy bee. Aligning teaching and leadership activities to your school and university strategies, or problems that emerge on an ongoing basis, or demonstrating something new that offers an advantage for your School in your university or compared to other departments in your discipline, means it will more likely get noticed. Doing things because you think they should be done but don’t resonate with anyone else (read: anyone involved in making decisions) will not carry much weight. I’ve a whole cupboard full of stuff that I have done but no one cares about. It’s personally satisfying, but won’t add to a promotion case.
  4. As well as recognising the emerging role of leadership, the second main thing is recognising the importance of evidence of your activity and its impact. Ultimately a case is going to be: (1) here is the sad state of affairs; (2) here is what I did; (3) this is how it is better and this is how I know. I’m going to dwell on the last point below. If you do something, and no-one knows what happened as a result of it, it might as well not have happened for the purposes of promotion.
  5. Finally, get used to saying “I”. It is your promotion case, so the evaluators will look to see what you did beyond anyone else. So make it clear what you did. This means not being humble. “We redeveloped the lab course” – did “we”? Or was it you who stayed on working through everything to get it finished. Similarly with committee work; are you on a university or Society committee? If so what did you do that made a difference on that committee? Many people are on committees so they can say they are on committees, and any decent evaluation would look to see what the individual’s actions were. While things are naturally collaborative, make it clear what it was that you did that made a difference.

Some suggestions follow…

A: Activity within your school

More than just a safe pair of hands

Teaching focussed people are generally busy with teaching, and it can be hard to move beyond just dealing with the freight train of workload each year. One approach is to identify what the hot topics in your School are. What is coming up in NSS? Are students moaning about labs (yes, they always are)? What kinds of issues emerge at Staff Student meetings? What emerged as things that needed some firefighting? These kinds of things tend to get on the radar of heads of school and similar, and they can be useful places to start building a narrative: “Here is something that was not working well” (make sure that is logged in the minutes of any meeting if you intend to approach it). It may be that the teaching work you are doing could, with some tweaks, help to address the issue you identify. If students are moaning about labs, and you are involved in labs, making some change that will likely have some impact. The narrative extends to: “this is what I did”. Then you need some way of capturing impact – and this can be tricky, as students are less vociferous when things are going super. I’ve found that students talking across different year groups helped surface changes (“that was awful”… “no it’s actually ok now” – GET THAT LITTLE BEAUTY MINUTED!). Sometimes if you’re lucky it might emerge in course questionnaires. Or sometimes someone senior in the department might say something about how things have really improved (MINUTE IT!). Keep emails with anything indicating improvement in a special folder. And so the narrative concludes with: “it’s better now, and here is how I know”. The point is that if you do something but don’t think of the narrative, it is hard to retrospectively include that narrative in promotion paperwork.

Introducing change

As well as improving things to address known issues, improving things just to make things better is probably a better form of leadership. If you see that staff are killing themselves all working on some piece of busywork assessment, and you can think of a better way and introduce it, this is likely to make those who are concerned about workload happy. This can be tough, and usually involves a bit of ongoing communication to assuage concerns, but if you can make a case of over-assessment or considering learning outcomes, it helps with your narrative. Or perhaps you developed a new course in response to a particular need identified by external examiners or course review. Again, documenting impact or outcomes is important. Usually this kind of activity can be incorporated with being on the School T&L Committee, as that is where activities beyond your immediate control of your own courses can be surfaced. I think it is worth noting here that this likely extends to changes not directly relating to teaching and learning, but the broader student environment. Have you worked on student connections, departmental culture, career developments, widening participation, and so on…

For higher grades of 9&10, it is likely that this change is going to need to be more widespread. What can you say you have done that impacted teaching approaches in the whole school, or university, or your discipline more broadly.

Teaching innovation

While I do worry about students being experimental laboratories for people thinking about promotions so that they can show they are “innovative”, there is a general sense that someone looking for a teaching focussed promotion should as a baseline be a good teacher themselves. Course evaluation questionnaires can be useful evidence but are known to be flawed; so look to comments from senior colleagues, or classroom observations, or emails/comments from particular students. If you are looking for some innovative ideas, buy this book

There are some other forms of evidence. One way to highlight teaching innovation and excellence is to win an award for it, and so teaching awards have become important career milestones in recent years, which I personally think is a real pity. Another way is to document any invited talks given on teaching approaches, with invitation being more important as you move up the grades. And if you are invited to give one talk, contact some other universities nearby and let them know you are in town. Invited talks are something senior academics understand. Finally, perhaps you can be part of (grades 7 and 8) or lead (grades 9 and 10) applications to teaching grants in your university for teaching developments. Working with or supervising interns or colleagues on these can make for useful narratives.

Reporting what you did

As well as introducing change or doing things well, reporting what you did in an education publication can be a useful piece of evidence. It has the advantage of looking and feeling like something people unfamiliar with this world know about (academic publication), is a formal piece of evidence that you did some good (it is peer reviewed), and is a contribution to the wider community. There is a saying that an education publication is an education publication, and lord knows there are some shockers out there. I think this is probably still true, but I think that evaluation panels will become increasingly a little more savvy about the type of publication it is, and where it is published.

A really sad thing about not publishing is that everyone benefits from your activity apart from you – the students and your school benefit from your work; the publication would be an important piece of evidence for you and your promotion. Reporting what you did can extend to beyond formal publishing – blogging is a way to get your name out there as Someone Who Does Things. I still remember the extreme joy I felt when a former line manager referred to my blog as a potential output. Remembering the word “blog” emit from a chemical physicist still makes me happy.

B: Wider influence

As you move up the grades, it is likely that wider influence will become more important to demonstrate, so that it moves roughly from Grade 8 being influential at school/university, Grade 9 at university/outside university, and Grade 10 at outside university/internationally. Usual caveats apply. Things become much more nebulous here, because it will depend on particular activities, and the same principles apply – look for narratives that include evidence addressing things of strategic importance, or things that senior academics will understand and can relate to.

Accreditation

Accreditation with professional bodies is a way to demonstrate professional recognition in a field. While the RSC’s CChem is not quite understood in academia, Fellowship is much more so. Being an FRSC gives some reassurance that you are “in the club”. I have to say publicly that I really battled to get my own FRSC. I was turned down twice; once many years ago, perhaps unsurprisingly, and once about two years ago, which was a genuine shock. After adding a supplement to my application to show I really was, like super amazing, the imperial thumb turned upwards. I mention this only to highlight that accreditation, much like promotion, is still stifled by the “be in my mould” mindset.

As well as professional society accreditation, there is the Advance HE accreditation. This is becoming more the norm, because many professional development courses in the UK align with it, so you just “get it”, but going for Senior or Principal Fellow would be a good way to demonstrate that there is more widespread recognition of you as an educator. In honesty I am not sure senior people really know what P/S/FHEA really means, but they likely know it is “a thing”.

Professional activities

Just as committee work in university is a way to document influence, committee work on external bodies is also a way to document wider influence. The important thing will be to demonstrate what it is you did, and how that went down in the community of the profession. You need to distinguish yourself from The Committee Careerist, who is just on the committee to say they are on it. This can include organising events, or contributing to community in some way, been seen as a leader or champion for particular activities. Be clear with your narrative – what was the demand/reason for some activity, what did you do, and how did it go. Number of attendees/feedback are useful pieces of evidence. Sometimes very nice people write to you with testimonials. (Be nice: write to people when they have done something that has been valuable to you. It is important evidence and shows impact beyond university.)

I think that’s enough for now. What have I left out? What could be clearer or what is plain wrong…

Board-Game-Snake-and-Ladders-Periodic-Table

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.