I see Teaching as an act of service to my students, and feel that I am most effective when I find discipline-sympathetic ways to get my students asking questions.
It’s hard to identify chances to support deep, life-changing learning in a subject dominated by the sheer quantity of content. I draw heavily on Scholarship in my attempts to get there, and have found literature-informed reflection useful for stitching theory to situated practice.
Should we remove Wade’s Rules from Chemistry degree syllabuses? I present three arguments.
Reflections on how Constructive Alignment might play out in PGR training
Reflections on my year-by-year changes to a first year group work module.
I did my first fully ‘flipped’ lecture this year, and reflect on the process of designing and executing it.
I did some scary teaching this year, which I think turned out well. This post describes what I did in a reflective way.
The QAA is reviewing its subject benchmark statements. I argue that we should include ChemEd in our degrees.
Reflections on Mastery Learning and Student Attainment
Articulating my approach to supervising work which involves long-form writing (dissertations, literature reviews, etc.)