Conveners
Plenary Session 3
- Smita Odedra (University of Glasgow)
Chemistry is often called the central science, one that enables further study across a wider range of disciplines. At the same time, chemistry can be exclusive. We don’t like to think of it in those terms, but the emphasis on hands-on practical work, rigid ideas about what must be taught in our degree programmes and how we must assess learning, and certain assumptions about what chemistry...
This talk will outline how, using a systems thinking theoretical framework, green and sustainable chemistry principles, activities and courses have been implemented at multiple levels by working with students as partners to drive innovative change in curricula. During the design stage, specific emphasis was placed on creating interventions that are internationally transferrable, which, as of...
Chemistry has a reputation of being one of the most difficult degree programmes on offer, resulting in comparatively high drop-out rates as students struggle to adapt to independent learning and expectations of being fully autonomous learners. I therefore focused my research on creating resources for first year chemists that would support them throughout the year, and that would encourage the...
Undergraduate research is one of the most powerful pedagogical tools to educate and inspire stu- dents, especially those from diverse backgrounds.[1] Course-based undergraduate research experi- ences (CUREs) are excellent examples of implementing research-type problems in undergraduate courses allowing students freedom to experiment and even fail while trying to answer interesting questions....
The transition from school to Higher Education is central to the student experience. Alterations to that experience are frequently missed in the organisation of HE, leading to missed opportunities and a loss of student confidence in their course design. With recent changes to the Chemistry A- level to favour independent lab working, I employed input from students and pedagogic research in...
The extension of a holistic or ‘systems thinking’ approach to chemical education is a recent advancement [1]. Enabling students to appreciate the broader interconnections that chemical science shares with societal issues and other disciplines of study is paramount for chemistry to be a ‘cen- tral science’, particularly in the context of the UN Sustainable Development Goals that will shape the...
