Enhancing learning for chemistry students through evidence and innovation in teaching and assessment.
Student-centred and active learning is crucial for budding chemists to develop their knowledge, understanding, and skills for life-long learning. We are interested in developing and implementing evidence-based approaches to teaching and assessment that enhance deep engagement with chemistry, support student participation, and develop transferable skills such as reflection and evaluative judgement.
Our activities include a focus on active learning, looking at ways to embed this in teaching and enable students to engage with material through problem-solving activities, discussions, and collaborative projects. Authentic, varied approaches to assessment are also developed to support application of knowledge, beyond memorisation, and accommodate different learning strategies. Within this theme feedback practice is researched, evaluating approaches and exploring how feedback can be constructive and actionable to increase student engagement and self-reflection. With new approaches such as generative artificial intelligence (GenAI) changing the landscape of pedagogy and student learning, we also look to explore how students can be supported to develop skills and criticality with these tools through teaching, assessment, and feedback.
Overall our work looks to bridge between educational practice and research to help students develop the deep, strategic learning and skills crucial for their future careers, and support the continued professional development of all teaching and learning staff in chemistry.