Presentations at ViCEPHEC25

Colleagues showcase their work at the Variety in Chemistry Education / Physics Higher Education Conference 2025.

A contingent of Chemists from the Centre for Chemistry Education attended and presented at ViCEPHEC (Variety in Chemistry Education / Physics Education Conference) at the University of Liverpool, UK, August 27-28 2025.

Presentations and posters covering Technology and GenAI in practical laboratory settings, to insights into supporting students transitions to higher education and inclusive practice, members Centre for Chemistry Education showcased their stellar cross-institutional collaborative work to the wider chemistry education community.

From Code to Chemistry: Generative AI and Machine Learning for Polymer Identification and Recycling in Undergraduate Labs

Dr Benji Fenech-Salerno, Department of Chemistry, Imperial College London*
Dr Rebecca L. Jones, Department of Chemistry, Imperial College London*
Dr Martin Holicky, Matoha Instrumentation Inc.
Dr Laura Patel, Department of Chemistry, Imperial College London

*presenting

To enhance generative AI (GenAI) and sustainability integration into the undergraduate chemistry curriculum, a two-week interdisciplinary experiment was developed. Designed to align with UN Sustainable Development Goal 12: responsible consumption and production, this lab builds students’ data science skills within real-world recycling contexts.[1][2]

The project features interconnected activities that integrate computational and experimental skills. Students begin by creating a polymer reference database using near-infrared spectroscopy, followed by exploratory statistical analysis to evaluate spectral quality and detect outliers. Throughout, GenAI supports students in constructing and refining Python code. In the third phase, students develop and assess k-Nearest Neighbours classification models, which they then apply to identify unknown polymers. After identifying their assigned material, students test proposed sustainable depolymerisation pathways, designed earlier via a GenAI-supported literature review. The framework also includes time for student-led extensions, such as condition optimisation, monomer functionalisation, or repolymerisation.

This presentation will also examine the scaffolded assessment strategy and its integration with pedagogical theories such as authenticity, social constructivism, and Bloom’s taxonomy. We will demonstrate how students develop technical machine learning skills alongside a deeper understanding of data science’s role in the circular economy. Insights into student outcomes and evaluations of this interdisciplinary learning experience will be shared.

1. da Silva, D.J.; Wiebeck, H. Prog. Rubber, Plast. Recycl. Technol. 2020, 36, 284-303. DOI: 10.1177/1477760620918603
2. Sonetti, G.; Brown, M.; Naboni, E. Sustainability. 2019, 11, 254. DOI: 10.3390/su11010254

Understanding Student Transitions into Chemistry Courses: Early Findings from a Multi-Institutional Study

Dr Helen Coulshed, King’s College London
Dr Frances Docherty, University of Glasgow
Dr Charlotte Sutherell, Imperial College London
Dr Anna Roffey, University College London
Miss Mya Dodhia, King's college London (3rd year chemistry undergraduate)
Miss Drew Gupwell, University of Strathclyde (Chemistry graduate, PGT student)

The transition into university-level chemistry is a critical phase that can significantly affect student retention and success, particularly for those from underrepresented or minoritised backgrounds. This study presents new findings from a multi-institutional, mixed-methods research project exploring how first-year UK chemistry undergraduates experience this transition—an area that has not been systematically examined at this scale. [1,2]

Drawing on survey data from 588 students across diverse institutions, we analyse how protected characteristics (e.g. gender, ethnicity, disability) and widening participation factors (e.g. first-generation status, requiring paid employment) shape students’ expectations, sense of belonging, and confidence in academic discourse. For example, we explore whether students feel prepared for lab work, perceive the content as aligned with their expectations, and feel capable of succeeding in the course. Initial thematic insights from student focus groups and staff interviews offer contextual depth, revealing the structural and pedagogical factors that influence students’ early experiences.[3]

These findings inform practical, evidence-based recommendations for improving induction and ongoing academic support. This work is especially relevant to educators in STEM disciplines seeking to make transitions into university more inclusive. Attendees will gain actionable strategies adaptable to their own institutions, including how to identify and support students at risk of disengagement early in their academic journey.

1. Student mental health and transitions into, through and out of university: student and staff perspectives, Eilidh Cage, Emma Jones, Gemma Ryan, Gareth Hughes & Leigh Spanner (2021) Journal of Further and Higher Education, 45:8, 1076-1089, DOI:10.1080/0309877X.2021.1875203
   2. Student success and the high school-university transition: 100 years of chemistry education research, David C. Stone; Chem. Educ.Res. Pract.,2021, 22, 579; DOI:10.1039/d1rp00085c
   3. The transition to first year chemistry: student, secondary and tertiary educator’s perceptions of student preparedness. Elizabeth Leong, Agnes Mercer, Stephen M. Danczak, Sara H. Kyne and Christopher D. Thompson, Chem. Educ. Res. Pract.,2021, 22, 923; DOI: 10.1039/d1rp00068c

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