I have experience of teaching chemistry at all levels and in a range of different settings, including the development of laboratory classes applying computational methods to analyse organometallic and coordination compounds. I have completed UoB’s CREATE Level 2 programme and was awarded Fellow of the Higher Education Academy status in 2018.

For 2018/19, I teach the following:

UG: Tutorials and workshops at Level 1, workshops and classes at Level 2, workshops at Level 3.

I mark the Level 2 experiment on Polyelectrolytes and the Level 3 experiment on Computational Chemistry (I11), as well as an Experimental Design project at Level 3.

PG: Modelling for Synthetic Chemists (BCS & open to all), Computational Studies of Homogeneous Catalysis & Induction Session (both Catalysis CDT), Applied Computational Chemistry (TMCS), Electronic Structure Calculations (BCFN).


Level 1 (UG)

  • Mathematical Skills for Chemistry Students (2017-18), leading 3 workshops for ~70 students, each with 2 hours contact time. Workshops use flipped teaching and Technology Enhanced Learning (TEL) quizzes (Learning Catalytics); material will be assessed by examination. I have supported colleagues new to TEL for 2 further workshops.
  • Introductory Chemistry (2017-18; and cover for colleagues in 2016-17), 6 x 1 hr. tutorials for 4 students in Term 1 and 6 x 1 hr. workshops for larger groups in Term 2. Material assessed by MCQ (January) and written examination (May/June)
  • Communication and Information Skills for Chemistry (2015-16), 1 lecture, blogging workshops and marking for entire cohort (~165), 10 contact hours, extensive marking, ongoing assessment.

Level 2 (UG)

  • Practical Chemistry Unit (2017-18), formal report marker for 1 (of 25 experiments), ~ 45 students; marking and feedback on reports or by oral examination.
  • Molecular Orbital workshop (2015-16, 2016-17, 2017-18), academic lead for 1 x 3 hrs session, supporting students following instructions, formative assessment.

Level 3 & 4 (UG)

  • Practical Chemistry Unit (2016-17, 2017-18), developer, introducer and marker for one experiment (I11, choice of 2 computational experiments delivered through instructions in virtual learning environment (VLE)), 1 of 36 experiments, running most weeks, ~65 students, data summary marking implemented as quiz in VLE, formal report marking options offered as “traditional” (comments on electronic document) or “interactive” approach (marking in presence of student, allows discussion and weighting of comments).
  • Final year research projects, BSc or MSci (2016-17, 2017-18), project supervisor to 2 and 3 students respectively, at least 1 contact hr./week for 18 weeks, second and third assessor for further 3-4 projects. Assessed by contribution/input, final report and oral presentation.
  • Final year BSc projects based in schools (2015-2016): second assessor/co-supervisor for 7 undergraduate projects under the University Ambassador Scheme.


  • CDT Teaching (2016-17, 2017-18): Lecturer/workshop leader for applied computational chemistry sessions, combination of small-group teaching and VLE-delivered activities in computational chemistry for CDTs in Chemical Synthesis and Catalysis, 10-20 students, 1-3 x 2 hr. sessions. Peer observed Synthesis CDT session for CREATE Level 1. Formative assessment for Synthesis CDT, 1 exam question for Catalysis CDT.
  • CDT Transferable Skills Training (2016-17, 2017-18): Workshop leader for full-day (6 hr.) sessions with groups of 8-12 students (2 x in 2016-17), leading to blog posts published on Picture It… Chemistry (http://www.chempics.wordpress.com).
  • CDT Sabbatical projects (2016-17, 2017-18): 5-9 weeks for independent and original research, as well as training in applied computational chemistry (for 2016-17, 1 student from Catalysis, 1 from TMCS; offered again for 2017-18).

My recent teaching experience includes:

  • Chemistry 1E Lecturer in Introductory Inorganic Chemistry and Introductory Physical Chemistry, 20 lectures (duties shared with Dr Marc van der Kamp), covering Electronic and Molecular Structure, Stoichiometry, Thermodynamics, Kinetics, Equilibria, Acid-Base and Redox reactions, 16 students from other departments with no Chemistry A-Level, assessed by MCQ in January progress exams and May/June written examination [13/14]
  • Chemistry 1E Physical Chemistry Lecturer, 29 lectures of introductory material, covering Thermodynamics, Kinetics, Equilibria, Acid-Base and Redox reactions, 36 students from other departments with no Chemistry A-Level, assessed as part of January progress exam (MCQ) and May/June written examination [12/13]
  • Chemistry Level 2 Supervision of Inorganic Teaching Lab Experiments, between 10 and 18 contact hours p.a. [07/08, 08/09, 09/10, 10/11, 11/12, 12/13, 113/14]
  • Marker of L2 experiment on using liquefied gases as inorganic reaction media [12/13]
  • Development and marker of L3 computational experiment (ligand steric/electronic parameters) for integration in ChemLabS practical course. [10/11, 11/12, 12/13, 13/14]
  • Chemistry 1X (Introductory Chemistry) Tutor, weekly, in first term, 4-5 students [10/11, 11/12, 13/14, 15/16]
  • Chemistry 1Y (Chemistry for Life Scientists) Tutor, fortnightly in second and third term, 8 students [10/11]
  • Chemistry 1Z (Chemistry for Physical Scientists) Tutor, fortnightly in second and third term, 8 students [11/12, 13/14]
  • Chemistry 1A, Tutor in Inorganic Chemistry to 6 groups of 3-5 students, 21 contact hours p.a. each, 2 groups/week. [07/08, 08/09, 09/10]
  • Chemistry 1E, 4 Masterclasses on Stoichiometry, ~40 students from other departments with no chemistry A-level qualification, assessed as part of January progress exam (MCQ) and May/June written examination. [11/12]
  • Chemistry 1E, 8 lectures on Stoichiometry, 50-75 students from other departments with no chemistry A-Level, delivered as mixture of lectures and problem-solving masterclasses, assessed as part of January progress exam (MCQ) and May/June written examination. [07/08, 08/09, 09/10, 10/11]
  • Chemistry Level 2, Workshops in Inorganic Chemistry, groups of ca. 35 students and 2 members of staff, 16 contact hours p.a. [07/08]
  • Chemistry Level 2 classes on molecular orbitals, ca. 35 students per class [15/16]
  • Development of additional activities for Level 2 experiments in Inorganic Chemistry which illustrate the contributions of computational/structural chemistry [11/12]
  • Chemistry Level 3 Workshops in Inorganic Chemistry, groups of ca. 35 students and 2 members of staff, 13 contact hours p.a. [08/09, 09/10, 10/11, 11/12]
  • Chemistry Level 3 Class on Symmetry Aspects of Molecular Electronic Structure, ca. 40 students, 3 contact hours + marking [07/08]
  • Chemistry Level 3 workshops in Computational Chemistry, ca. 30 students per class, [15/16]
  • Level 3 laboratory experiment marking (luminescent complexes), variable no. of scripts [08/09, 09/10, 10/11, 11/12]
  • Personal tutor to chemistry students at different levels and on different degree programmes. [08/09, 09/10, 10/11, 11/12, 12/13, 13/14]
  • Supervision of 1-3 undergraduate research projects per year in inorganic computational chemistry at BSc and MSci level, second assessor to 2-4 students per year doing projects in computational or inorganic chemistry. [07/08, 08/09, 09/10, 10/11, 11/12]
  • Centre for Computational Chemistry (CCC) Induction course for L3 project students and new PhD students, contributing ca. 6 contact hours p.a., as well as organising course and developing online, self-accredited content. [09/10, 10/11]
  • Contributor to CCC Induction course for project students, 2-3 contact hours. [11/12]
  • Molecular Modelling for Synthetic Chemists, shared development and delivery with Prof. J.N. Harvey, 6 contact hours, development of self-accredited e-learning content. [09/10, 10/11]

Previous Major Teaching Responsibilities

1997-2000, in charge of laboratory classes for Chemistry Foundation Year course at Keele University, groups of 20-40 students, 2 hours per week, as well as marking of weekly laboratory reports.


(Last updated on 26th November 2018)


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