Leicester Chemical Learning Enhancement and Pedagogy

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The Leicester Chemical Learning Enhancement and Pedagogy Group has a track record in the development and research of innovative teaching approaches for the delivery of pure chemistry, pharmaceutical and forensic chemistry degree programmes. Our work in the design of Context and Problem-Based Learning (C/PBL) is well known in the UK and is effectively complimented by our research into the effectiveness of sustained programmes of outreach interventions, the embedding of workplace skills in chemistry curricula at Higher Education level and continued innovation of teaching practice

Group Members

Staff:

Whilst all academic staff at Leicester are actively engaged in teaching our undergraduates and local innovation, several teaching dominant staff are at the heart of the group:

PhD Students:

  • Erlina (supervised by Dr Dylan Williams & Dr Chris Cane (Genetics))

Current Interests

  • How effective are innovative teaching approaches such as Context and Problem Based Learning (C/PBL)?
  • Do sustained programmes of outreach transform student perceptions of chemistry?
  • What impact do digital prelab activities have on student perceptions of the laboratory experience and their performance in laboratory modules?
  • How can employability and workplace skills be effectively embedded in a chemical curriculum?
  • What can be gained from from student-staff partnerships for the improvement of teaching and learning practice? This project is is part of the University's Digital Innovation Partnerships. Specific details about our involvement can be found here.

Group Publications

  • “Chemistry Student Perceptions of Transferable & Workplace Skills Development” Dylan P. Williams & Sandeep Handa, New Directions, 2016.
  • “Creating an Assessment and Feedback Strategy for Problem Based Learning Chemistry Courses.” Dylan P. Williams, Student Engagement in Higher Education Journal, 2016, 1 (1).
  • "Problem Based Learning Approaches to Teaching Chemistry", Dylan Powell Williams (2015) in  Patrick Blessinger , John M. Carfora (ed.) Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Volume 4) Emerald Group Publishing Limited, pp.93 - 112
  • "Multimedia Resources for Teaching Chemistry” Dylan P. Williams, Terese Bird and David L. Davies, New Directions, 2013, 9, (1), 18-23. DOI: 10.11120/ndir.2013.00014
  • "Using Multimedia Resources to Facilitate Peer-Teaching" Dylan P. Williams, Michelle Balonwu, Manmeet Banwaitt and David L. Davies, Proceedings of Eurovariety 2013, University of Limerick.
  • “Context and Problem Based Learning: an Integrated Approach.” Dylan P. Williams and Katy J. McKenzie, Proceedings of Eurovariety 2013, University of Limerick.
  • "A Tiny Adventure: the introduction of problem based learning in an undergraduate chemistry course." Dylan P. Williams, Jonathan R. Woodward, Sarah L. Symons and David L. Davies, Chem. Educ. Res. Pract., 2010, 11, 33-42

Published Open Educational Resources

  • "Chemistry and Food Security" Dylan P. Williams, Kevin Parker, David L. Davies, Katy J. McKenzie, Khalku Karim & Elena Piletska, Learn Chemistry, Royal Society of Chemistry, 2015
  • "The Chemistry of Energy" Dylan P. Williams and Kevin Parker, Learn Chemistry, Royal Society of Chemistry, 2012
  • "Chemistry's Interfaces - The Nano Frontier" Dylan P. Williams, Learn Chemistry, Royal Society of Chemistry, 2012
  • “Chemistry's Interfaces - The Reality of Nutrition" Dylan P. Williams and Sarah Gretton, Learn Chemistry, Royal Society of Chemistry, 2012

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Contact Details

Department of Chemistry
University of Leicester
Leicester, LE1 7RH, UK

Email: chemistry@le.ac.uk

Tel: [+44] (0)116 252 2100

Fax: [+44] (0)116 252 3789

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