David Read, University of Southampton

In the ever-changing world of UK higher education, the enhancement of teaching and learning has never been more important.  University teachers face a range of challenges which include the communication of difficult concepts, and how best to deliver the sheer volume of content covered in a typical degree course.  While developments in learning technology bring opportunities, they also present further challenges in terms of both physical and pedagogical implementation.  Fortunately, there is a huge body of evidence in the form of scholarly publications and pedagogic research which provides support for those striving to provide the best possible learning experience for their students.  Those who innovate in their own teaching can then contribute to the body of evidence by evaluating the impact of their work and sharing it with the wider community via conference presentations and publications of their own.

This talk will outline the role of scholarly activity in the enhancement of teaching and learning in chemistry at the University of Southampton in the context of the career journey of the presenter, who has moved from educational innovator, to evaluative practitioner and now, potentially, to pedagogic researcher.  The talk will also showcase the teaching innovations behind the story, illustrating the role of the literature in informing their design and implementation, and the evaluation and dissemination that followed.