Professor Gita Sedghi FRSC

I strongly recommend that educators nominate their exceptional colleagues for an RSC Education prize. Being recognised for transformative contributions to chemistry education is an honour and an invaluable and inspiring experience that drives educators’ dedication. Nominating colleagues for their outstanding teaching excellence fosters a culture of recognition, passion for learning, and commitment to teaching within higher education. It encourages sharing best practices, benefiting students and enhancing their educational experiences.

I have been passionate about science and mathematics since my secondary school days. My interest in chemistry led me to pursue a degree in chemical engineering at university, where I could apply both my mathematical and chemistry knowledge to my chosen field of study. This educational background in chemical engineering equipped me with the necessary knowledge and skills to embark on a PhD in molecular electronics within the department of chemistry at the University of Liverpool.

While pursuing my PhD, I demonstrated undergraduate modules within the department of chemistry. It didn’t take me long to recognise my passion for and enjoyment of teaching. Also, the course lecturers acknowledged and commended my teaching skills, encouraging me to pursue a teaching career.

Though I was thoroughly engaged in my PhD project and achieved significant success, combining teaching with my research enhanced my overall experience. While writing my dissertation, an opportunity arose as a university teacher within the department of chemistry. The decision to shift my focus from research to teaching chemistry was challenging. However, my passion for teaching prevailed, leading me to pursue a fulfilling teaching career.

I enjoy my time in lecture theatres, workshops, and labs, where I have the opportunity to explain the chemistry subject to my students. Witnessing the moment when a student grasps complex mathematical or chemistry concepts confirms that I'm in the perfect profession. My students' satisfaction and improved learning experiences serve as a constant source of motivation. There's no greater joy for me than the days of graduation when students sincerely recognise my contribution to their successful undergraduate journey.

I also greatly enjoy mentoring and assisting my colleagues in their professional growth. It's truly fulfilling to contribute to their career advancement and see them progress up the professional ladder. Each successful mentee serves as a source of motivation, reinforcing my commitment to the mentoring role. Witnessing their successful journey in improving students' experiences and performance is motivating and fulfilling.

I adopt a coaching approach when advising young individuals considering a career in chemistry. I encourage them to engage in self-reflection regarding their career aspirations and their envisioned future selves. My aim is to empower them to explore their options and make well-informed decisions. Whether their path leads to a career as a chemist or ventures into non-chemistry domains, it's crucial that they find fulfilment in their chosen profession and possess the necessary skill set.

I have implemented a research internship module for chemistry students, enabling students to undertake a six-week project overseas. In this course, I use a variety of ways to help students assess their progress and improve their ability to set achievable short-term goals. This module supports students to reflect on their skill sets and career objectives, allowing them to make informed decisions about their chosen career path.

As a teacher, nothing makes me happier than seeing my students succeed. It is a constant source of inspiration that keeps me going every day. Seeing them grow academically and personally is incredibly rewarding. Whenever a student expresses their appreciation for the guidance and support they have received along their educational journey, it reminds me of why I am passionate about teaching.

My promotion to a chair in chemistry education is the highlight of my career. This achievement is not just a job title but the recognition of my contribution to and passion for chemistry education. Getting this promotion has made me feel truly fulfilled, and it has inspired me to keep striving for excellence in education.

I have faced various challenges contributing to my passion for education. A significant part of this passion stems from my personal journey of migrating from my home country in the Middle East, embarking on a new life, raising a family, and building a career. These transitions have provided me with firsthand experience in navigating the complexities of adapting to a new country and educational system.

As a woman of colour teaching chemistry and researching in education, I have put my own experiences of the challenges of accommodating to a new country and educational setting into practice to create an inclusive educational environment.

Collaboration is a fundamental element of education, including in science. Students sharing information and discussing chemistry topics within a group fosters deep learning and promotes critical thinking skills. Collaborating with diverse group members, each with varying abilities, allows students to simulate real-world work environments where they interact with individuals from different backgrounds, levels of expertise, and cultures.

I consistently emphasise the significance of both soft and hard skills to my students. Teamwork enhances transferable skills that future employers highly value. Within my Key Skills for Chemists module, I draw attention to the Royal Society of Chemistry's strategy, which recognises and rewards innovation, collaboration, teamwork, and leadership and upholds ethical and professional standards.

My favourite element is carbon because it greatly simplifies my role as a lecturer when explaining the concept of spontaneity in thermodynamics. I find that using the transformation of diamond into graphite resonates with students and ensures their understanding of the concept. I typically begin by explaining that the transition from diamond to graphite, under ambient conditions, is a spontaneous process. This statement captures their attention. I then continue that the rate of this transformation is extremely slow, reassuring them that their diamonds remain safe. It's an example that they never forget.