University of Nottingham Laboratory Development Team

A dynamic team of chemistry educators, drawing on wide-ranging expertise across chemistry specialisms to create novel and engaging chemistry activities that enhance practical, transferable, and career skills. 

If you believe in what you’re doing and you’re seeing the positive impact of your interventions, what are you waiting for! Reach out to previous prize winners for advice on the process. 

I remember receiving “Horrible Science: Chemical Chaos” as a gift and loving it, which is probably my very first memory of chemistry as a specific subject that I was interested in. I loved the other books in the series as well, but for some reason that one stuck with me more than the others. (Oscar Siles Brügge)

I’ve always loved making things, like building Lego and seeing how the smaller bricks build a bigger thing; that continued into being an organic chemist that works in making medicines, to designing experiences for students to do the same. (Andrew Nortcliffe)

At secondary school I had an excellent chemistry teacher who made lessons very engaging, which sparked my interest in chemistry and the ability of science to investigate phenomena and solve problems. We sometimes did new experiments or watched demonstrations that the teacher had thought of on the train to work, highlighting concepts that we were learning at the time. (Kyle Galloway)

I was very lucky to have a brilliant teacher whose enthusiasm for chemistry was infectious. I never looked back! (Anna Bertram)

My colleagues and their passion for the work they do. (Oscar Siles Brügge)
 
Students who graduate and go onto PhDs, postdocs and amazing careers are a real inspiration. Their success is testament to what we do as educators. (Andrew Nortcliffe)
 
I have been fortunate to have been taught by many inspiring science teachers, chemistry lecturers and technical colleagues during my own journey through education. Also to have worked alongside fantastic and inspirational colleagues both within and outside of academia. From these interactions I have learnt a lot of things, not just about chemistry but about becoming a research chemist, an educator in HE and a passionate communicator of science. Our students also inspire me: they come from many different backgrounds, have passions and interests within the broad subject of chemistry, and it is inspiring to observe their student journey from their first day on the course to graduation and beyond. Every student journey is different, and I am honoured to contribute a small part of this journey for our students. (Charlotte Clark) 

Teaching of our students motivates me, particularly when you can directly see application of taught topics further in their studies and future career. In my additional roles in our School as Senior Tutor and Disability Liaison Officer, I am also incredibly motivated and inspired by seeing our students overcome perceived barriers to achieve their goals and achieve success. (Charlotte Clark)
 
Sparking the curiosity of chemistry students and seeing them engage with the programme, developing from new first year students to skilled professional chemists at graduation is very rewarding. It is always pleasing to hear students discuss how my teaching sessions have stuck in their memory or helped them understand key concepts in chemistry. (Kyle Galloway)
 
Our undergraduates are the future – the ones who’ll shape our world – and that’s what drives me to build the best practical curriculum possible and to do everything I can to support them. (Anna Bertram) 

Our energy and passion to deliver a better student experience; our mix of skillsets really works well to design interdisciplinary engaging activities. (Andrew Nortcliffe)
 
Our team is driven by a shared commitment to student success, collaboration, and innovation. We bring diverse perspectives and skill sets, which allow us to develop impactful resources. We foster a supportive environment that values each team member's unique contributions, encouraging creativity and continuous learning. These qualities not only make our team strong but enable us to make a meaningful difference for our students every day. (Anna Bertram)

Chemistry is one of the most impactful scientific disciplines with the ability for far-reaching advancements. As it is a broad subject, it is important that you build a strong foundation in terms of academic subjects such as chemistry, physics, and mathematics, while maintaining an open and curious mind. There are still many discoveries to be made, and the next paradigm shift in our understanding of nature could be just around the corner. Work towards your passion while maintaining a good working relationship with your peers and you will make a lasting positive contribution to society. (Oscar Siles Brügge)
 
Chemistry is for everyone. It's a diverse science that does better with diversity. Chemistry isn’t just about working in the lab – there are thousands of people that support and facilitate great science. (Andrew Nortcliffe)
 
I would encourage them to look beyond the stereotype of a chemist in a white coat, which can be misleading about what a career in chemistry could potentially be. The application of chemistry as a subject which overlaps with many other areas of science and technology, and also the skills learnt as a chemist, can open up many opportunities for further careers. (Charlotte Clark)

If you enjoy chemistry and like problem solving, a career in chemistry could be for you. There are a diverse range of careers in chemistry and there are many avenues you could go down. (Anna Bertram)

As a medicinal chemist, I'm interested in the 'beyond the rule of 5' space that we are now exploring with molecular glues and degraders; it's really exciting seeing what we can make now we know more about what happens in our cells. (Andrew Nortcliffe) 

Chemistry is life: it holds together the bonds that make life, but it also is fundamental to better, more sustainable living and the future of humanity. (Andrew Nortcliffe)
 
Chemistry is a subject which bridges many disciplines of science and technology, and knowledge and application of chemistry underpins developments in many key areas. From fundamental research to global industries, chemistry plays a key role and contributes to our future. Chemistry graduates will contribute significantly to this. (Charlotte Clark)
 
Everything is chemistry and chemistry is everything. (Kyle Galloway)
 
Chemistry is at the heart of life and holds the key to many of the global challenges we face. (Anna Bertram)

Watching students develop and progress through their time at university and then go on to have successful careers beyond, knowing that you had an impact on shaping their journey. (Andrew Nortcliffe)

Seeing students develop from day one to graduation and knowing you’ve played a part in that journey is incredibly rewarding. (Anna Bertram)

It is hard to think of any area of modern life in which chemical sciences are not involved in some way, such as in advancing medicine, delivering cleaner energy, or ensuring a sustainable future through improved agricultural practices. (Oscar Siles Brügge)
 
Research is moving from the lab into people's lives and homes to make a cleaner, greener future. They are paving the way for breakthroughs in life-saving drugs, clean energy and sustainable materials. (Andrew Nortcliffe)

Science education is about inspiring people to want to commit their time, thought and energy to solving these big global challenges that affect our lives. It needs to equip them with critical thinking and problem-solving skills, alongside knowledge, to empower them to feel ready to change the world. (Andrew Nortcliffe)
 
Chemistry is key to making new materials and products of the future, and for tackling global challenges such as sustainability, clean energy, new medicines. We therefore need to educate students to become the problem-solving chemists of the future, equipped to tackle diverse roles, either in chemistry laboratories, or the wide range of careers that use the transferrable and analytical skills of chemistry graduates to solve other challenges. (Kyle Galloway)
 
Science education develops a whole array of skills and expertise which are pivotal to solving complex challenges, for example critical thinking, problem solving and team working skills and an understanding of scientific method. Alongside the development of these skills, good science education must also inspire and motivate students to want to solve problems. (Anna Bertram)

Collaboration fuels creativity, accelerates problem solving, and turns complex challenges into innovative solutions. (Andrew Nortcliffe)
 
Science covers a very broad area and when attempting to tackle problems together it is really important to work with others to make use of others specialist skills, knowledge and experience to have the best chance of coming up with the best possible solution to a problem. (Charlotte Clark)
 
Teamwork is crucial for tackling global challenges, as complex problems demand a diverse set of skills and expertise. (Anna Bertram)

Fluorine. (Andrew Nortcliffe)
 
I have a soft spot for transition metals (particularly chromium, molybdenum, iron, ruthenium and rhenium) due to their interesting properties, especially in the field of catalysis. My favourite main group element is silicon, due to its wide application of uses which perhaps are a bit understated! Silicon forms several useful compounds including sand (addition of further chemicals leads to glass) and the area of semiconductor technology of which underpins all modern electronics would not be possible without silicon. (Charlotte Clark) 
 
Cobalt, the metal centre of the coordination complexes of my PhD research. (Kyle Galloway)
 
Carbon. (Anna Bertram)