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Tuesday, 10 July 2018 to Saturday, 14 July 2018 from 5:30 PM - 5:00 PM

The University of Sydney - The Abercrombie Business School, Darlington - Sydney, Australia



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Organisation: University of Ottawa

Position: Associate Professor Department of Chemistry and Biomolecular Sciences

Alison Flynn is a bilingual Associate Professor in the Department of Chemistry and Biomolecular Sciences at the University of Ottawa. She was recently accepted into the 3M National Teaching Fellowship, Canada’s highest recognition for excellence in education at the post-secondary level. Her work includes developing open-access online learning tools and flipped course structures to support student learning, especially in high enrolment classes. Her research group studies student learning in organic chemistry ( As uOttawa’s Chair in University Teaching, she is developing and evaluating new Self-Regulated Learning initiatives for students. At the provincial level, she is a Director on eCampusOntario’s Board; this organization brings together all the provinces universities and colleges to foster technology-enabled innovation, research, and excellence on behalf of students. At the National level, she is helping to build Canada’s strength in Chemistry Education Research (, and is the Canadian Society for Chemistry’s Director of Accreditation. She is also part of an IUPAC-funded international team that will explore learning outcomes focused on systems thinking in chemistry. In all her work, she is committed to helping students succeed in their chosen careers and goals.

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Organisation: King's University Edmonton Canada

Position: Professor of Chemistry

Peter Mahaffy is Professor of Chemistry at the King’s University in Edmonton, Canada and co-director of the King’s Centre for Visualization in Science (, which provides digital learning resources used by well over a quarter million students, educators and the public from over 100 countries each year. His current research and professional work is at the interfaces of chemistry education, visualization in science, sustainability/green chemistry, systems thinking, and the responsible uses of chemistry.

Mahaffy recently completed six years of service as chair of the International Union of Pure & Applied Chemistry’s (IUPAC) Committee on Chemistry Education (CCE), where he co-facilitated the process to obtain UN designation of 2011 as the International Year of Chemistry and served on the IYC-2011 Management Committee. He was a charter member of the International Council of Science (ICSU) Committee on Freedom and Responsibility in the Conduct of Science, and served on the temporary working group on education and outreach for the Organization for the Prohibition of Chemical Weapons (OPCW), which won the Nobel Peace Prize in 2013. He served on the American Chemical Society (ACS) presidential working group to help professional chemists communicate climate science to the public, and is co-chair of the Province of Alberta’s Quality Assurance Agency for universities (Campus Alberta Quality Council).

Recent awards for contributions to chemistry, chemistry education, sustainability, and public understanding of science include the Chemical Institute of Canada National Award for Chemistry Education (2003); the 3M National Teaching Fellowship (2008); the American Chemical Society James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry (2011), the ACS-CEI Award for Incorporating Sustainability into Chemistry Education (2012), the IUPAC CCE Award for Distinguished Contributions to Chemistry Education (2012), and the Dow Canada WesTEC Distinguished Speaker Award (2012). Mahaffy has over 45 refereed publications in science and science education, and presented 80 plenary, keynote or invited lectures and numerous workshops to scientists, educators, and the public on six continents in the past six years.

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Organisation: International Organization for Chemical Sciences in Development

Position: Head & Secretary of Strategic Development

Professor Stephen Matlin is Head of Strategic Development and Secretary of the International Organization for Chemical Sciences in Development. He also holds appointments as an Adjunct Professor in the Institute of Global Health Innovation, Imperial College London, as a Senior Fellow in the Global Health Centre at the Graduate Institute, Geneva and as a Fellow of the RISE Institute, Washington DC.

He was educated in chemistry at Imperial College London and subsequently held academic appointments in chemistry at University College Cardiff (Lecturer), City University London (Reader, Professor) and Warwick University (Professor of Biological Chemistry). In 1995 he left academia to work in international development, subsequently holding senior positions in the Commonwealth Secretariat in London (Director of Education and Health) and at the UK Department for International Development (Chief Education Advisor), before joining the Global Forum for Health Research in Geneva as Executive Director (2004-2009).

He has held a number of consultancies with the chemical and pharmaceutical industries; served as Kelvin Lecturer for the British Association for the Advancement of Science, Honorary President of the British Association for International and Comparative Education, Senior Research Fellow in the Department of Education Studies at Oxford University; board member of the Commonwealth of Learning, Council Member and Vice-President of the Royal Institution of Great Britain, and Vice-President and Chair of the Commonwealth Association of Science, Technology and Mathematics Educators; and has held memberships of the Steering Committees of the Association for Development of Education in Africa, International Working Group on Education and International Working Group on Disability and Development.P

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Organisation: Kiel University

Position: Professor Chemistry Education

Prof. Dr. Ilka Parchmann is Professor for Chemistry Education at Kiel University and Head of the Department of Chemistry Education at the Leibniz Institute for Science and Mathematics Education, IPN, in Kiel. In June 2014, she was elected as Vice President for the areas of teacher education, science outreach and higher education at Kiel University.

Prof. Parchmann has a teaching degree as a secondary school teacher for chemistry and biology, and a PhD and further qualification in chemistry education. Her fields of research and development focus on teacher education programs, programs to foster young talents in science, and context-based teaching and learning in science education in regular school classes and enrichment courses at school and in out-of-school settings.

Until July 2014, she was Chair of the Division of Chemical Education of the European Association of Chemical and Molecular Sciences and Chair of the German Association for Chemistry and Physics Education (GDCP). She is the editor of two teacher journals and active in different boards of educational programs and institutions.

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Organisation: University of Pretoria

Position: Associate Professor Department of Chemistry

Marietjie Potgieter is an Associate Professor in the Department of Chemistry and Deputy Dean: Teaching and Learning in the Faculty of Natural and Agricultural Sciences of the University of Pretoria, South Africa. She has a PhD in bio-organic chemistry from the University of Illinois, USA, and a Master’s degree in carbohydrate chemistry from the University of South Africa.

Her research focusses on effective instruction and student success in tertiary science. Recent research projects include an investigation of the effectiveness of instructional approaches acclaimed for success elsewhere, such as POGIL and Chemorganizers, student engagement patterns with face-to-face and virtual learning opportunities in blended learning environments, and over-confidence as a non-cognitive risk factor for student success. Another study focussed on metacognitive activity in a senior undergraduate chemistry laboratory where a simulated industrial project was introduced to achieve higher order learning outcomes. In a project aimed at moving the “murky middle” towards success it was possible to identify productive learning strategies in first year biology that are associated with success rather than risk of failure.

She is a recipient of an International Fellowship of AAUW (American Association of University Women) (1981), the RC Fuson merit award for research in organic chemistry (University of Illinois, 1983), the Chemical Education medal from the South African Chemical Institute (2008) and a national commendation for Excellence in Teaching and Learning from HELTASA (Higher Education Teaching and Learning Association of Southern Africa) in 2011.

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Organisation: University of Arizona

Position: Professor Dept Chemistry and Biochemistry

Vicente Talanquer received his Ph.D. (1992) in chemistry from the National University of Mexico (UNAM) in Mexico City. He completed postdoctoral studies in the area of physical chemistry (statistical mechanics) at the University of Chicago (1992-1995). Dr. Talanquer moved to the University of Arizona (UA) in 2000 and became the first University Distinguished Professor in the Department of Chemistry and Biochemistry at the UA in 2015.

Vicente’s research and teaching practice is focused on undergraduate chemistry education. He has published over 100 peer-reviewed and invited papers where he has explored the conceptual difficulties that students face when learning chemistry and the effect of different teaching strategies on student understanding. He has also investigated prospective teachers’ reasoning and practices. His work has been published in major educational journals, such as the Journal of Chemical Education, Chemistry Education Research and Practice, the Journal of Research in Science Teaching, and Science Education. Dr. Talanquer has received a variety of teaching awards during his academic career, including the prestigious James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry awarded in 2012 by the Northeastern Section of the American Chemical Society. In 2015, he was named Arizona Professor of the Year by the Carnegie Foundation.


Organisation: The University of Hong Kong

Position: Senior Lecturer

Maurice Cheng (B.Pharm., P.C.Ed., M.Ed., Ph.D.) is Senior Lecturer in the Division of Mathematics and Science Education, Faculty of Education, The University of Hong Kong. His major research interests are teaching and learning of science and chemistry, with particular focuses on the roles and uses of diagrams, mental visual representations, scientific models and modelling. His teaching areas include quantitative literacy (in an undergraduate general education course), science and chemistry education, and learning psychology. He is a registered pharmacist and has taught in secondary school, and serves the official curriculum and assessment committees (science and chemistry subjects) of Hong Kong. He is also a National Research Coordinator of TIMSS 2019 in Hong Kong. URL:


Organisation: Michigan State University


Organisation: aJustus-Liebig University Gie├čen, Institute of Chemistry Education, Giessen, Hessen, Germany


Organisation: Grand Valley State University


Organisation: IUPAC


Organisation: Monash University


Organisation: University of New Hampshire


Organisation: University of Leeds


Organisation: University of Massachusetts Boston


Organisation: ETS

Dr. Supalo received his Ph.D. from Penn State University in 2010 with a research interest in chemical education. He focused on the development of a series of talking and audible laboratory tools that promotes a hands-on science learning experience in the secondary science laboratory classroom. Through his research he modified various laboratory curricula to develop a set of best practices for teaching science in a hands-on way to students who are blind. His passion is further motivated by his direct involvement with the National Federation of the Blind, (NFB), which is the largest consumer organization of blind persons in the United States. Through his volunteer activities on behalf of NFB, he has conducted numerous hands-on science workshops for middle and high school students with BLV. His drive for the development of new access technologies in the science laboratory classroom is supported by United States Federal grants to support the product development he conducts through his firm Independence Science. Additionally, Dr. Supalo serves as a visiting scientist in the Department of Chemistry at Purdue. Dr. Supalo currently serves as a Research Developer with the Educational Testing Service in Princeton, New Jersey. His research addresses accessibility concerns as it relates to high stakes assessments and working to help develop the next-generation interfaces needed to promote inclusion in the STEM fields of study. He has a strong passion for collaborating with anyone interested in working to make the hands-on science learning experience for students with disabilities more a reality.


Organisation: Nanyang Technological University, Singapore

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Organisation: Purdue University


Organisation: Monash University

Position: Prof

Chris Thompson is currently the Associate Dean (Education) in the Faculty of Science, and a Senior Lecturer in Chemistry. While being a trained physical chemist and spectroscopist, his current research lies in innovative science education, where he co-leads the Chemistry Education Research Group. Specific areas of interest include the development of graduate employability skills for scientists, analysis of student attitudes towards studying chemistry, and innovative approaches to learning such as 'STEAM'. Chris has published in the fields of spectroscopy and computational chemistry, however more recently in the field of science education and is co-author for one of Australia's most popular university chemistry textbooks.


Organisation: Purdue University


Organisation: Curtin University


Organisation: Grand Valley State University


Organisation: Curtin University

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Organisation: Beijing Normal University

Position: Professor

Lei Wang, the professor and PHD tutor of Institute of Chemical Education, the College of Chemistry in Beijing Normal University. She is also the vice director of the Chemical Education Committee in Chinese Chemical Society, the vice director of Journal of Chemical Education (China), and chief expert of the National Basic Education Curriculum Committee of Experts. She is responsible for the development and revision of chemistry curriculum standards for secondary school. She works as the chif-editor of high school chemistry textbook, develops junior high school chemistry teacher training standards, presides over The High Level Lesson Study Teacher Development Projects, and U-D-S Instruction Improvement of Promoting Students' Discipline Competency Project.