A series of laboratory themed simulations developed by Learning Science Ltd. were integrated into a first year laboratory module at the University of Leicester. These simulations allow students to attempt the experiments they will do in the laboratory in a risk-free way that provides the opportunity to make mistakes and learn how to correct them using the immediate feedback generated. High student engagement was observed during our pilot, and student end-of-module comments were very positive for this technological enhancement.

Year 1 of the chemistry degree at the University of Leicester has been significantly changed by the integration of a problem based learning (PBL) component into the introductory inorganic/physical chemistry module, "Chemical Principles". Small groups of 5-6 students were given a series of problems with real world scenarios and were then given the responsibility of planning, researching and constructing solutions to the problem on a group wiki hosted on the Universty's Virtual Learning Environment (VLE). The introduction of PBL to the course was evaluated both quantitatively and qualitatively. Class test and exam results were analysed and compared with those achieved in previous years (i.e. before the introduction of PBL). It was found that student performance was at least as good as it had been before the introduction of PBL. Retention figures after PBL had risen sharply (not one PBL student dropped out of the course during the first term). Student and staff feedback was also collected for qualitative analysis of the impact of the change. Combining these findings showed that students appeared to show an improvement in, and recognition of the acquisition of, transferable skills and that group work on immediate arrival at university (representing an opportunity to use social skills within an academic exercise) led to high student retention within the PBL cohort.

Previous work has shown that the formation of misconceptions remains one of the most significant barriers to progress for chemistry students. Determination and visualization of the shapes of molecules using valence shell electron pair repulsion theory (VSEPR theory) is an example of an abstract concept that students often find difficult to learn. Concepts may be better understood if the learning process were supported by innovative, interactive, learning resources. In order to address the conceptual difficulties that students may encounter when using VSEPR theory, an activity has been developed that is supported by simple molecular models. Activity cards give students the opportunity to work through the steps required to predict the shape of a molecule in an engaging manner that promotes social learning. Students were tested before and after the activity. A statistically significant improvement in scores (p = 0.001) was found, which indicates that the activity cards and molecular models could help students understand the topic.

An open-ended team induction activity was developed in order to help introduce new year-one chemistry students at the University of Leicester to other members of their Problem Based Learning (PBL) teams and to facilitate development of a problem-solving strategy for PBL activities. The activity was based on the design, development, and evaluation of a learning resource intended for use by year-one chemists. Students were given the freedom to select the format for their resource, the topic the resource focused on, and the methods used to evaluate it. The level of student engagement with the activity was very good, and student feedback indicates a perceived benefit to transferable skills development, meeting fellow students and learning how to approach PBL problems.

The use of games in chemistry education is well-established and is known to have numerous benefits to participants. This contribution describes the student-led development of an introductory organic chemistry card game based on the classic party game Go Fish. The game has been designed to help students practice applying the rules of organic nomenclature, to recognize key functional groups, and to familiarize themselves with simple examples of reactivity of molecules containing these functional groups. The game was used as an organic chemistry revision activity at the end of a freshman introductory general chemistry module (that included a significant amount of introductory organic chemistry). Evaluation of the activity shows that students enjoyed playing the game, found it easy to play, and that they found it a useful learning experience.

A team-based poster conference activity was developed in order to provide a structure for first year chemistry students at a university in the United Kingdom to discuss inclusion and diversity in chemistry and to support the development of inclusive learning communities. Student teams designed and developed posters based on the work of chemists who had inspired them with a particular emphasis on work conducted by underrepresented chemists. Teams presented their posters to peers at an end of semester poster conference which allowed students to discuss the work of these individuals and the importance of diversity and inclusion in chemistry. The majority of participants reported that the activity was an effective way to raise their awareness of diversity and inclusion in the subject by initiating discussions of these themes with their peers.

The aim of this study was to use supercritical ethane to selectively disperse alkanethiol-stabilized gold nanoparticles of one size from a polydisperse sample in order to recover a monodisperse fraction of the nanoparticles. A disperse sample of metal nanoparticles with diameters in the range of 1-5 nm was prepared using established techniques then further purified by Soxhlet extraction. The purified sample was subjected to supercritical ethane at a temperature of 318 K in the pressure range 50-276 bar. Particles were characterized by UV-vis absorption spectroscopy, TEM, and MALDI-TOF mass spectroscopy. The results show that with increasing pressure the dispersibility of the nanoparticles increases, this effect is most pronounced for smaller nanoparticles. At the highest pressure investigated a sample of the particles was effectively stripped of all the smaller particles leaving a monodisperse sample. The relationship between dispersibility and supercritical fluid density for two different size samples of alkanethiol-stabilized gold nanoparticles was considered using the Chrastil chemical equilibrium model.

The perceptions of transferable and workplace skills development of year one and two chemistry undergraduate students at the University of Leicester were measured using two questionnaires. This group of students is taught be a variety of approaches including Problem and Context Based Learning (C/PBL). Over 60% of respondents agreed that all discipline specific and transferable skills included in the first questionnaire were important skills for chemistry graduates to have. The perceived importance of most skills does not vary between year groups but there are small increases in perceived importance for most transferable skills. In a separate questionnaire, first year students were asked to rate their skills development following a series of Context and Problem Based Learning (C/PBL) activities. "problem solving", "time management", "working in a team“ and "oral communication" were the most developed skills based on student responses. This element of the study also provided evidence to suggest that students believe the “real-world”, authentic nature of C/PBL problems may be an important factor in determining the extent of skills development.Keywords: Transferable skills, Workplace skills, Employability, Chemistry education