Below is a list of talks for the conference. The full abstracts can be found in the document below, and all those videos that are on YouTube are included in our playlist.

As well as the presentations below, our sponsors Learning Science also have a presentation for you to view.

Keynote Lecture, Kathleen M Quinlan: What interests students and why? How lecturers can motivate and engage students

Online and Blended Learning

1Michael Fox, University of Colorado BoulderMeasuring the impact of the transition to emergency remote teaching on instructors and students in lab courses.  
2Stan Zochowski, University College LondonOnline Blended Teaching Experience in Physics and Maths.  
4Sara Kyne, Monash UniversityExperiences from the Southern Hemisphere: First year chemistry and remote online teaching and learning.  
5Dan Cornwell, King’s College LondonExorcising examples and encouraging problem-solving: inspiration from Legitimation Code Theory.  
6Peter Sneddon, University of Glasgow#Feedback: Applying lessons learned from Secondary Education to Higher Education.

Pedagogy and Assessment

Invited presentation: Barry Ryan, RSC HE Teaching Award WinnerDeveloping a vice for (v)ViCEPHEC
7Catriona McAllister, University of GlasgowIdentifying what styles of questions differentiate between strong and weak students in an introductory physics course.  
8Andrea Jiménez-Dalmaroni, Cardiff UniversityCollaborative exams to encourage student ownership of their own learning during examinations.  
9Chris Adams, University of BristolOn the evils of continuous assessment.  
10Beverley Allan, University of NottinghamDeveloping confidence and alleviating misconceptions through gamification.  
11Andrea Jiménez-Dalmaroni, Cardiff UniversityTransforming student and staff experiences with active learning tutorials in advanced chemistry courses.  
12Anna Wood, University of EdinburghStudents’ Experiences of Interactions in an Active Learning Physics Class

Projects, Labs, Employability

13Jacquie Robson, Durham UniversityHow does dialogue between instructors and students facilitate learning in the teaching laboratory?  
14Eileen de Sousa, University of GlasgowStudent Partnership Approach (SPA) to Graduate Teaching Assistant (GTA) Training and Support.
15John Liggat, University of StrathclydeThe Chemistry Clinic – Bringing KE into the Undergraduate Experience.
16Chris Armstrong, University of HullPortfolio Assessment Within (bio) Chemistry Skills Projects.  
17Samantha Pugh, University of LeedsDeveloping Business Acumen and Employability in Physics Undergraduates: What do students really learn?  
18Antonio Portas, Northumbria UniversityCareers in the Curriculum: Extending a successful model of primary and secondary school engagement to undergraduate teaching.
19Linnea Soler, University of GlasgowResearchers of the Lost Pigments: A multidisciplinary student-developed teaching resource to support Chemistry students using genuine Archaeological research.

Underrepresented groups, Accessibility, Student Success

20Jennifer Hiscock and Jennifer Leigh, University of KentDyslexia toolkit for teachers in STEM.  
21Amany Gouda-Vossos, Monash UniversityCareer development learning and the impact of gender and socioeconomic status on perceived employability.  
22Anita Banerji, University of ManchesterSelf-reported success criteria and barriers for first year undergraduate Physics, Chemistry and Chemical Engineering laboratories.  
23Katherine Haxton, Keele UniversityInstrument Pick’n’Mix: Student Engagement and Success in the Physical Sciences.  
24Emma Pittard, University of LeedsAre Your Teaching Resources Accessible?  
25Alison Voice, University of LeedsBelonging and Engaging: Factors for Success.  
26Vicky Mason, University of KentInvestigation of an undergraduate final year physics group project module from a gender perspective.  
27Terri Simpkin, University of NottinghamFaking it:  The impact of the impostor phenomenon on students of science