Michael Seery
Michael is deputy director and head of the international foundation programme at the Centre for Academic Language and Development at the University Bristol. He is also a visiting professor at the Open University.
Previously he was professor of chemistry education and director of teaching at the University of Edinburgh. He has interests in technology enhanced learning, laboratory education, and issues around dealing with different levels of prior knowledge in the teaching of chemistry. He writes for Education in Chemistry, as well as maintaining his own blog.
Beyond chemistry, Michael’s interests are early nineteenth century history and exploring the countryside.
FeatureMake the most of practical work
How to use reverse storyboarding and lab roles to optimise practicals
FeatureTake it easy on the equations. Let me explain …
Our current approach to teaching physical chemistry is not working
ReviewInnovative uses of assessments for teaching and research
A well-grounded and comprehensive consideration of assessment in chemistry
FeatureMaking chemical language easy
Ann Marie Farrell and Michael Seery consider how to meet students’ language and literacy needs within chemistry
ReviewInquiry-based learning for multidisciplinary programs: a conceptual and practical resource for educators
Integrating IBL into the curricula
FeatureLearning to write in chemistry
Michael Seery highlights the importance of carefully-designed writing activities in enabling students to build their scientific writing skills
![Micer shutterstock 348717923 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/5/9/9/113599_micer_shutterstock_348717923_300tb1.jpg)
OpinionThe community of chemistry education research
Michael Seery talks about being part of the chemistry education research community in the UK and Ireland
![Busy lecturers shutterstock 226540858 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/6/0/3/113603_busylecturers_shutterstock_226540858_300tb1.jpg)
![Flipped lectures shutterstock 322014332 [converted][1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/5/7/5/113575_flippedlectures_shutterstock_322014332converted1.jpg)
OpinionWhat does research say about flipped teaching?
Michael Seery explores the flip side of traditional lectures
FeaturePutting chemistry in context
Michael Seery turns the traditional teaching ladder on its side, and suggests that context-based learning may better suit students’ needs
![William cullen 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/6/2/5/113625_william_cullen_300tb1.jpg)
![Img 0013 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/6/3/3/113633_img_0013_300tb1.jpg)
Event NewsVariety in Chemistry Education 2015
Michael Seery reports from the conference for chemistry teaching and learning in higher education
![Shutterstock 29845342 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/6/4/0/113640_shutterstock_29845342_300tb1.jpg)
OpinionWe are failing our students and society
Michael Seery discusses how to teach students that won't become chemists
![Shutterstock 242216224 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/6/4/3/113643_shutterstock_242216224_300tb1.jpg)
OpinionWe need to talk about VLEs
What do we use VLEs for? Michael Seery discusses the ubiquitous classroom tool
OpinionThe case for inquiry-based learning
Michael Seery continues his critical look at inquiry-based learning
OpinionThe case against inquiry-based learning
Michael Seery takes a critical look at inquiry-based learning
![Shutterstock 141101149 300tb[1]](https://d1ymz67w5raq8g.cloudfront.net/Pictures/100x67/6/6/3/113663_shutterstock_141101149_300tb1.jpg)