Sarah Masters is a professor in the School of Physical and Chemical Sciences at the University of Canterbury. Her undergraduate and postgraduate degrees were awarded by the University of Edinburgh in Scotland where she was also a Royal Society of Edinburgh BP Research Fellow before her appointment as lecturer at the University of Canterbury in 2011. Sarah’s research lies in the field of structural chemistry, applying physical chemistry techniques to comprehend chemical behaviour through understanding of molecular structure. She has built a strong reputation for excellence in teaching with several awards from the University of Canterbury and the national Denis Hogan Chemical Education Award from the New Zealand Institute of Chemistry.

Sarah has provided clear leadership at both the national and international level. She is a former president of the New Zealand Institute of Chemistry and is currently an Executive Board member of Commonwealth Chemistry and Chair of the Executive Council for the journal Physical Chemistry Chemical Physics of which the New Zealand Institute of Chemistry is an owner society. 

‍This perspective was presented at the NZIC 24 conference in Dunedin as part of the Chemical Education Stream and inspired this written piece. I am grateful to the conference organisers for the opportunity to present at the conference. 

Early inspiration and academic foundations

I had the privilege of growing up in the picturesque Southwest of Scotland, a region often likened to New Zealand for its natural beauty - though, admittedly, New Zealand boasts far better weather! During my school years, I developed a strong passion for both history and chemistry. While this combination posed a challenge for the scheduling team, it was an enriching experience for me, allowing an in-depth exploration of two subjects I found fascinating.

My time learning science in school was spent in a standard science classroom, equipped with the familiar benches, apparatus, and materials one would expect to find in science labs regardless of geographical location. What truly made my experience excellent, however, were my teachers. Their inspirational teaching style and genuine enthusiasm for chemistry left a lasting impact on me. They not only conveyed the principles of the subject but also fostered a profound understanding of the underlying concepts, making each lesson come alive. Their dedication was instrumental in sparking my interest in pursuing chemistry at university, a journey that began with their passion and expertise.

When it came time to choose a field of study at university, I was torn between my two passions: history and chemistry. Ultimately, I decided on chemistry because to me it offered a clearer pathway to future employment. This decision led me to the University of Edinburgh, where I pursued a Bachelor of Science with Honours in Chemistry. During my degree, I enjoyed exploring various aspects of the discipline and undertook an honours project studying flavocytochrome b2 under the supervision of Dr Steve Chapman. Working with these complex molecular structures, even on the relatively primitive computer systems available at the time, sparked a deep interest in structural chemistry and eventually led to me pursuing a PhD under the guidance of Professor David Rankin, looking at the structure and dynamics of large ligands and the effects of these in the elucidation of gas-phase molecular structures.

Mentorship and career development

Throughout my academic journey, I have been fortunate to be mentored by several inspirational figures who have profoundly shaped my career. The first of these is my PhD advisor David, who exemplified the philosophy of giving back to the next generation of scientists, believing that his role as a senior academic was to provide the highest level of training and mentorship to emerging researchers. His guidance during my doctoral studies was pivotal to my growth as a scientist.

Another significant influence is Professor Carole Morrison, who demonstrated that it is possible to balance a successful academic career with family life, not merely surviving but thriving in both areas. Her example was invaluable in showing me that such a balance could be achieved. Carole is an excellent teacher who trained in secondary teaching prior to undertaking her PhD. Her style of teaching was something that I admired as an inexperienced academic and one that I hoped to emulate. She also mastered the balance of empathy whilst maintaining academic standards for her students which is a quality that I admire and aspire to. 

My Honours project advisor Steve, who later became Vice-Chancellor at Edith Cowan University in Australia, was another key figure in my career. At the time I received a BP / Royal Society of Edinburgh research fellowship, Steve was the Head of the School of Chemistry at Edinburgh. He not only supported my fellowship application but also ensured I had the resources necessary for success. He permitted me to teach as a postdoctoral fellow and, combined with mentoring and support from David, was instrumental in the success of my fellowship, leading to numerous publications which have helped advance my academic career as well as the initiation of my teaching portfolio. 

Lastly, Professor Lesley Yellowlees had a profound impact on my perspective and career trajectory. As the first female Head of the School of Chemistry at Edinburgh and the first female President of the Royal Society of Chemistry in the UK, Lesley broke significant barriers and set a powerful example of women in leadership roles in science. She showed me that such roles are not only achievable but should be normalised. Lesley permitted me to undertake teaching as part of my fellowship appointment (see below). These mentors have shaped not only my academic career but also my understanding of the importance of mentorship, leadership and creating opportunities for future generations of scientists.

Early teaching experience

During my time as a PhD student and postdoctoral researcher at the University of Edinburgh, I was fortunate to gain substantial teaching experience. I was entrusted with leadership responsibilities in the first-year laboratory teaching environment early in my career and was even given the opportunity to lecture on diffraction as a postdoctoral researcher - an uncommon privilege at Edinburgh at the time and a significant vote of confidence in my teaching abilities. While my BP / Royal Society of Edinburgh fellowship was primarily a research position, I was also able to continue teaching, building a portfolio that complemented my research. This combination of teaching and research experience was instrumental in securing my academic appointment at the University of Canterbury in New Zealand starting in January 2011.

Adapting teaching approaches

During my teaching tenure in Edinburgh and my subsequent transition to New Zealand, digital technologies began transforming the university teaching environment. At school and as an undergraduate, I had been taught using chalkboards, but by the time I started lecturing at the University of Edinburgh, PowerPoint had become a prevalent teaching tool. Many academic staff adopted this platform for various reasons, including:

• Visual clarity and organisation: Digital text and images were easier to read than handwriting on a chalkboard, particularly in large lecture halls.

• Enhanced visual aids: PowerPoint allowed lecturers to incorporate images, diagrams, animations and videos, facilitating a more dynamic and effective explanation of complex concepts.
• Time efficiency: Pre-prepared slides were seen to save time in class, theoretically allowing more room for discussion and explanation.

However, I observed that this last benefit was not always realised. Instead, lectures often became overloaded with information, potentially diluting key takeaway messages, and the discussion was limited or non-existent.

It is important to note that not all lecturers adopted PowerPoint. Some preferred the spontaneity, flexibility, and interactive nature of chalkboards or, later, whiteboards. For instance, many organic chemistry lecturers favoured whiteboards, recognising the importance of teaching students how to draw and manipulate chemical structures - a critical skill in the discipline. These contrasting approaches serve to highlight the diverse teaching philosophies within academia and the evolving nature of instructional methods during this pivotal period.

Earthquake challenges and teaching innovation

I began my permanent academic career at the University of Canterbury in January 2011. Just five weeks into my tenure, the devastating 22 February 2011 earthquake sequence struck Christchurch, significantly impacting the city and its infrastructure. This natural disaster necessitated an unprecedented and rapid pivot in teaching practices at the university, as lecture theatres became unusable, and alternative solutions had to be implemented almost immediately. At the time, UC's customised Moodle site, LEARN, was still in its early stages. However, it quickly became a critical tool for enabling an early format flipped classroom model, particularly for 100-level courses. Lecturers recorded lectures using any available means, and in-person tutorials and discussions were held in temporary teaching spaces, often tents or marquees set up on campus.

The tents, while an innovative solution, presented their own set of teaching challenges. While the PA systems ensured students could hear lectures clearly (except during heavy rain), poor lighting and glare / reflections from the inner surfaces of the tents made it difficult to see content on screens or flip charts. Despite these difficulties, the teaching community adapted quickly to maintain continuity of education. Access to teaching laboratories was impossible during this period, necessitating another significant adjustment. BestChoice, originally used as a supplementary revision tool for the 100-level courses, was repurposed as an assessment tool to temporarily replace the laboratory component for that year.

Interestingly, the term “in-person” teaching, now commonplace in educational discourse, began appearing in the teaching timetable at the University of Canterbury during this time to distinguish face-to-face interactions from the growing reliance on digital platforms. This terminology, which originated as part of the post-earthquake response, has since become a standard part of the academic vernacular. The earthquake period was a time of immense challenge but also remarkable innovation and resilience, demonstrating the adaptability of both staff and students in the face of adversity.

The challenges created by the earthquakes in Christchurch led to the development of new and improved facilities for teaching and research at the University of Canterbury. Lecture theatres were either rebuilt or modernised, equipped with computers, laptop connectivity, internet access and document cameras, which replaced the once-ubiquitous overhead projectors. Teaching returned to lecture theatres, with many instructors, particularly in large 100-level classes, returning to relying on PowerPoint as the primary teaching medium. These classes often involved hundreds of students and were sometimes double-streamed, making PowerPoint an attractive option for ensuring consistency across multiple cohorts.

During this period, I contributed to innovations in teaching by developing introductory laboratory videos for 100-level and some 200-level courses. These videos were designed to prepare students for laboratory sessions by presenting pre-laboratory material in a clear, consistent and engaging manner. This work was recognised with a College of Science teaching award and contributed to my receipt of the UC Teaching Award in 2021 and the NZIC Denis Hogan Chemical Education Award in 2022.

Teaching during COVID-19

As my teaching career progressed, I began critically evaluating my use of PowerPoint in lectures. Prior to 2019, I relied heavily on PowerPoint for all my teaching. Over time, I noticed that students were less engaged with lecture material and were struggling with fundamental skills such as manipulating equations. Additionally, I found myself falling into the trap of overloading slides with information, which often diluted the key messages of the material being taught.

Recognising these issues, I began transitioning my teaching approach to focus on handwritten notes delivered in real-time using document cameras. This combination of old-style delivery using modern digital technology allowed me to control the pace of the lectures and place emphasis on the core concepts, whilst providing supplementary materials on the LEARN Moodle platform. Animation tools were incorporated to enhance the teaching of complex topics like symmetry and point group theory. This shift was interrupted by the COVID-19 lockdown, during which the university again demonstrated remarkable adaptability by transitioning to online teaching. Recorded lectures, pre-laboratory videos, and tools like Zoom supported continuity in education. Laboratory teaching staff, who used innovative methods to adapt to the online environment, were rightfully recognised with a College of Science teaching award in 2022. The response by the University of Canterbury to the COVID-19 lockdown was heavily influenced by previous experiences following the 2010 and 2011 Canterbury earthquake sequence. Whilst the move to fully digital delivery in a short space of time was hard work, previous learned experiences meant that staff were reasonably well equipped to pivot online at short notice. 

Post-lockdown adjustments

Following the return to in-person teaching, it became clear that many students struggled to re-engage with traditional lecture formats, likely due to their reliance on online learning during the pandemic. This prompted further reflection on my teaching methods. For 200- to 400-level courses, I fully embraced handwritten notes delivered in class along with in-class assignments. This approach allowed me to focus on key concepts and avoid overloading students with extraneous information. Feedback from students was overwhelmingly positive - they appreciated the slower pace and the opportunity to actively engage with the lecture material by taking notes themselves.

In 2023, I was given the opportunity to teach a new section of the introductory 100-level chemistry course, CHEM114. This provided the perfect opportunity to refine my approach further at 100-level, an area where previously I too had relied on PowerPoint delivery, albeit aiming to be careful not to overload slides or overcomplicate the material. Faced with the opportunity, I simplified existing material, adapted diagrams for live drawing and streamlined content to align closely with learning outcomes. Using the document camera and projector, I wrote notes in real-time, narrating the process to ensure clarity. While this method required significant effort - balancing writing, speaking and thinking simultaneously - it proved highly rewarding.

Outcomes and reflections

Attendance at lectures remained consistently high, students were actively engaged and asked thoughtful questions, and overall pass rates improved significantly compared to prior years. Preliminary data from 2024 indicate that performance in the section I taught showed marked improvement, suggesting that this approach fosters deeper understanding and better outcomes for students at this early stage of engagement with university teaching. Given that this section is primarily physical chemistry, with thermodynamics and chemical equilibrium amongst the topics, this was a particularly pleasing outcome and one that encourages me to continue with this style of teaching at 100-level.  

While every educator has their own teaching style, as we prepare for the upcoming academic year in New Zealand I encourage colleagues to take a moment to reflect on how they present material, what is included, and why it is essential. Consider how a student encountering the content for the first time will identify and absorb the key messages. If the material is not clear and accessible to you, it is unlikely to be clear to them. Teaching is an evolving craft, and thoughtful reflection is key to ensuring effective learning experiences.