Insight into the nature, volume and range of contributions made, as well as my particular areas of interest and/or expertise are offered in the summary of the teaching I am (or have been) involved in at various institutions is listed below.
BIOL: Division of Biomedical and Life Sciences.
CET: Centre for Executive Training and Development at Lancaster University.
CHEM: Department of Chemistry at Lancaster University.
ChM: University of Edinburgh & Royal College of Surgeons of Edinburgh.
CIR: Department of Natural Sciences at Lancaster University.
ENGR: School of Engineering at Lancaster University.
MBChB: Lancaster Medical School at Lancaster University.
CHEM102: Introduction to Organic Chemistry (Laboratories). 2020-2021, 2021-2022, 2022-2023, 2023-2024, 2024-2025.
CHEM114: Chemical Reaction Kinetics (Laboratories). 2024-2025.
CHEM311: Biological Chemistry and Chemical Biology (Lectures and Workshops). 2015-2016, 2016-2017, 2017-2018, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024, 2024-2025.
CHEM321 (module convenor): Further Inorganic Chemistry: f-block and metals in biology (Lectures and Workshops). 2022-2023, 2023-2024, 2024-2025.
CHEM371: Advanced Chemistry Practical Skills (Laboratories). 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024, 2024-2025.
CHEM372: Advanced Chemistry Practical Research Skills (Pre-Capstone Group Research Project: Project-based learning, PBL). 2016-2017, 2017-2018, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024, 2024-2025.
CHEM400: Capstone Research Project (Project-based learning, PBL). 2016-2017, 2018-2019, 2019-2020, 2023-2024, 2024-2025.
CHEM6064 (module convenor): Enhancing your Employability and Career Potential (Lectures and Workshops). 2023-2024, 2024-2025.
CHEM998: Part II Chemistry (Tutorials). 2017-2018, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024, 2024-2025.
CHEM999: Part I Chemistry (Tutorials). 2017-2018, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024, 2024-2025.
BIOL469: Capstone (MSci) Research Project (Project-based learning, PBL). 2021-2022, 2022-2023.
BIOL470: Capstone (MSci) Research Project Literature Review (Literature Review). 2021-2022, 2022-2023.
CET6064: Enhancing your Employability and Career Potential (Guest lecture). 2016-2017, 2017-2018, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023.
CHEM105: Inorganic Chemistry II (Laboratories). 2015-2016.
CHEM364: Investigating mechanism in sustainable polymer synthesis (Lectures and Workshops). 2018-2019.
CHEM381: Capstone Research Project (Project-based learning, PBL). 2016-2017, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024.
ChM Urology: Capstone Research Project (Project-based learning, PBL). 2017-2018.
CIR323: Independent Research Project (Literature Review). 2017-2018.
ENGR112: Manufacturing Fundamentals (Industry Visits). 2016-2017.
ENGR407: Group Project (Project-based learning, PBL). 2016-2017.
ENGR445: Group Project (Project-based learning, PBL). 2017-2018.
MBChB202: Special Study Module 2 (Literature Review). 2018-2019, 2021-2022, 2022-2023.
Masters (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Bachelors (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Bachelors (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Advising teams of Biomedical Engineering students on their Senior Design Project (team-based learning project) sponsored by Articulate Labs (team supervised by Prof. Ken Diller) and Celling Biosciences Inc. (team supervised by Prof. Laura Suggs).
Supervision of teams of Master of Science in Technology Commercialization students who assessed the potential for the commercialization of some of my research as a team-based learning project.
BME 333T: Engineering Communication Career Panel.
Tuition of undergraduate level theoretical organic chemistry to small groups of pre-medical and pre-dental students.
Writing scientific passages for Pearson’s assessment planning group (specialists in standardized testing for educational establishments across the US).
Masters (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Supervision of teams of students for team-based learning projects (Practical Supervision, Laboratories).
Curriculum design and script preparation for undergraduate level practical laboratory courses on Biomaterials and Biopolymers.
Supervision of undergraduate level practical laboratory courses on Biomaterials and Biopolymers (Practical Supervision, Laboratories).
Supervision of undergraduate level theoretical courses on Biomaterials and Biopolymers.
Bachelors (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Masters (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Erasmus (Capstone) Project Supervisor (Practical Supervision, Laboratories).
Practical supervision of undergraduate level practical organic chemistry laboratory courses (Laboratories).
Supervision of undergraduate level theoretical organic chemistry problem solving sessions (Workshops).
Grading undergraduate level practical organic chemistry laboratory manuscripts.
I embrace instruction, training, guidance and teaching (including research-based learning, e.g. internships and postgraduate supervision), and activities which assist and support learners/students (including necessary administration and management).
I believe that Science, Technology, Engineering, Mathematics and Medicine (STEMM subjects) are inherently vocational subjects and enjoy interactive teaching, particularly practical supervision of classes/projects as it delivers impact in terms of learner/student understanding and employability. I teach a variety of courses to a multidisciplinary/interdisciplinary audience typically composed of chemists, biochemists, engineers, materials scientists and natural scientists (and as/when appropriate learners/students/practitioners of health and medicine). I contribute to teaching in various environments/countries; most recently in the Faculty of Science and Technology at Lancaster University (Chemistry, Engineering and Natural Sciences) and beyond (Medicine in the Faculty of Health and Medicine at Lancaster University; Urology at the University of Edinburgh and Royal College of Surgeons of Edinburgh).
Educational material I develop adheres to the European Union (EU) Accessibility Act, and is uploaded to the relevant virtual learning environment (VLE) to ensure learners have plenty of time to view the material and to engage with the material. My teaching tends to be interactive to ensure the learners develop an understanding of the material, and I appreciate the importance of reading/videos to support learning. Where possible/relevant educational material I develop includes references to educators/researchers from across the globe (e.g. Africa, Asia, Europe, North and South America and Oceania) that reflects my appreciation of the global and inclusive nature of education and research. In recognition of the importance of research-informed teaching on employability and other aspects of the learner/student experience, research-informed teaching is embedded in various forms throughout my teaching activities. Examples of such research informed teaching include: research-led (learners/students are taught research findings in their field of study), research-oriented (learners/students learn research processes and methodologies), research-tutored (learners/students learn through critique and discussion between themselves and staff) and research-based learning (learners/students learn as researchers).
In line with my commitment to inclusive teaching, learning and support, my educational material is revised and adapted to the special needs of learners/students (e.g. if they have a disability) in line with their personalised “Inclusive Learning and Support Plan (ILSP)” (e.g. ensuring adaptation of all electronic and printed material for learners/students with partial sight). My approach and commitment reflect some of my experiences as a learner/student at primary and secondary schools which were heavily influenced by developmental coordination disorder (dyspraxia; diagnosed due to my clumsiness that resulted in injuries on a daily/weekly basis – treated by significant amounts of physical therapy and occupational therapy as a school child) and Asperger syndrome (an autism spectrum disorder, in my case treated by speech therapy). Developmental coordination disorder (DCD) and Asperger’s rendered attempts to engage in art-, sport- and technology-based activities embarrassing and frustrating (I got banned from home economics [cooking and eating are things I love] and design and technology classes after I clumsily damaged apparatus during practical classes), and I appreciate some of the complications faced by non-neurotypical peers/learners/students.
In recognition of the importance of teaching and learning I take a proactive evidence-informed approach to developing and improving my teaching practice over time, reflecting on peer/learner/student feedback that has resulted in improved peer/learner/student feedback. I undertake a variety of continuing professional development (CPD) activities to improve my practice. I was elected Fellow of the Higher Education Academy (FHEA) in 2018, and my experience of disciplinary, multidisciplinary, interdisciplinary and transdisciplinary teaching activities was recognized upon election as a Fellow of the Institute of Materials, Minerals and Mining (FIMMM) in 2018. I completed a Masters level programme accredited against the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF), and was awarded a Postgraduate Certificate in Academic Practice (PGCAP) by Lancaster University in 2020. I completed the “Advancing Teaching: Lancaster Accreditation Scheme” accredited against the UKPSF, and was elected Senior Fellow of the HEA (SFHEA) in 2021. I have contributed chapters to books and edited books used for advanced research-based learning/teaching, and published learning/teaching-oriented research/practice papers.
Reflecting on the benefits and importance of mentoring and support I have received in learning/teaching over the course of my career (from being a graduate teaching assistant (GTA) to faculty member) I am happy to mentor/support the learning/teaching activities of others within and beyond my department/faculty/institution. I am happy to contribute to CPD activities and facilitate progress towards UKPSF-accredited status (e.g. via peer review activity) as: Associate Fellowship of the Higher Education Academy (AFHEA), Fellowship of the Higher Education Academy (FHEA), Senior Fellowship of the Higher Education Academy (SFHEA), or Principal Fellowship of the Higher Education Academy (PFHEA). I have also contributed towards a broad range of CPD activities via committee service for learned and professional societies: serving on the membership committee of the Society of Chemical Industry I have contributed presentations to careers-oriented events; as the programme secretary of the Lancaster and District Local Section of the Royal Society of Chemistry I have organised ca. 50 public outreach events (the age range of event attendees inclusive of school children and retirees), and to careers-oriented webinars – these activities contributed towards my decision to become a STEM Ambassador in 2018. I became a Chartered Chemist (CChem) in 2019 in recognition of my knowledge of chemistry, significant personal achievements based upon chemistry, professionalism in the workplace and a commitment to maintaining technical expertise through CPD, and have supported team members in their successful progress towards professional recognition (e.g. RSci, etc.).
I enjoy postgraduate supervision and have had mentees from the UK, Greece, India and Saudi Arabia enrolled on MSc/MPhil and PhD programmes in Chemistry, Materials Science and Natural Sciences. I have also enjoyed the opportunity to host researchers from a variety of career stages and nations (including: Brazil, Canada, Colombia, Egypt, Germany, Greece, India, Iran, Italy, Lithuania, Pakistan, Saudi Arabia, Thailand, Turkey and the UK). These mentees have been supported in their CPD and securing positions after completion of their time in my group.
I have a demonstrable role in supporting the quality assurance and enhancement of teaching internal/external to the institution, serving as a panel member for the review and examination of theses, including masters and doctoral students internally and externally at Imperial College London, the University of Cambridge, the University of Central Lancashire, the University of Edinburgh and Royal College of Surgeons and University of Manchester (UK), and in India and Pakistan.
Further evidence of my leadership in learning and teaching activities is evidenced by the fact I have developed 3 graduate studies committee-approved programmes (MSc in Natural Sciences, MSc in Materials Science and the PhD in Materials Science) at Lancaster University that have had applicants from Africa, Asia, Europe, North and South Americas and the Middle East. These programmes support the institutional efforts to ensure internationalization, offer opportunities for sustainable income generation in the field of teaching activities, and contribute towards the education strategy within the University’s Strategic Plan.
Like all academics I am busy and often engaged in activities outside the department, however, when I am in the office I maintain an open door policy (respectful of ongoing meetings).
If you want to chat in person (or via Microsoft Teams, or Zoom), then it is probably easiest to email me to arrange an appointment: j.g.hardy@lancaster.ac.uk