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Q&A with Dr Benjamin E. Arenas

What would be your advice to educators who are working with colleagues going above and beyond, but are yet to nominate them for an ÃÛÌÒÉçÇø Education prize?

Do it! The nomination in itself is an amazing acknowledgement of the commitment and the work that a nominee is doing. As a nominee (and now as a winner), it means a great deal to know that those efforts resonate with both students and with colleagues, especially as colleagues see all the background work that goes into the development and delivery of learning activities.

How did you first become interested in chemistry or science?

As a child, I was always curious about how stuff worked; my mum always laughs when she tells the story of how, on a very crowded bus on the way to primary school, I once loudly asked what brains were made of! 

She always answered my questions or, when the questions were a bit bolder, sent me to an encyclopaedia to do some research of my own. And my teachers in secondary school helped nurture that curiosity: Mrs Garrow, Dr Orr, and Ms Sutherland, in particular, first taught me about the Periodic Table and the chemical world.

What advice would you give to a young person considering a career in chemistry?

Do lots of exploring and don’t be afraid to ask questions - find out about how chemistry impacts the world around us (hint: it’s everywhere!), talk to chemists from all walks of life and work to learn what it is they do and how they got there. If you’re at the stage of knowing what you would like to do, look through job adverts to see what qualifications and skills employers are looking for.

Why is chemistry education important?

As I’ve mentioned elsewhere, chemistry is everywhere! There are so many local and global challenges that chemistry knowledge and research can help overcome, and even if not directly related to a particular issue, learning chemistry develops skills and attributes – problem-solving, data analysis, big-picture thinking, attention to detail, science communication, using scientific evidence to make sound conclusions – that can be used anywhere. Chemistry education can lay that foundation for our future thinkers, researchers and leaders.

What has been a highlight for you (either personally or in your career)?

Lecturing on Chemistry 1 for the first time this academic year has been a particular highlight for me! Having done my undergraduate degree at Edinburgh University, and so having completed Chemistry 1 in my own first year, it was a proper full-circle moment.

Any time that a student realises that physical chemistry (and the maths involved) is not as scary as they thought is always a highlight as well!

What has been a challenge for you (either personally or in your career)?

It’s sometimes been a challenge learning how to navigate the various processes and environments I’ve studied or worked in. For example, being the first in my immediate family to go to university; working through periods of my PhD when dealing with personal challenges; trying to maintain the vision of making long-lasting impact when working on temporary contracts. I’m very grateful to all the supporters and mentors that have helped me with these barriers along the way.

Why do you think teamwork is important in science education?

Teamwork is vital for getting things done, especially so in science education. I’ve worked with some excellent teams, and it has been a great privilege and help to be able to bounce ideas off of each other, learn from each other’s varied experiences and viewpoints, support each other through the busy periods, and celebrate our successes. As I always tell my students, teamwork makes the dream work!

Who or what has supported you in your career as an educator?

I feel lucky to have had numerous people around me as supporters and cheerleaders.

My PhD supervisor Melanie (Schnell) had no hesitations in allowing me to guide younger PhD students, lecture, and teach in laboratory courses, and those were very influential experiences.

My mentor at Durham University – Jacquie Robson (Osbourne) – pushed me to develop as a reflective teacher and as a chemistry education researcher.

My colleagues everywhere I have worked, especially the teams of PhD demonstrators and lab technicians who have been instrumental contributors to practical courses I have managed, have been a massive support.

I’d also like to give a shoutout to the ViCE/PHEC community – the conference is one of the highlights of my year, and everyone I have interacted with there has always been helpful and supportive.

Finally for a bit of fun...What is your favourite element?

I’m going to be annoying on this one and say that I don’t have one definitive favourite element. I like the red colour that come from strontium in flames, with the added bonus of the connection to the north of Scotland! Oxygen is also high on the list; as I usually say in my biological chemistry lectures, breathing and respiration are nice things to be able to do! Nitrogen was quite useful in my PhD, because its presence in carbon-based molecules meant a dipole moment could be taken advantage of and a rotational spectrum could be measured and analysed. I’m sure I could keep going with my list…