蜜桃社区

Q&A with Kevin Morgan

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

If you are working alongside colleagues who give their all, innovating in teaching, mentoring students, or supporting others; do not wait for someone else to notice.

Take the time to celebrate their dedication by nominating them for an 蜜桃社区 Education prize or other awards. Recognition can be transformative: it shows them that their hard work matters, inspires them to keep pushing boundaries, and reminds everyone that effort in education is valued.

Sometimes those who work quietly but tirelessly need a nudge from those who see it every day. Your nomination could be that moment that makes all the difference.

How did you first become interested in chemistry or science?

My journey into chemistry and science began long before I ever set foot in a laboratory. In St Patrick鈥檚 Primary School Dungannon, I still remember the simple experiments and hands-on activities like making circuits sparked a curiosity about how the world works. That curiosity grew in secondary school, where inspirational science teachers at St Patrick鈥檚 Academy Dungannon like Clark Small, Joe McKeever and Eamon Lavery. I was fortunate to attend a school that saw the value in science and chemistry in its own right, and not just a stepping stone to medicine and dentistry. They nurtured my fascination, encouraging questions, exploration, and critical thinking, but also the determination to pursue further studies.

It was not just the classroom that drew me in. Popular culture and science fiction played a central role in shaping my imagination and passion for science. Shows like CSI gave analytical chemistry a purpose, while cartoons and films like Ghostbusters blended science (well; science-fiction) with humour and adventure, showing that scientific inquiry could be creative, fun, and full of possibility. These influences combined to make science feel exciting, relevant, and something I wanted to dedicate myself to; an inspiration that continues to drive my work in chemistry and chemical engineering today.

Who or what has inspired you to have a role in education?

It's probably those passionate teachers who are educational role models. I think I always wanted to be a teacher; that is probably my earliest career choice as far back as primary school and then at some point the chemistry took over.

I studied for the degree, delivered by many amazing academics, so passionate and insightful about the subject. Many of those who taught me are colleagues now, though some have moved elsewhere or retired.

Next came my PhD and almost of decade of post-doctoral research in catalysis and sustainability where I had early opportunities to teach before I was appointed as a Lecturer on our Education and Scholarship pathway. I am really fortunate it came full circle and chemistry and education are both key parts of my career now.

What motivates you?

Seeing others thrive and helping every learner feel that science is accessible and exciting. A particularly meaningful lens for this has been my daughters鈥� experiences with the curriculum; or how they would feel about the content I am designing at any time, as was the case when trying to improve gender representation in our catalysis curriculum. In a broader sense, watching how my daughters respond to what鈥檚 taught, what sparks their curiosity, or where they feel left behind has been both eye-opening and inspiring.

It reminds me that education is not just about content; it鈥檚 about creating opportunities, removing barriers, and building confidence. This drives me to develop teaching and outreach that is inclusive, engaging, and supportive, so that all students, regardless of background, can see themselves as scientists. Helping others succeed, watching their growth, and knowing that I have played a small part in making science feel welcoming and relevant gives my work meaning.

How have your students inspired you?

Student curiosity, creativity and sheer enthusiasm remind me daily why I chose this path. Seeing them tackle challenges, making discoveries. When they ask unexpected yet insightful questions. It is their motivation to investigate, their resilience in the face of setbacks - especially during the isolation of COVID-19 - and their excitement when things click that truly inspires me. Knowing that this is a subject they have chosen, having given a lot of deliberation to it, that they turn up and want to be there in the lab and lectures. They make every day meaningful, and their growth and achievements are a constant source of inspiration and pride. That is why I enjoy graduation so much, seeing all that celebration and fulfilment of purpose.

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

If you are curious about chemistry, go with it. Do not bow to pressure to pursue other careers that chemistry is a gateway subject to (unless that is what you want); it's important to be true to yourself.

Ask questions, experiment, and do not be afraid to make mistakes; some of the best discoveries come from unexpected results. Find mentors, teachers, or even peers who challenge you; collaborate and inspire each other. Remember, chemistry is not just about equations and experiments; it is about understanding the world around you and using that knowledge to solve real problems. Most importantly, enjoy yourself through exploring, creating and discovering in chemistry.

How can good science education support solving global challenges?

Chemistry and chemical engineering will be central to addressing almost all global challenges captured in the United Nations Sustainable Development Goals. Delivering that message to the next generation, whether in University or through outreach at primary or secondary school is vital. Delivering it in a relatable and engaging way can be challenging, but by using active learning methods and context based or problem based learning, you can see the impacts that can have. In Northern Ireland, to have done that with outreach on more sustainable fragrances, identifying counterfeit medications and testing for early warnings of blue-green algae blooms in our water ways has been impactful. The students can relate, and they engage. With older students, supporting specialist curriculum by offering the opportunity to have hands on experience with instruments they normally only see in a book you get see their confidence and understanding grow. And that is what we need; well informed and highly motivated individuals wanting to solve global challenges. I am fortunate that I get to work with such a broad range of ages; it helps me retain that enthusiasm I have always had for science.

Why is chemistry education important?

The chemical industries play significant roles in the economy, contributing to job creation, innovation, and overall economic development, so a steady pipeline of chemistry graduates is important.

To deliver on that, chemistry education at all levels is of the utmost importance. We know chemistry is seen as a key benchmark and a gateway to other subjects, but it is so much more. For a generation so focused on sustainability, for health and the environment, it is well recognised that studying chemistry and chemical engineering can give you the opportunity to live and work anywhere in the world.

That journey starts well before university. The chemistry teacher in school might be the first scientist many people ever get to meet; mine even had the almost stereotypical white hair. There are so many inspirational teachers out there, but there are so many additional expectations and pressures placed on people.

It's why I am involved in the 蜜桃社区 Education Community Ireland, where we can provide what support we can so that teachers can continue to deliver those important first impressions.

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

Personally it has to be getting married and starting a family; all while working on fixed-term contracts and the anxieties that go with that. To have transitioned to an academic role was only possible by enduring that and I am fortunate to have been supported through it all by my loving family. 

Highlights in my career are celebrating the success of others; whether graduations for our students or the unveiling of AP de Silva鈥檚 蜜桃社区 Landmark Plaque at QUB in 2024, to just share in those deeply personal and moving events and hear students and colleagues reminiscent of their experiences in chemistry.

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

This is difficult to answer to be honest. Despite being a first-generation university graduate, growing up on a housing estate and pre-peace agreement and the potential challenges associated with that, I still feel fortunate and a certain amount of privilege that I get to work with such amazing colleagues and students. Perspective can really kick in when you see the barriers others overcome just to be able to study in University.

That is not to say there have not been challenges; carving out a development pathway for education and scholarship in a research-intensive university with like-minded colleagues was never going to be easy.

Then again, anything worth doing is never going to be easy, and we are really delivering in this space now, so this prize is recognition of just how far we have come.

How are the chemical sciences making the world a better place?

I believe chemical sciences make the world a better place by turning curiosity into solutions that improve everyday life and tackle global challenges.

From developing sustainable energy sources and cleaner industrial processes to creating new medicines and materials, chemistry is at the heart of innovation that benefits people and the planet.

It allows us to understand the world at a molecular level and use that knowledge responsibly to address pressing issues like climate instability, health, and resource sustainability.

Beyond practical impact, chemistry inspires creativity, problem-solving, and collaboration, showing that science is not just about understanding the world, it鈥檚 about shaping it for the better.

Why do you think teamwork is important in science education?

Teamwork has always been at the heart of my approach to science education.

Working alongside colleagues with different expertise and perspectives not only strengthens teaching but also inspires me personally. Each person brings unique insights, experiences, and ideas that I might never have considered on my own, and together we can create learning experiences that are richer, more inclusive, and more engaging for students. 

Collaboration is an essential part of science itself, showing students that discovery, problem-solving, and progress happen best when people share knowledge, support one another, and work toward a common goal.

Working with creative and committed colleagues, including the local 蜜桃社区 Education Coordinator, constantly motivates me and reminds me that the impact of education is always greater when it鈥檚 shared.

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

First and foremost, its family. My parents instilled an 'education, education, education' mindset from an early age. I met my wife while we were both doing our PhDs in chemistry and so she understands the challenges and commitment involved. I suspect that is the case with all spouses/partners of educators. They get to see the hidden parts of the role that often go unrecognised: the pinch points demanding late nights and long hours, and the open nights and weekend open days. None of that is possible without support of family.

Of course, there are professional mentors along the way. What I have found out is that we should not just rely on mentors from the same discipline. The lived experience of others in other sciences, in arts and humanities, and professional and technical roles can be just as inspirational and impactful in developing as an educator. There is a solidarity and a community of passionate people that transcends disciplines and roles, and I feel fortunate to have found that.

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

If I had to pick a favourite element, it might be hard to choose. 

Gold certainly has a special place in my heart as gold catalysts were the focus of my very first publication in 2010. 

Potassium is a possibility; I proudly claimed 鈥淜鈥� on our departmental periodic table: K for potassium, K for Kevin. And purple has always been my favourite colour so its always been the best flame test for me. 

And then there is argon, the ever-present of my PhD experiments, providing reassurance that my data was actually going to be usable for kinetic calculations as it was a 'measuring stick' confirming operation in the Knudsen diffusion regime.

Also, since I鈥檝e been so focused on sustainability for so long, it would be remiss not to consider carbon. It is impossible to avoid. It is versatile and persistent, just like educators have to be; and even though we may be put under various pressures, hopefully we are also forming something precious: our students' futures.