AbstractSince 2007, a number of teaching innovations have been designed, deployed and evaluated in Chemistry at the University of Southampton. The development and implementation of these innovations was informed by study of the prior literature, while the subsequent evaluation of their impact has contributed to scholarly publications. The success of these innovations, and the profile-raising impact of their dissemination, prompted the funding of a departmental Ph.D studentship to support the transition from evaluative action research to genuine pedagogic research. This has led to the formation of the Southampton Chemical Education Research (SoCER) group, currently comprising two teaching fellows and three active research students. This article documents the different stages of the journey and outlines the role of scholarly activity in enhancing practice and generating research outputs.
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