Rate My Professor Stephen George-Williams

George-Williams' research specializations encompass chemistry education, particularly supporting learning in teaching laboratories, student and staff perceptions of practical chemistry courses, inquiry-based and industry-inspired laboratory activities, the impact of empathy on student learning experiences, incorporation of virtual reality and digital simulations in chemistry instruction, and adaptations to online teaching during the COVID-19 pandemic. His scholarly contributions include highly cited publications such as 'Ionic Liquids: Just Molten Salts After All?' (Molecules, 2009, 60 citations), '‘What do you think the aims of doing a practical chemistry course are?’ A comparison of the views of students and teaching staff across three universities' (Chemistry Education Research and Practice, 2018, 57 citations), 'Towards Solvent-Controlled Reactivity in Ionic Liquids' (Pure and Applied Chemistry, 2013, 46 citations), 'Chemistry in the Time of COVID-19: Reflections on a Very Unusual Semester' (Journal of Chemical Education, 2020, 30 citations), and 'Prelaboratory Technique-Based Simulations: Exploring Student Perceptions of Their Impact on In-Class Ability, Preparedness, and Emotional State' (Journal of Chemical Education, 2022, 15 citations). With over 440 citations on Google Scholar, his work has significantly influenced pedagogy in higher education chemistry. George-Williams has been honored with the Vice-Chancellor's Award for Excellence in Teaching and Learning in 2025 and the Royal Australian Chemical Institute Chemical Education Division Medal in 2024. He has also contributed to committee roles, including as Early Career Representative for the RACI Chemical Education Division, and delivered keynotes such as at CLEAR20.