Professional Summary

A doctoral student in Educational Studies at the University of Michigan focused on the intersection between teacher education and educational policy. 

Over eight years experience teaching Chemistry and leading academic departments in progressive UK boarding schools. Designed and implemented novel teacher education program in response to the limitations of more traditional routes into teaching.

Author for a range of professional education publications evaluating educational research in the practice context. 


 Research        Communication         Policy Evaluation        Teacher Education 
 Data Analysis              Teaching              Mentoring             Academic Leadership

Work Experience


Graduate Student Research Assistant

University of Michigan

Details to follow...


Graduate Student Instructor

University of Michigan

EDUC 118 Introduction to Education: Schooling and the Multicultural Society (Grader)


Head of Sciences

Bedales School, UK

Co-ordinated a forward thinking, research-led sciences department of 14 teachers and 3 technicians. This included developing a teacher education program for and mentoring two Initial Teacher Trainees. 


Head of Chemistry

St Catherine's School, UK

Teaching and leading an academically high achieving department, supporting students with university applications, and leading whole school initiatives. 



University of Michigan

PhD in Educational Studies


University of Oxford

MSc in Teacher Education


Open University

MA in Political Philosophy


University of Oxford

MChem in Chemistry

Professional Publications

Seeber, E. 2020. 'Examining the Evidence' in Education in Chemistry (22nd July)

Seeber, E. 2020. 'Visualising success' in Education in Chemistry (24th June)

Seeber, E. 2020. 'Working with standard form in Chemistry' in Education in Chemistry (25th February)

Seeber, E. 2019. 'How to teach pupils to choose the right graph' in Education in Chemistry (26th November)

Seeber, E. 2019. 'Science changes' in Education in Chemistry (29th October)

Seeber, E. 2019. 'School Debate: Setting' in The Week Independent Schools Guide (Autumn/Winter)

Seeber, E. 2019. 'Closing the word gap' in Education in Chemistry (24th May)

Seeber, E. 2019. 'Mastering Moles' in Education in Chemistry (9th April)

Seeber, E. 2019. 'Lesson planning : Three objectives? No, no, no' in TES (4th April)

Seeber, E. 2019. 'Closing the word gap: Activities for the classroom (Science)OUP/Teachit

Seeber, E. 2019. 'How to take the teacher blame game out of lesson observations' in TES (18th March)


Seeber, E. 2019. 'Why practical work builds reasoning' in Education in Chemistry (6th March)

Seeber, E. and Bathurst, B. 2019. 'Research: right tune, wrong instrument' in TES (22nd February)

Seeber, E. 2019. 'Collaborative planning: 7 steps to doing it well' in TES (5th February)

Seeber, E. 2018. 'Quick wins to deepen students' grasp of practical procedures' in Education in Chemistry (17th October)

Seeber, E. 2018. 'Enabling students to learn from practical work' in Education in Chemistry (8th October)

Seeber, E. 2018. 'Turning research from theory into practice' in TES (3rd August) p. 43

Seeber, E. 2018. 'Safe in the knowledge?' in TES (8th June)

Seeber, E. 2018. 'Help students evaluate experiments' in Education in Chemistry (1st May) 

Seeber, E. 2018. 'Why schools need to tackle the myths about the hymen' in TES (29th March) 

Seeber, E. 2018. 'Four top tips for scaffolding chemistry concepts' in Education in Chemistry (13th March) 

Seeber, E. 2018. 'Making practicals more meaningful' in Education in Chemistry (12th February) 

Seeber, E. 2018. 'No sarcasm in class? Don't take the mick' in TES (19th January)

Seeber, E. 2018. 'Four reasons why it should be 'head of sciences' not head of science' in TES (9th January)

Seeber, E. 2017 'Ditching the sets: why we're teaching mixed ability lessons for science' in The Guardian Teacher Network (22nd November) 

© 2020 by Emily Seeber.