University of Liverpool
Cowan group
Research supervision in CO₂ electrolysis, molecular catalysts, pulsed electrocatalysis, impurity tolerance, electrolyte effects and seawater splitting.
PhD, MChem, undergraduate and visiting students.
Supporting students in understanding chemistry, designing experiments and developing independent research.
I supervise students from project conception through experimental design, equipment setup, data analysis and scientific communication. My experience spans doctoral, Master’s, undergraduate and visiting researchers in electrochemistry and catalysis.
Cowan group
Research supervision in CO₂ electrolysis, molecular catalysts, pulsed electrocatalysis, impurity tolerance, electrolyte effects and seawater splitting.
PhD, MChem, undergraduate and visiting students.
Takanabe group · Subgroup leader
Research supervision in oxidative coupling of methane, mechanistic studies, ethane dehydrogenation and methane-to-benzene conversion.
PhD, Master’s and undergraduate students.
Armstrong group
Research supervision in enzyme electrochemistry, cofactor regeneration, biocatalysis and light-driven enzyme–semiconductor composites.
MChem Part II projects and doctoral research support.
Lecturer · Fourth-year module · University of Liverpool
Teaching electrochemical energy systems with examples from current research in water and CO₂ electrolyzers.
Demonstrator · University of Oxford
Teaching undergraduate laboratory experiments and marking reports in physical chemistry, including spectroscopy, calorimetry and gas chromatography.
Teaching Assistant · University of Tokyo
Supporting undergraduates in statistical analysis and numerical simulation.
Workshop designer and instructor
A practical introduction to the finite-difference method using cyclic voltammetry and a one-dimensional reaction–diffusion model. Implemented in Excel so participants could explore the method without prior programming experience.
I aim to connect rigorous fundamentals with hands-on projects, giving students the tools and confidence to ask their own questions.
My approach combines clear derivations with small-group projects and flexible learning materials. Active learning and flipped-classroom approaches can give students time to revisit concepts and use class sessions for discussion and problem solving.