This good practice paper describes a two-year cross-faculty Teaching & Learning (T&L) fellowship at Maynooth University, designed to raise staff awareness and promote application of Universal Design for Learning (UDL). The novelty of this initiative lies in the strategic decision to move beyond conventional continuous professional development (CPD) and to embed training on inclusive design into the faculty structures. This initiative was important because it helped introduce UDL to a broad audience and demonstrate its relevance across disciplines. The fellowship introduced the UDL framework, demonstrated how it could be applied in higher education, particularly using the plus-one approach, which involves incremental change, and developed practical resources to support staff. It lays the groundwork for UDL integration into student-facing activities. The paper discusses the lessons learned from the fellowship, the importance of understanding differences in disciplinary cultures and norms, clear project structure, concise resources, and institutional support for sustainability. The authors reflect on the future of UDL in higher education programmes and the importance of UDL to chemistry, a discipline often perceived as exclusive and traditionally reliant on structured pedagogical approaches. UDL is presented as both a paradigm shift and a strategic priority for chemistry to attract and retain diverse learners.

Within an overall context of supporting inclusivity and the school to university transition, this study aims to understand the second-level patterns of participation and perception of practical chemistry of first-year general chemistry students, and subsequently to gain their perception of a university practical chemistry course purposefully redesigned through the lens of UDL principles. Across two academic years all relevant students were invited to participate in two survey tools. The prior experience of first-year general chemistry students varied widely; >50 % did not participate in school senior cycle chemistry. Of those who did, methods of working and perceived value of practical work differed significantly. At the end of first year university, most students (62 %) perceived hands-on work as most beneficial to their learning of practical chemistry; of the remainder, approximately equal sized minorities perceived the pre-lab, post-lab and report writing phases as most beneficial. The finding that a substantial proportion of students feel their learning is best supported by activities outside the laboratory environment serves as a valuable reminder to educators, especially those working with large and diverse cohorts, of the importance of including well-designed pre-lab, post-lab and reporting activities in practical courses to help all students succeed.

Virtual laboratories (VLs) enable students to experiment, analyze data, or interact with digital content in a nonphysical space. VLs include simulations, electronic notebooks, videos, and augmented reality. As part of the "VL Project," comprising five academic institutions in Ireland, we sought to determine how VLs might enhance practical learning in undergraduate life science students at Dundalk Institute of Technology (DkIT). From 2021 to 2024, we exposed students to VLs in multiple degrees (e.g., BSc Bioscience, BSc Pharmaceutical Science, BSc Biopharmaceutical Science). We focused on Labster simulations and Lab Archives electronic notebooks. Over 600 students performed VLs in 14 modules from first to fourth year (e.g., Biotechnology, Immunology, Bioanalytical Science). We surveyed students before and after using VLs and conducted focus groups to evaluate emergent themes in depth. Among respondents (n = 263), the most beneficial component of laboratory experiences, as indicated by 58% of students was experimental work (as opposed to prepractical talks or postlaboratory assessments). Ninety percent of students agreed with the statement: "VLs enhanced my level of confidence with experimental science." Seventy-five percent of students stated VLs should only be used to complement face-to-face (F-2-F) teaching. Thematic focus group analysis revealed students valued VLs as prelaboratory tools, allowing repeated engagement with, and troubleshooting of experiments in a safe, nontime-limited manner. In conclusion, students reinforced they valued hands-on experience, in-person instructor guidance, and real-world demonstration for experimental work. VLs can complement but should not replace F-2-F laboratory experiences in undergraduate life sciences.NEW & NOTEWORTHY This study represents the largest and most systematic analysis of student perceptions of life science virtual laboratories conducted in Ireland. Our findings provide student-centered feedback on the potential benefits and challenges of using virtual laboratories to enhance life science learning and have wide implications for how these resources might be best utilized in other institutions in the future.

In a technology-enhanced learning environment and underpinned by a unique hybrid pedagogic model that borrows from gamification, constructivism, and experiential learning approaches, badges were purposefully used to foster engagement. This approach promoted the development of a mindset that identifies and appreciates the worth of a portfolio of practical and general skills developed across an entire introductory organic chemistry lab course. Within the subthemes of General Laboratory Skills, Purification and Characterization Skills, and Professional Desk-Based Skills, ten key microskills that align with course objectives were identified. A visually attractive badge icon that clearly illustrates the specific achievement was created for each. Development of each skill was presented as a standalone short-term goal to be rewarded with an individual task-completion badge. Award criteria included effort and engagement with structured prelab activities, including LearnSci lab sims, instructional videos and online quizzes, hands-on laboratory experience, and postlab reporting. The broad range afforded students opportunities to construct their knowledge and skills across different scenarios, both on and off campus. Award criteria were judiciously selected for their compatibility with our Virtual Learning Environment, Moodle, and its badges plugin. In this way, the logistical demands of validation and badge issuance for a large enrollment class were serviced by technology. Across two academic cycles, similar to 3,250 badges were awarded to similar to 370 students. Survey responses show that participants found this hybrid pedagogic approach useful for highlighting skill development and evidencing achievement. Students considered it an attractive teaching method that positively impacted on their education and enabled them to make links between in-curriculum skill acquisition and competency for employment.

Three Ag(I) bis (phenanthroline-oxazine) complexes with varying lipophilicity were synthesised and characterised. The solution stoichiometry of 1:2 Ag(I):ligand was determined for each complex by the continuous variation Job’s plot method using NMR spectroscopy. NMR studies were also carried out to investigate the fluxional behaviour of the Ag(I) complexes in solution. The biological activity of the silver(I) complexes and the corresponding ligands towards a clinical strain of Candida albicans MEN was studied using broth microdilution assays. Testing showed the choice of media and the duration of incubation were key determinants of the inhibitory behaviour towards Candida albicans, however, the difference between freshly prepared and pre-prepared solutions was insignificant in minimal media. The activity of the metal-free ligands correlated with the length of the alkyl chain. In minimal media, the methyl ester phenanthroline-oxazine ligand was effective only at 60 μM, limiting growth to 67% of the control, while a 60 μM dose of the propyl ester analogue limited fungal growth at < 20% of the control. MIC 50 and MIC 80 values for the propyl and hexyl ester analogues were calculated to be 45 and 59 µM (propyl), and 18 and 45 µM (hexyl). Moreover, in a study of activity as a function of time it was observed that the hexyl ester ligand maintained its activity for longer than the methyl and propyl analogues; after 48 h a 60 μM dose held fungal growth at 24% of that of the control. Complexation to Ag(I) was much more effective in enhancing biological activity of the ligands than was increasing the ester chain length. Significantly no difference in activity between the three silver(I) complexes was observed under the experimental conditions. All three complexes were substantially more active than their parent ligands against Candida albicans and AgClO 4 and the three silver(I) bis (phen-oxazine) complexes have MIC 80 values of < 15 μM. The ability of the silver(I) complexes to hold fungal growth at about 20% of the control even after 48 h incubation at low dosages (15 μM) showcases their superiority over the simple silver(I) perchlorate salt, which ceased to be effective at dosages below 60 μM at the extended time point.

A series of phenanthroline-oxazine ligands were formed by a cyclisation reaction between L -tyrosine amino acid esters and 1,10-phenanthroline-5,6-dione (phendione). The methyl derivative of the phenanthroline-oxazine ligand 1 was complexed with Ag(I), Mn(II) and Cu(II) to form [Ag( 1 ) 2 ]ClO 4 , [Mn( 1 ) 3 ](ClO 4 ) 2 and [Cu( 1 ) 3 ](ClO 4 ) 2 . The activity of these metal complexes was tested against the bacteria Escherichia coli and Staphylococcus aureus . Each of the metal complexes was more active than 1 against S. aureus and the Mn(II) and Cu(II) complexes also showed greater activity than 1 towards E. coli . The effect of increasing the length of the alkyl moiety on the phenanthroline-oxazine ligands and their corresponding tris homoleptic Cu(II) complexes was investigated. In all cases both the ligands and their complexes were more active against Gram-positive S. aureus than against Gram-negative E. coli . Differences in the lipophilicity of the ligands and their corresponding Cu(II) complexes did alter the antibacterial activity, with the hexyl and octyl derivatives and their complexes showing the greatest activity and comparing well with clinically used antibiotics. The most active Cu(II) complexes and their respective ligands were also active against Methicillin-resistant S. aureus (MRSA). In vivo toxicity studies, conducted using the Galleria mellonella model, showed that all of the compounds were well tolerated by the insect larvae.

Isoxazolo-pyrene tethered calix[4]arenes selectively detect copper(II) ions without interference from related perchlorate ions. The fluorescence emission of the probes, synthesised by nitrile oxide alkyne cycloaddition, and characterised by spectroscopic and crystallographic data, is rapidly reduced by Cu(II) ions. Detection limits are in the micromolar or sub-micromolar range (0.3-3.6 μM) based on a 1 : 1 sensor:analyte interaction. Voltammetric behaviour and 1 H NMR data provide new insights into the sensing mechanism which is dependent on the calixarene substitution pattern. When the calixarene lower rim is fully substituted, Cu(II) detection occurs through a traditional chelation mechanism. In contrast, for calixarenes 1,3-disubstituted on the lower rim, detection takes place through a chemodosimetric redox reaction. The isolation of a calix[4]diquinone from the reaction with excess Cu(ClO4 )2 provides confirmation that the sensor-analyte interaction culminates in irreversible sensor oxidation.

Chemosensors designed around a calix[4]arene scaffold, possessing distal isoxazole nuclei as potential recognition sites in conjugation with fluorogenic reporting moieties, have been synthesised and their molecular structures determined by single crystal X-ray analysis. PIC (pyrene-isoxazole-calix[4]arene) and AIC (anthracene-isoxazole-calix[4]arene) are found to be selective and sensitive for the recognition of copper(II) ions over a range of divalent metal ions in a spectrofluorometric study in acetonitrile. Following exposure to copper(II) ions the fluorescence emission intensity of the host was dramatically quenched, in contrast there were no significant shifts to the UV–vis spectra. 1H NMR spectroscopic studies could not provide unambiguous evidence for the mode of ion recognition. Hybrid Density Functional Theory (DFT) calculations for the PIC-copper(II) complex suggests that the metal ion adopts tetrahedral geometry in an acetonitrile solution, while a distorted square pyramidal coordination is also possible in the absence of solvent molecules. Both of these binding conformations cause the disruption of the pyrene–pyrene stacking, consistent with the observed fluorescence quenching.

Covalent cholesterol conjugates have been prepared by isoxazole-generating [3+2] nitrile oxide alkyne cycloaddition (NOAC) chemistry. Steroidal building blocks functionalised with either an alkyne or a nitrile oxide precursor were evaluated. The reaction has been demonstrated for the tethering to cholesterol of groups capable of bioreporting, and for the formation of cholesterol-biomolecule conjugates.

Photoresponsive oligonucleotides (ONs) incorporating isoxazole-linked azobenzene (AB) moieties were prepared by resin-supported nitrile oxide-alkyne cycloaddition (NOAC) chemistry. The thermal and photochromic properties of the modified ONs were significantly influenced by the extent of π-conjugation between the isoxazole and the AB modules.

Strain promoted cycloaddition is presented as a tool for RNA conjugation on the solid phase; RNA-cyclooctyne conjugates are prepared by cycloaddition to both azide (strain-promoted azide-alkyne cycloaddition, SPAAC) and nitrile oxide dipoles (strain-promoted nitrile oxide-alkyne cycloaddition, SPNOAC). The conjugation is compatible with 2'-OMe blocks and with 2'-O-TBDMS protection on the ribose moieties of the sugar. Nitrile oxide dipoles are found to be more reactive click partners than azides. The conjugation proceeds within 10 min in aqueous solvents, at room temperature without any metal catalyst and tolerates dipoles of varying steric bulk and electronic demands, including pyrenyl, coumarin and dabcyl derivatives.

The need for precise and flexible synthetic methodology to underpin modern research in chemical biology and materials science has fuelled a resurgence of interest in Huisgen 1,3-dipolar cycloaddition chemistry. Of late, the in vogue chemistry for the assembly of complex biological molecules and specialist materials has been the copper-catalysed azide alkyne cycloaddition (CuAAC) reaction. However, in certain circumstances aversion to the copper catalyst flaws this approach and alternatives have been sought. Click chemistry has developed beyond the original triazole-forming trick and azides are no longer the only dipoles pursued as click cycloaddition partners. This article reviews some of the complications of the CuAAC reaction and evaluates the potential of nitrile oxide/alkyne cycloaddition (NOAC) as a covalent conjugation tool. With a focus on applications in nucleic acid chemistry and materials science it presents the case for a prominent position for nitrile oxides in the catalyst-free bioconjugation toolbox.

A new scaffold for organocatalysis of the Diels–Alder reaction is disclosed; an isoxazolidine ring forms the core of the catalyst and its activity is enhanced by judicious fusion of a second five-membered heterocycle to the c-edge. The catalyst performance is improved by the incorporation of an endo-cyclic electron withdrawing group adjacent to the fusion point. The organic core is effective only in the presence of an acid co-catalyst and whilst the two-component system shows potential as an enantioselective catalyst it is demonstrated that stereocontrol is a feature of the organic core and is fully independent of the choice of co-catalyst.

Bioconjugation protocols in environments free from residual copper or other catalytic components are important for therapeutic and biomedical applications as well as in living systems. In this communication we discuss the versatility of the catalyst free, isoxazole generating nitrile oxide alkyne Huisgen cycloaddition for provision of chemically modified oligonucleotide conjugates. Two distinct approaches will be demonstrated. In the first we discuss on resin cylcoaddition between in situ generated nitrile oxides

The versatility of the isoxazole generating nitrile oxide–alkyne Huisgen cycloaddition for provision of chemically modified oligonucleotides has been extended; in a novel approach isoxazole conjugated oligodeoxyribonucleotides have been constructed by phosphoramidite chemistry of isoxazole derivatives previously generated by nitrile oxide–alkyne click chemistry. The conjugation involves manual solid phase synthesis at room temperature in aqueous ethanol and proceeds in high yield.

The α- and ω-chain-ends of well-defined polystyrene chains were functionalized using consecutive Huisgen cycloadditions. Firstly, an α-alkyne, ω-azido heterotelechelic polystyrene precursor was synthesized in three steps: (i) atom transfer radical polymerization in the presence of (1,1,1-trimethylsilyl)-2-propynyl 2-bromo-2-isobutyrate, (ii) deprotection of the alkyne function of the initiator and (iii) nucleophilic substitution of the bromine chain-end of the polymer with sodium azide. Afterwards, the chain-ends of the polymer were modified by successive nitrile oxide–alkyne cycloaddition (NOAC) and copper-catalyzed azide–alkyne cycloaddition (CuAAC). 2 Model building blocks were tested for NOAC, while 4 building blocks were studied for CuAAC. In all cases, the orthogonal combination of NOAC and CuAAC allowed the preparation of tailored heterotelechelic polymers.

Conjugation of ligands to DNA oligonucleotides has been achieved in the solid phase by strain-promoted azide-alkyne cycloaddition (SPAAC). The oligonucleotide, modified with a simple nonfluroinated, monocyclic octyne, efficiently forms conjugates with a range of azide dipoles with varying steric and electronic characteristics. The reaction is clean and easily executed in a copper free environment at room temperature. It provides a variety of triazole-linked nucleic acid conjugates and is potentially useful in biotechnology and cell biology.