Scott Sulway

Dr. Scott Sulway serves as a Senior Lecturer in the School of Chemistry within the Faculty of Science at the University of New South Wales (UNSW), where he has established a dual research profile since joining in 2014. Originally from Northern England, he transitioned from a postdoctoral position to become an education-focused academic while maintaining active chemistry research, contributing significantly to both molecular magnetism and chemical education innovation.

His educational qualifications include:

• Master of Chemistry with Honours from The University of Manchester (2008)
• Doctor of Philosophy from The University of Manchester (2012)
• Post Graduate Certificate in Education (Chemistry) from Manchester Metropolitan University (2013)

Dr. Sulway's research program centers on single-molecule magnets, with particular emphasis on Organo-Lanthanide Complexes and strategies to increase their operating temperatures through molecular engineering. His parallel expertise in Chemical Education drives his investigation into digital learning technologies, focusing on how technological interventions can transform student engagement and outcomes in chemistry education. This dual focus creates unique synergies between fundamental materials research and pedagogical innovation.

Analysis of his 15 most recent publications (2010-2025) reveals consistent output in high-impact journals, with recent work (2023-2025) showing intensified focus on lanthanide-based single-ion magnets, nanoparticle applications for imaging, and advanced ligand systems. The publications span materials chemistry, molecular magnetism, and educational technology, demonstrating his ability to bridge fundamental research with practical teaching applications.

His recognition includes:

• Vice Chancellor's Award for Teaching Excellence (UNSW, 2015)

Dr. Sulway actively contributes to educational advancement through initiatives like his 2018 conference presentation on digital assessment at the UNSW Learning and Teaching Forum, where he collaborated with colleagues to develop student-oriented educational practices that empower learners while supporting instructors. His work exemplifies the integration of cutting-edge research with transformative teaching methodologies in modern academic practice.