University of Arizona chemistry educator Vicente Talanquer awarded Nyholm Prize for Education from the Royal Society of Chemistry

The Royal Society of Chemistry, one of the world’s oldest and most respected scientific societies, representing more than 60,000 members globally, has awarded Dr. Vicente Talanquer the Nyholm Prize for Education. 

The Nyholm Prize, awarded internationally once every two years, honors individuals making substantial and sustained impact in chemistry education through innovation, curriculum development and inclusive teaching practices. Talanquer, a University of Arizona Distinguished Professor in the Department of Chemistry and Biochemistry, was awarded the Nyholm Prize for pioneering research that examines how students reason through chemical ideas. His work maps how students move from novice to expert thinking, offering educators new ways to understand the conceptual hurdles students face. 

Dr. Craig Aspinwall, head of the Department of Chemistry and Biochemistry, said Talanquer’s approach reflects the department’s broader commitment to improving STEM education. 

“Advancing STEM education is a critical part of our mission in CBC and at UA,” Aspinwall said.  “Vicente has proven to be a transformational leader in this area by not just looking at the concepts we teach, but by looking at how students learn and process that information.”

Talanquer’s work bridged two key areas:

• Research on student reasoning: His group studies how students conceptualize chemistry ideas, why misunderstandings occur, and what reasoning strategies students bring into the classroom
• Curriculum innovation: Using that research, he co-developed Chemical Thinking, a remained General Chemistry curriculum that frames chemistry in real world, socially relevant contexts such as health, environment, sustainability, and energy 

The curriculum emphasizes active learning, peer discussion and conceptual engagement over the standard lecture, and has since been adopted beyond the University of Arizona. 

Since its introduction, the Chemical Thinking curriculum has helped to increase success rates in introductory chemistry courses. 

“The DFW (drop, fail, withdraw) rate was above 35% and now has gone close to 10%,” Talanquer said. “Over the years, I have learned that becoming a better teacher starts with paying close attention to how students think, what they say, and the emotions they express." 

Talanquer said that many barriers students face are structural – large class sizes, unequal preparation, and environments that may not foster belonging – and that instructors must consider students’ emotions and motivational experience alongside their conceptual development. 

Talanquer’s interest in learning and teaching traces back to excellent high school educators who showed him the possibilities of good science instruction. At the university level, less effective teaching pushed him to ask deeper questions about how students learn. These questions shaped his career. 

Aspinwall said Talanquer’s recognition highlights the influence his research has had on the department and the field of chemistry education more broadly. 

“It’s great to see Vicente recognized for his accomplishments in advancing education, which is a key part of our mission,” Aspinwall said. “By using his classroom as a laboratory for scientific learning, Vicente has provided new insights into how we can all be better teachers.” 

Today his research is used internationally to inform curriculum design and teaching practices. He has also written chemistry textbooks used across Mexico and Latin America and collaborates with educators worldwide on improving science education. 

Talanquer said he hopes the recognition inspires more instructors to draw from education research when shaping their teaching. 

“I hope more educators are willing to read the research on how students learn and let it inform their practice,” he said. “Teaching is complex, creative work, and it deserves the same curiosity we bring to scientific research.” 

To learn more about Dr. Talanquer and his research, click here.