Dr. Sheila Qureshi is a Senior Lecturer in Chemistry at Weill Cornell Medicine - Qatar (WCM-Q). She obtained her B.Sc. degree in Chemistry and Biology from University of London, Goldsmiths College. Dr. Qureshi received her Ph.D. in Synthetic Organic Chemistry from the University of Wales Institute of Science and Technology (now University of Cardiff) where her PhD thesis focused on synthesis of C-glycosides. Her postdoctoral research at the University of Zurich, Switzerland, investigated glycoisidation reactions with neuraminic acid. Later on, she moved to work in the chemical industry where her work involved pharmaceutical production support and development.
Qualified in education as well as research, Dr. Qureshi was involved in the initial development of the pilot Foundation program at WCM-Q where she supported both students and faculty. She has been teaching chemistry in the Foundation Program since 2007. Her teaching actively strives to develop students as independent learners. She uses teaching strategies such as POGIL (Process Orientated Guided Inquiry Learning), which she supports through action research to maximize the benefit of such pedagogical approaches in Chemistry in the Foundation Program.
Currently she is the Co-Lead Principal Investigator on a NPRP grant entitled “The utility and cultural transferability of student inquiry learning approaches in foundation chemistry: improving conceptual understanding, attitude and self-efficacy” in collaboration with Curtin University, Australia. In 2009 and 2010, she received the Excellence in Teaching Award in the Foundation Program. She is a member of the Royal Society of Chemistry.
- Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M.,
Qureshi, S. (2017). Students'
attitudes, self-efficacy and experiences in a modified Process-Oriented Guided
Inquiry Learning undergraduate chemistry classroom.
Research and Practice,
2017, 18, 340 – 352, http://dx.doi.org/10.1039/C6RP00233A
Vishnumolakala, V. R., Southam, D. C., & Treagust, D. F. (2016).
Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case
Study. International Journal of Science and Mathematics Education, 1-22. DOI:
- Qureshi, S., Bradley, K. L., Vishnumolakala, V. R., Treagust, D.
F., Southam, D. C., Mocerino, M., & Ojeil, O. (2016). Educational reforms
and implementation of student-centered active learning in science at secondary
and university levels in Qatar.
Science Education International, 27(3),