Dr. Sheila Qureshi joined Weill Cornell Medicine in Qatar (WCM-Q) as a senior lecturer in 2007 and was promoted to associate professor of chemistry in 2018. She obtained her B.Sc. degree in chemistry and biology from the University of London, Goldsmiths College. Dr. Qureshi received her PhD 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 in 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, she 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 in the Foundation Program since 2007 and Dr. Qureshi’s 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 in her chemistry classes in order to maximize the benefit of such strategies in the Foundation Program. Her research has demonstrated clear benefits from blending lectures with POGIL workshops.
She was the co-lead principal investigator on an 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., Qureshi, S., Treagust, D. F., Southam, D. C., & Mocerino, M. (2017). Longitudinal impact of process-oriented guided inquiry learning on pre-medical chemistry students' attitudes, self-efficacy and experiences, QScience https://doi.org/10.5339/connect.2018.1
D. F., Qureshi, S., Vishnumolakala, V. R., Ojeil, J., Mocerino, M., Southam, D. C. 2018 Process Oriented Guided Inquiry Learning (POGIL) as a culturally relevant pedagogy (CRP) in Qatar: A perspective from Grade 10 chemistry classes. Research in Science Education. RISE-D-17-00094R1.
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. Chemistry Education Research and Practice, 2017, , 340 – 352 http://dx.doi.org/10.1039/C6RP00233A
Qureshi, S., 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: 10.1007/s10763-016-9735-9.
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), 437-456.