Steve MacNeil

Infographic titled “The chemistry of baking bread,” explaining how four main ingredients—flour, water, yeast, and salt—interact during the steps of mixing, kneading, fermenting, and baking. On the left is an image of sliced baguettes. Sections: Flour, water, and salt: Shows proteins glutenin and gliadin forming gluten when mixed with water. Notes that kneading strengthens the viscoelastic gluten network that traps gas. Explains flour’s protein content, how water hydrates proteins, and how salt adds flavor, slows fermentation, strengthens gluten, and improves elasticity. Starch and sugar: Illustrates starch as long chains of sugar molecules. Enzymes in flour convert starch to maltose, and yeast converts sugars like glucose for fermentation. Explains that sugar contributes to browning and flavor. Yeast and fermentation: Shows yeast converting glucose into carbon dioxide (which makes dough rise) and ethanol (which evaporates during baking). Describes yeast as single-celled fungi producing gas bubbles that expand the dough; kneading distributes bubbles. Includes sourdough information showing a 100:1 ratio of bacteria to yeast and the role of lactic acid in flavor. Other ingredients: Includes fats (which tenderize dough and stabilize gas bubbles), baking soda (sodium bicarbonate), baking powder (sodium bicarbonate plus cream of tartar), ascorbic acid (strengthens gluten), and xanthan gum (used in gluten-free breads).

On #NationalHomeMadeBreadDay, here’s the chemistry behind baking the perfect loaf: www.compoundchem.com/2016/01/13/b...

🧪 #ChemSky

From fear to fascination – how one professor is changing the way students learn organic chemistry. Laurier's Steve MacNeil was awarded the 2025 3M National Teaching Fellowship for his groundbreak... From fear to fascination – how one professor is changing the way students learn organic chemistry. Laurier's Steve MacNeil was awarded the 2025 3M National Teaching Fellowship for his groundbreaking ...

It is such an honour to have received a 2025 3M National Teaching Fellowship - a recognition that means so much because it reflects the heart of what I believe teaching and learning should be: student-centred, evidence-based and grounded in meaningful struggle.

www.linkedin.com/posts/wilfri...

Fantastic time at #CSC2025 in Ottawa last week. Some highlights - very successful chem ed research symposium, great talk by @wilfridlaurieruni.bsky.social Sherilyn Van De Wynckel, and some social time with current and former colleagues.

The Science of Motivation — The Learning Scientists Many educators struggle with student motivation and, often, it feels like something that is out of our hands. But there are things that we can do to support motivation in the classroom and to keep i...

This is a great reminder to communicate to students (1) why our course content is valuable to them, (2) that they have at least some choice in how they approach and master the content, (3) they are not alone, and (4) they are capable of succeeding.

www.learningscientists.org/blog/2025/6/...

An eye-opening, incredibly useful (…and a little bit scary) AI workshop with @wilfridlaurieruni.bsky.social Richelle Monaghan this afternoon. So much to explore, learn, and implement between now and September.

Some more 3M love today from @wilfridlaurieruni.bsky.social Faculty of Science. Great opportunity to say cheese (cake) with my nominator and "fellow 3M fellow" Richelle Monaghan.
#Steve3MacNeil #Richelle3Monaghan
@stlhesapes.bsky.social

Every day is @kenmaly.bsky.social appreciation day!

Steve MacNeil with Laurier President Deb

I enjoyed celebrating teaching excellence @wilfridlaurieruni.bsky.social. Congratulations to all institutional award winners. Thanks to Laurier's Teaching Excellence and Innovation for the 3M shout out, and thanks to my department colleagues for joining in the celebration.
@stlhesapes.bsky.social

The Reading Struggle Meets AI The crisis has worsened, many professors say. Is it time to think differently?

A few take-aways from this article: (1) AI summaries give students a false sense of comprehension; (2) students see reading as counterproductive; and (3) students need to know what they are reading for. How do you convince students that reading is worth their time?

www.chronicle.com/article/the-...

Mood and Memory — The Learning Scientists Our brains - that’s the part that does the thinking - are, for better or worse, part of our bodies .... As such there are a vast number of interconnected systems that affect us and our thinking and le...

This article focuses on a “bad day”. Think about the long-term effects on learning, memory, and performance for students with mental health issues where most days are bad. Student performance in our courses is not always under their control.

www.learningscientists.org/blog/2025/5/...

It was fun to celebrate with dedicated department colleagues who create an inspiring and engaging environment for teaching and learning. @wilfridlaurieruni.bsky.social @stlhesapes.bsky.social