Mathieu

I completed my PhD in the research group of Prof. Olivier Riant at UCLouvain, following a Master's thesis carried out in the same lab. My choice was largely inspired by the influence of Prof. Riant and the late Prof. István Markó, two of the most impactful organic chemistry professors I encountered during my studies. After being introduced to the Suzuki reaction during my Master's, I immersed myself in the field of organometallic catalysis throughout my doctoral research.

Over the course of these four years, I gained strong expertise in the following areas:

Organometallic catalysis

Schlenk techniques

NMR spectroscopy

Probe vectorization

Scientific communication

I had the opportunity to collaborate on interdisciplinary projects with researchers such as Prof. Olivier Feron, Prof. Raphaël Frédéric, and Prof. Sébastien Papot (University of Poitiers, France), spending five months in Prof. Papot’s lab.

Publications (3)

Iridium Complex Catalyzed Imine Reductions Utilizing the Biomimetic 1, 4-NAD (P) H Cofactor and N-Benzyl-1, 4-Dihydronicotinamide as the Hydride-Transfer Agent, M Soetens, F Drouet, O Riant, ChemCatChem 9, 929-933

Improving the selectivity to 4-tert-butylresorcinol by adjusting the surface chemistry of heteropolyacid-based alkylation catalysts, C Pezzotta, G Fleury, M Soetens, S Van der Perre, JFM Denayer, O Riant, ..., Journal of Catalysis 359, 198-211

Tandem Heck/Tsuji-Trost Reaction for Uncaging of Alloc-Protected Amines with Palladium Complexes in Living Cells, Y Tan, M Lefevre, F Pierrard, M Soetens, M Shoueiry, E Yildiz, S Ibanez, ..., Journal of Organometallic Chemistry 996, 122743

Scientific communication:

2 oral presentations at international conferences (Moscow and Florianópolis), both awarded prizes

5 poster presentations (Vancouver, Moscow, Florianópolis, Strasbourg, Berlin), with a prize at each

Teaching experience:

Volunteer teaching over two years: lab sessions and problem-solving tutorials for first-year students

Tutoring Experience

1000+ hours of private teaching in secondary school and university~
Organic chemistry LCM1141 (UCLOUVAIN, 2017-2018)
Exercises in organic chemistry for 1st year students

Teaching lab in organic chemistry

Topics include: Foundations of Organic Chemistry, Isomerism and Molecular Geometry, Reactivity, Acidity, and Basicity, Reactions Involving Multiple Bonds (Alkenes and Alkynes), Aromatic Compounds and Electrophilic Substitution, Substitution and Elimination Mechanisms, Functional Groups: Alcohols, Ethers, Epoxides, and Carboxylic Acid Derivatives

Chemical Biology BS42011 (Dundee University, 2022-2023)
Lectures for 4th year students, including the preparation of the slides

Topics include: protein chemical modifications, organometallic catalysis, bioorthogonal chemistry

Tutoring Approach

Chemistry difficulties are extremely common. In my 1,000 hours of teaching experience, I’ve found that these challenges often stem from struggles with basic concepts early on. As more complex topics like thermodynamics, kinetics, and acid-base chemistry are introduced, they’re stacked on a shaky foundation, creating an unstable tower that can easily collapse, leading to a widespread loss of confidence.

My approach focuses on reinforcing the fundamentals, regardless of the student's current level. This is often a far more effective long-term investment than simply preparing for the next exam. I use unique metaphors—far from traditional teaching methods—drawn from real-life situations, along with original exercises designed to provide optimal preparation and deep understanding.
To University students, I often say that the first-year general chemistry course doesn’t introduce many new concepts—aside from atomic orbitals—but instead dives much deeper into each foundational idea. Organic chemistry, on the other hand, is usually an entirely new experience, as secondary school tends to emphasise nomenclature while barely touching on chemical reactivity.

In addition to using metaphors, I focus on thoroughly explaining core concepts, from reactivity and thermodynamics to kinetics and atomic theory. The key lies in making connections between topics that may seem unrelated but are essential to a full understanding of chemistry. This integrated approach is what truly enables students to move forward with confidence in their studies.