My teaching activities span university education and professional training, with a strong emphasis on quantitative approaches, experimental practice, and the connection between research and learning. Teaching is conceived as a continuum, from Bachelor-level foundations to advanced Master programs and lifelong learning for professionals.

Teaching philosophy

Across all levels, my teaching approach aims to:

  • connect fundamental concepts with experimental practice,
  • promote quantitative and critical thinking,
  • prepare students and professionals to engage with research-driven and interdisciplinary environments.

Teaching is conceived as a continuous pathway, from initial university training to advanced professional development.

University teaching (Bachelor and Master levels)

I teach at the Bachelor and Master levels in chemistry and related disciplines at Sorbonne Université and partner institutions. My courses aim to provide students with strong methodological foundations while progressively introducing research-oriented practices.

Teaching themes include:

  • Python programming for science and chemistry
  • Image analysis and quantitative data analysis
  • Microscopy and experimental data extraction
  • Microfluidics and microfabrication for chemical and biological applications

Across these courses, the emphasis is placed on:

  • hands-on work on real experimental data,
  • quantitative reasoning and physical intuition,
  • autonomy in data analysis and interpretation.

Teaching unit — Master of Chemistry (Sorbonne Université)

UM5CI230 — Miniaturisation pour la caractérisation et l’analyse

This teaching unit introduces how miniaturisation fundamentally changes the way chemical and biological samples are measured, transported, separated, and analysed. The course connects core physical principles at small scales—such as laminar flows, diffusion, interfaces, and surface effects—to the design and operation of lab-on-a-chip and microanalytical systems.

Key concepts and applications include microfabrication, microfluidic networks, gradients, droplets, extraction processes, electrophoresis, electrochemical detection, and miniaturised spectroscopy (IR and Raman).

Learning outcomes

By the end of the unit, students are expected to be able to:

  • Reason using scaling laws and dimensionless numbers (Reynolds, Péclet, Capillary numbers, etc.)
  • Analyse and design microfluidic networks (hydraulic resistances, flow distribution, gradient generators)
  • Explain on-chip analytical techniques, including capillary electrophoresis (CE), liquid–liquid extraction (LLE), solid-phase extraction (SPE), and electrode-based detection
  • Discuss the constraints of miniaturised spectroscopy (IR/Raman) and mitigation strategies (preconcentration, SERS)
  • Propose a coherent “sample → answer” microdevice under point-of-care constraints (time, cost, robustness)

Teaching team

Jacques Fattaccioli — Course coordinator, Mathieu Morel, Valérie Pichon, Ludovic Bellot-Gurlet, Laurent Thouin

Microfluidics and Miniaturization Master — Program management

I am in charge of the Microfluidics and Miniaturization Master, an interdisciplinary program dedicated to microfluidics, lab-on-a-chip technologies, and miniaturised analytical systems.

The program is designed for students from chemistry, physics, engineering, and biology, and combines fundamental concepts, hands-on experimental training, and application-driven projects.

Curriculum overview

The curriculum covers:

  • Fundamentals of microfluidics and transport at small scales
  • Droplet-based microfluidics and interface engineering
  • Microfabrication and device design
  • Imaging, microscopy, and quantitative data analysis
  • Chemical and biological applications of lab-on-chip systems
  • Project-based learning and internships in academic or industrial environments

Teaching is provided by faculty from ENS, Sorbonne Université, and partner institutions, complemented by invited lecturers from industry and applied research.

🔗 Full program details:
https://microfluidics-master.fr/

Lifelong learning and professional training

In addition to university teaching, I develop and deliver lifelong learning programs in microfluidics for professionals and R&D teams.

These training activities focus on:

  • understanding microfluidic concepts and design principles,
  • experimental strategies and limitations,
  • translating microfluidic technologies to real-world applications.

Example: 12-hour professional training format (microfluidics)

To give a concrete overview of the scope and structure of our professional training activities, the following outlines a typical 12-hour lifelong learning program in microfluidics. The content and emphasis can be adapted depending on the background and objectives of the participants.

Target audience
R&D engineers, researchers, and technical staff in chemistry, physics, biology, or engineering.

Format
12 hours total (e.g. 4 × 3 h sessions or 2 × 6 h sessions), delivered on-site or remotely.

  • Module 1 — Fundamentals of microfluidics
  • Module 2 — Droplet-based microfluidics
  • Module 3 — Design, fabrication, and experimentation
  • Module 4 — Applications, data analysis, and translation

This syllabus is indicative and can be tailored to application domains or participant profiles.