Systems thinking (ST) can be used as an approach to teaching and learning that aims to examine complex issues from a holistic perspective and has been proposed to be beneficial based on its implementation in other disciplines such as computer engineering, biology, geoscience and health care. Its potential in chemistry education has just begun to be explored; however, more evidence is needed to understand the impacts of ST in teaching and learning chemistry.
Alisha Szozda is taking on that challenge as a third year PhD candidate specializing in Chemistry Education Research (CER), under the supervision of Professor Alison Flynn. She is currently investigating two aspects of systems thinking that can benefit CER: (1) student and professional approaches to engaging with ST and (2) educators’ perspectives on barriers, opportunities, and supports.
Alisha designed and implemented a virtual ST experience, allowing uOttawa undergraduate and graduate students to make interconnections between chemistry concepts related to climate change. Her findings from this research identify how students engage with ST approaches to chemistry education and lead to implications for teaching. She will next invite chemistry professors and professionals in industry to use the virtual ST experience, to identify differences between how learners and professionals interact with ST. Alisha also designed and implemented a questionnaire for chemistry educators to gain insight into their perspective towards ST. The findings of this study will inform future actions to facilitate systemic change and additional CER that is needed to support chemistry educators with the tools to implement ST in chemistry education.
In recognition of her excellent academic record, Alisha was awarded a Social Science and Humanities Research Council (SSHRC) Canadian Graduate Scholarship in 2020 followed by a recent 2021 SSHRC Joseph-Armand Bombardier Canadian Graduate Scholarship for doctoral research. In addition to the Teaching Assistant of the Year award in the Department of Chemistry & Biomolecular Sciences, she received a uOttawa Teaching Assistant Transition Award in recognition of her contributions to support the transition from traditional in-person teaching to online education. Part of that award recognizes her contribution as co-author of an eBook for TAs on remote teaching, which has been accessed over 4000 times from 6 continents and is available for free in French and English as an open education resource.
Alisha is grateful to all the members of the Flynn Research Group for their support, inclusivity, and friendship. Her advice to aspiring graduate students is to never underestimate what they can achieve.
