Embedding systems thinking in tertiary chemistry for sustainability
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Lynne A. Pilcher
Abstract
In response to the IUPAC call to introduce systems thinking in tertiary chemistry education, we have developed and implemented two interventions at the first-year undergraduate level: one was designed to integrate systems thinking in first-year organic chemistry using the topic of surfactants and the other in a first-semester service course to engineering students using the stoichiometry of the synthesis of aspirin. We demonstrate how the systems thinking approach in both interventions did not lose the focus of the chemistry content that needed to be covered, exposed students to the concept of systems thinking, started to develop some systems thinking skills, and made a case for the contribution that chemistry can and should make to meet the UN sustainable development goals. Through both the design and the implementation process, it has become clear that introducing systems thinking is complex and it remains a challenge to keep the complexity manageable to avoid cognitive overload. Both interventions leveraged the power of group work to help students deal with the complexity of the topics while also developing participatory competence required for sustainability. The development of systems thinking skills and a capacity to cope with complexity requires multiple opportunities. Infusing syllabus themes that relate to real chemical systems with a systems thinking perspective can provide such an opportunity without compromising chemistry teaching. We believe that skills development should continue throughout the undergraduate chemistry degree to deliver chemistry graduates who can make a difference to global sustainability.
Funding source: University of Pretoria
Award Identifier / Grant number: SoTL grant 2021
Funding source: National Research Foundation
Award Identifier / Grant number: 137941
Acknowledgements
I acknowledge valuable contributions from colleagues and students in the Department of Chemistry: Marietjie Potgieter for her contribution towards conceptualisation, critical reading and co-supervision of one of the MSc projects; Dorine Dikobe for co-supervision of the second MSc project; lecturers Anita Botha and Natasha October for the opportunity to implement our teaching designs in their courses; and MSc students, Micke Reynders and Cathrine Chimude, for their contribution to the intervention design, data collection and analysis. I thank Philip de Vaal (supervisor) and Henri le Roux (final year undergraduate) from the Department of Chemical Engineering for conducting an LCA of aspirin manufacture to generate data for the Aspirin-LCA teaching intervention.
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Author contributions: All the authors have accepted responsibility for the entire content of this submitted manuscript and approved submission.
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Research funding: This work was supported in part by the National Research Foundation of South Africa (Grant Number: 137941), and a 2021 UP Scholarship of Teaching and Learning (SoTL) grant funded by the University Capacity Development Grant of the Department of Higher Education.
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Conflict of interest statement: The authors declare no conflicts of interest regarding this article.
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- Investigation on impact properties of different type of fibre form: hybrid hemp/glass and kenaf/glass composites
- Material selection and conceptual design in natural fibre composites
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- Amine compounds post-treatment on formaldehyde emission and properties of urea formaldehyde bonded particleboard
- Properties of plybamboo manufactured from two Malaysian bamboo species—
- Mechanical performance and failure characteristics of cross laminated timber (CLT) manufactured from tropical hardwoods species
- Effect of stacking sequence on tensile properties of glass, hemp and kenaf hybrid composites
- Flexural analysis of hemp, kenaf and glass fibre-reinforced polyester resin
- Manufacturing defects of woven natural fibre thermoset composites
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