Faculty and Staff

Senior Lecturer
Phone: 902.491.6470
Office: Science S231
Email: mary.sheppard@smu.ca

Biographical Sketch

BSc Honours (Memorial University) 1999
MSc (University of Alberta) 2001
PhD Chemistry Education Research
   (University of New Hampshire) 2023

Mary was born in Taylor’s Bay, Newfoundland, thereby significantly increasing the town’s population (which is currently in the single digits). Entering university was a significant leap from such a small town, but it was immensely enjoyable. During her undergraduate degree, Mary discovered a love for teaching other students that, to this day, has not stopped being rewarding. Mary completed her graduate work in analytical capillary electrophoresis separations at the University of Alberta with Dr. Charles Lucy. The most rewarding moments were once again spent teaching undergraduate students.

After teaching at five universities across Canada, Mary began her current position at Saint Mary’s University where she primarily teaches first year chemistry. The freshness and enthusiasm of new students each September makes this a highly fulfilling career. She also teaches a second year environmental chemistry course where students are challenged to discuss environmental topics in a chemistry context.

Outside of her career, Mary has a passion for the outdoors including hiking, backcountry camping, canoeing, kayaking and sailing. She also loves to read, swim, practice yoga, travel and spend time with her family.

Research Interests

Dr. Sheppard investigates the cognitive processes and pathways students use while learning chemistry concepts. She is especially interested in pH buffers because it is a challenging topic for many students and also appears throughout all levels of chemistry and into the broader sciences.  To delve into students' thinking, a “think out loud” approach is used. Student research participants are asked to work through carefully curated problems and say everything aloud as it comes to their mind. Both successful and unsuccessful pathways offer important insights into students' thinking and the challenges encountered.  Transcribed dialogue is coded for activated cognitive resources or knowledge pieces. Resource maps provide a visual representation of the various knowledge pieces that are activated in a student's mind while thinking about a chemistry problem. Analysis of results leads to the design and testing of evidence-based teaching strategies to address students' challenges and enhance learning. 

Publications

1. Sheppard, M. A. W.; Bauer, C. F. Student conceptions of pH buffers using a resource framework: Layered resource graphs and levels of resource activation. J. Chem. Educ., 2023, 100(1), 22–33. https://doi.org/10.1021/acs.jchemed.1c01078

2. MacDonald, A.M.; Sheppard, M.A.; Lucy, C.A., Enhancement of Electroosmotic Flow using Zwitterionic Additives, Electrophoresis, 2005, 26, 4221-4228. https://doi.org/10.1002/elps.200500431

3. Woodland (Sheppard), M.A.; Lucy, C.A. Altering the Selectivity of Inorganic Anion Separations Using Electrostatic Capillary Electrophoresis, Analyst, 2001, 126, 28. https://doi.org/10.1039/b007900f