The asynchronous Lilly Conference session by Brad Sottile, Maggie Slattery, and Laura E. Cruz from Pennsylvania State University described a multi campus initiative to create general education courses with integrative thinking. I was immediately captured by their description of wicked problems, grand challenges, and UN Sustainability Goals and the importance of integrative thinking. They defined integrative thinking as “the ability to synthesize knowledge across multiple domains, models of inquiry, historical periods, and perspectives, as well as identify linkages between existing knowledge and née information”. Some of their questions included: what does an integrative thinking course look like and what kinds of thinking would you like your students doing? These questions made me think and consider the goals of BIT 295 Biotechnology and Sustainability. How should I make sure integrative thinking is part of BIT 295? The topic of electronic waste recycling and potential biotechnology solutions seems appropriate. What stood out to me from the presentation was that the course examples they explained often lead to an integrative model. For example, you can use several disciplinary perspectives and connect them with a model or project.
Through faculty interviews conducted mostly by Cruz, they identified themes and threshold concepts. They then helped faculty develop over 200 new courses! The courses are frequently team taught. I’m now interested in looking at the list of courses! Students were surveyed and reported making connections between prior learning, learning in other courses, and real life. This is what employers, colleges, and I want! This presentation reminded me of what attracted me to developing a “wicked problem” 200-level course. While it won’t happen this spring, I want to continue learning about other courses, studies, and how to infuse integrative thinking into courses!
