global problem solving · 2013-07-21 · global problem solving: using an interdisciplinary...
TRANSCRIPT
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GLOBAL PROBLEM SOLVING:
Using an Interdisciplinary Approach to Engage College Students in Addressing Global Problems
Nathan Tintle, Ryan Brunner, Gary De Vries, Paul Fessler, Tony Jelsma, Jeff Ploegstra, and Darren Stoub
Dordt College
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What Should Christian Higher Education Include?
• More than information transfer
• Instill a heart for service
• Develop skills in problem solving
• Move beyond disciplinary silos
How can we accomplish this in a small college setting?
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Our Approach
Implement a project that is:
• Interdisciplinary
• Campus-wide
• Tackles a real world problem
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The Problem
884 million people worldwide lack sustainable access to safe drinking water and current human influence continues to threaten future access.
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Water Crisis has Many Aspects
• Political
• Technical
• Educational
• Ecological
• Sociological/cultural
Many ways to tackle the problem
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How did we Address the Problem?
Discipline 1
Discipline 2
Discipline 3
Interdisciplinary Solutions
Critique Individual Reflection
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What Did This Project Entail?
• Over 475 students from many different disciplines
• 25 faculty members and courses
• Modeled interdisciplinary group problem solving
• Replaced a major assignment in the course, 10-15% of final grade
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How did the disciplines contribute to the project?
• Professors helped students bring their discipline into the conversation
– Provided additional resources
– Led discipline specific class discussion(s)
• Students acted as “disciplinary experts”
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Components of the Project • Lecture by visiting speaker
– Provided context for prompting question
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
• Dinner and interdisciplinary group discussions
– Define a facet of the problem concretely
– Brainstorm avenues to explore for solutions
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
• Dinner and interdisciplinary group discussions
– Define a facet of the problem concretely
– Brainstorm avenues to explore for solutions
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
• Dinner and interdisciplinary group discussions
• Research the problem and interact with experts in the field
– Questions to experts were submitted online and the experts responded to a selection of them
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
• Dinner and interdisciplinary group discussions
• Research the problem and interact with experts in the field
• Present a poster on one approach to the problem
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
• Dinner and interdisciplinary group discussions
• Research the problem and interact with experts in the field
• Present a poster on one approach to the problem
• Evaluate other solutions
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Components of the Project
• Lecture by visiting speaker
• Written response to lecture
• Dinner and interdisciplinary group discussions
• Research the problem and interact with experts in the field
• Present a poster on one approach to the problem
• Evaluate other solutions
• Individual reflection papers
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How did it go?
“The Water Project has shown me that even first- and second-world countries can lack clean, safe drinking water, and has given me the chance to help creatively solve a real world problem with no "correct" or known solution”
Katie T., freshman biology major
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How did it go?
“I am really excited about the water project! I enjoy how the project is bringing people of different disciplines and backgrounds together. As a nurse, I am bringing the healthcare perspective to the table as I draw from experiences and research that I have done for other classes…..Dordt is providing a fantastic opportunity for students to gather around an important issue and consider real world solutions to an extensive and complex problem.”
Lindsay H., Senior Nursing Major
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Room for Improvement
• Disciplinary connections need to be stronger
• Seemed like a course add-on for students
• Project seemed abstract, didn’t hit home for some students
• Lack of follow-up to students’ good ideas
• Project was more work than the grade allotment
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Version 2.0 Improvements
• Class time dedicated to making disciplinary connections
• Chapel talks will tie in to the project
• Partner with existing NGOs
• Opportunities for service trips to the NGO over Christmas break
• Reduced time expectations
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Next Year’s Version: AGILE Approaching Global Issues through
Interdiscipinary Learning Experiences
This year’s problem:
Almost nine million children still die each year before they reach their fifth birthday.
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What does this approach hope to develop?
Students who have:
• An eye for complex world problems
• A heart to tackle these problems
• Ears to learn all aspects of the problems
• Hands equipped to serve their neighbor and their Lord
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“Whatever you did for one of the least of these brothers of mine, you did for me.”
Matthew 25:40