Developing Integrative Thinking in Undergraduate Students through an Interdisciplinary General Education Course on Mental Illness

Jennifer R. Kowalski; Tara T. Lineweaver; Katherine B. Novak

doi:10.1080/87567555.2021.1982856

Developing Integrative Thinking in Undergraduate Students through an Interdisciplinary General Education Course on Mental Illness

Jennifer R. Kowalski, Tara T. Lineweaver, Katherine B. Novak

Research output: Contribution to journal › Article › peer-review

Abstract

Because interdisciplinary thinking is critical to address complex issues, we created and evaluated an interdisciplinary team-taught undergraduate course on mental illness using the kaleidoscope approach. After grounding students in biology, psychology and sociology, we aimed to develop students’ abilities to think interdisciplinarily and cultivate their appreciation of the importance of integration. We found that guided integration practice enhanced students’ interdisciplinary abilities, whereas repeated application of these skills emphasized their importance. Future interdisciplinary courses should intertwine both types of experiences to increase the likelihood students develop integration abilities and choose to apply them to solve complex problems facing our world.

Original language	American English
Journal	College Teaching
DOIs	https://doi.org/10.1080/87567555.2021.1982856
State	Published - Oct 2021

Keywords

Interdisciplinary approach
importance of integration
indirect vs. direct assessment
integration ability
kaleidoscope approach
mental illness
team-taught

Disciplines

Education
Higher Education
Sociology

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Cite this

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title = "Developing Integrative Thinking in Undergraduate Students through an Interdisciplinary General Education Course on Mental Illness",

abstract = " Because interdisciplinary thinking is critical to address complex issues, we created and evaluated an interdisciplinary team-taught undergraduate course on mental illness using the kaleidoscope approach. After grounding students in biology, psychology and sociology, we aimed to develop students{\textquoteright} abilities to think interdisciplinarily and cultivate their appreciation of the importance of integration. We found that guided integration practice enhanced students{\textquoteright} interdisciplinary abilities, whereas repeated application of these skills emphasized their importance. Future interdisciplinary courses should intertwine both types of experiences to increase the likelihood students develop integration abilities and choose to apply them to solve complex problems facing our world. ",

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N2 - Because interdisciplinary thinking is critical to address complex issues, we created and evaluated an interdisciplinary team-taught undergraduate course on mental illness using the kaleidoscope approach. After grounding students in biology, psychology and sociology, we aimed to develop students’ abilities to think interdisciplinarily and cultivate their appreciation of the importance of integration. We found that guided integration practice enhanced students’ interdisciplinary abilities, whereas repeated application of these skills emphasized their importance. Future interdisciplinary courses should intertwine both types of experiences to increase the likelihood students develop integration abilities and choose to apply them to solve complex problems facing our world.

AB - Because interdisciplinary thinking is critical to address complex issues, we created and evaluated an interdisciplinary team-taught undergraduate course on mental illness using the kaleidoscope approach. After grounding students in biology, psychology and sociology, we aimed to develop students’ abilities to think interdisciplinarily and cultivate their appreciation of the importance of integration. We found that guided integration practice enhanced students’ interdisciplinary abilities, whereas repeated application of these skills emphasized their importance. Future interdisciplinary courses should intertwine both types of experiences to increase the likelihood students develop integration abilities and choose to apply them to solve complex problems facing our world.

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KW - importance of integration

KW - indirect vs. direct assessment

KW - integration ability

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Developing Integrative Thinking in Undergraduate Students through an Interdisciplinary General Education Course on Mental Illness

Abstract

Keywords

Disciplines

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