Studying Within An Expansive Field

Tell us a bit about your background. Where did you grow up and what were your main interests?

I grew up in Orillia, Ontario, a small town about an hour north of Toronto. My father is a family physician, and my mother studied psychology in university. For most of my childhood, I was a multi-sport student, dancing since the young age of two and playing girls’ field lacrosse for around eight years. As for my more artistic side, I was always trying new things, from making dolls out of recycling I found, to creating elaborate dance routines to working on a prospective novel. In high school, I was involved with various clubs and sports, including flag football, ultimate frisbee, lacrosse, badminton, golf, student council, and Me to We (which later became Students for Change). I was very committed to Students for Change and eventually became co-president of our chapter.

How did you decide to join Knowledge Integration, or “KI,” when you entered the university? 

I found out about KI from an academic advisor. English was always my favourite academic subject in school, but I also took many science and math courses in case I wanted to go that route. I soon realized how much I liked-- well--everything! This led me to consider an “arts and sciences” program, which could provide great breadth and sufficient depth. KI also teaches students applicable real-world skills, creates well-rounded, educated humans, and encourages us to work towards changing the world for the better. I applied to several universities but was really most eager to pursue KI. 

Which class have you found most valuable so far? Why?

I gained so much from INTEG 120: The Art and Science of Learning, which I took in my first semester at Waterloo. In that course, I was encouraged to analyze different ways of thinking and learning, build strong connections with other students and the professor, and consider my own academic intentions and learning processes more carefully. The course content and presentation played a vital role in my transition to university, teaching me many important lessons about how to thrive in academia while also prioritizing my mental well-being.

I loved the unique form of assessment Professor McLevey implemented. We used Obsidian, a note-taking application that allowed me to link my notes together to form connections across concepts. We periodically submitted our files to Professor McLevey to demonstrate the growth in our web of knowledge and ability to synthesize connections. This approach made the learning experience very personal: I felt like I was able to delve most deeply into the course content that was most applicable/beneficial to my life.

I also learned a lot in INTEG 220: The Nature of Scientific Knowledge, taught by Professor Plaisance, which I took in my second year. We analyzed prevailing assumptions about science and scientific knowledge and learned about the importance of failure as an essential aspect of science. This course has changed my whole perspective on science, for the better. 

Similarly, ERS 372: First Nations and the Environment, co-taught by Elder Peter Schuler and Dr. Dan McCarthy, provided a paradigm shift in my thinking about knowledge systems. Much like how INTEG 120 had a unique course delivery, so did this course. Each week we sat in a circle and listened to a teaching by Elder Pete on various topics. This structure allowed me to once again engage with the material that resonated with me most and experience a different way of learning. This course was influential in helping me explore my place and role as a settler person on Indigenous land and set me on a path of reconciliation.

There seems to be a strong sense of community within KI. Can you describe some of the activities that help to build this?

 Between the community-building events and activities that the Knowledge Integration Student Society (KISS) runs and the weekly INTEG 10 seminars, there are ample opportunities to connect with the KI community. I have noticed, though, that community-building begins in our classrooms. The professors are very accessible and as quirky, eclectic students we bond over our varied interests and love of learning. We also bond over the fact that we constantly have to explain KI to other people! With a small yearly cohort, we are able to really get to know one another, the advisors and the professors.

What advice might you give to students entering or considering KI? 

• If you are interested in an innovative arts and science degree that teaches you skills such as collaboration, design-thinking, and problem-solving, welcome! If you don’t have your path figured out, welcome! Neither do any of us! Being unconventional is cool!
• KI teaches you so many amazing concepts that you can’t even begin to describe in a paragraph on the program website, so enter with an open heart, and an even more open mind.
• Being in an interdisciplinary program, it may feel tough at times to constantly be switching your brain between disciplines, but with time, you will come to love that variability of your education, never feeling stagnant.

This interview is part of a project conducted by Dr. Mary Stewart during her two-month fellowship at the University of Waterloo in the fall of 2022. Thank you to Dr. Stewart for her work in highlighting the transdisciplinary nature of the KI program and its community members, and to Fulbright Canada for making this opportunity possible.