Download Pedagogy for Creative Problem Solving

Techniques for creative problem
solving & integration
 Problem solving projects; consulting (e.g., EWB), working with
community needs (e.g., PALS)
 Worker owned cooperatives in West Baltimore
 Startups to serve social/environmental needs
 Live or historical cases
 Mini examples of core concepts that fall within sustainability
 Simulations & games
All about developing critical thinking skills & adaptability to
changing circumstances
River blindness world map
Child leading blind adult in Africa
Merck & River Blindness
 Have to decide whether to invest in anti-parasitic for human use
 Fundamental issue = disease where patients unable to pay
 Have students hash through the issues:
 Economic costs & risks
 Company reputation
 Organizational morale – what motivates scientists?
 Can also be context for illustration of core concepts in class:
 Pharmacology
 Culture/drug distribution
 Policy & regulation
 Organizational psychology
 Land use/geography & pestilence
 Ethics
Use in microbiology/organic
chemistry?
Merck: What happened?
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1978: Merck decides to develop Mectizan (ivermectin)
 Cost ~$25M to develop and test
 Believed that third party would pay for drug
 WHO eventually agreed to provide logistical support for clinical trials
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Sought to distribute drug through US AID, but no funds to distribute
 Distribution costs start at $2million, but quickly grow to $20million/year
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1988: Merck decides to give away Mectizan
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First ever large scale donation program for a drug.
World Bank and other NGOs will provide distribution funding
1994: Merck donates >$55M in Mectizan
But, no distribution system existed to get drug to those who needed it
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Most remote locations on Earth
Governments resist companies setting up distribution systems
Difficulties measuring adverse reactions
Can’t prevent black market
2001: >30M being treated with Mectizan (now 60M)
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Some villages reclaimed.
Prevented 24M from going blind
Not all have been treated – still struggle with wider distribution
Mini-examples within core concepts
Source: Parry, IWH & KA Small. 2005. “Does Britain or the US Have the Right
Gasoline Tax?” American Economic Review Vol.95(4):p.1276-89
A. Parry & Small estimate
Total costs to society: $1.01/g
B. International Center for Technology Assessment
Total costs to society: $12.00/g
Current tax (US average): $0.47/g
Estimating externalities: Gasoline
Fishbanks simulation:
Tragedy of the commons
Other simulations….
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World Climate: Negotiating a Global Climate Change Agreement
Could be taught in the following courses:
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climate science, climate change policy, sustainability, public policy, environmental
science and policy, energy technology, energy policy, energy economics, system
dynamics/mathematical modeling, negotiations
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(https://mitsloan.mit.edu/LearningEdge/simulations/worldclimate/Pages/default.aspx)
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Strategies for your classes?
 Back into groups of 4(ish)
 What strategies do you use for creative problem
solving/high impact learning?
 What strategies would you like to try in your classroom
to encourage creativity & adaptability?
 20 minutes…~5 min each