Among the ways that universities can advance the participation of women in science and engineering is by adopting integrative pedagogies which set the technical foundations of educational programs within their wider economic, social, cultural, ethical, and personal contexts. This conclusion undergirds the MetaKettle Project, a practical and innovative follow-up to the recent NSERC/Petro-Canada Chair for Women in Science and Engineering, Atlantic Region (2004-2009). The MetaKettle Project offers a pragmatic response to a rapidly changing world and an integrative perspective on higher education. Not only a hub for curricular development and pedagogical support but also an arena for transformative educational experiences, the MetaKettle Project brews big picture thinking about engineering and science education. This includes critically reflecting on the "what" and "how" of science and engineering, as well as the dynamic "who" and "why" of the person who aspires to be a scientist or engineer. The MetaKettle Project taps into the motivations and values which students bring to their study and work, including an emerging sense of themselves as citizens engaged in understanding and meeting the complex challenges of our times, both locally and globally. When situated within this larger context, our efforts to promote women in science and engineering expand to enabling change at the university, fostering increased engagement by our students and life-long sustainability for our graduates. Doing so requires re-engaging the "heart" of higher education, as well as its mind.