Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit

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dc.contributor.authorWallen, Kenneth E.
dc.contributor.authorFilbee-Dexter, Karen
dc.contributor.authorPittman, Jeremy B.
dc.contributor.authorPosner, Stephen M.
dc.contributor.authorAlexander, Steven M.
dc.contributor.authorRomulo, Chelsie L.
dc.contributor.authorBennett, Drew E.
dc.contributor.authorClark, Elizabeth C.
dc.contributor.authorCousins, Stella J.M.
dc.contributor.authorDubik, Bradford A.
dc.contributor.authorGarcia, Margaret
dc.contributor.authorHaig, Heather A.
dc.contributor.authorKoebele, Elizabeth A.
dc.contributor.authorQiu, Jiangxiao
dc.contributor.authorRichards, Ryan C.
dc.contributor.authorSymons, Celia C.
dc.contributor.authorZipper, Samuel C.
dc.date.accessioned2020-11-20T22:11:10Z
dc.date.available2020-11-20T22:11:10Z
dc.date.copyright2019en_US
dc.date.issued2019
dc.description.abstractComplex socio-environmental challenges require interdisciplinary, team-based research capacity. Graduate students are fundamental to building such capacity, yet formal opportunities for graduate students to develop these capacities and skills are uncommon. This paper presents an assessment of the Graduate Pursuit (GP) program, a formal interdisciplinary team science graduate research and training program administered by the National Socio-Environmental Synthesis Center (SESYNC). Quantitative and qualitative assessment of the program’s first cohort revealed that participants became significantly more comfortable with interdisciplinary research and team science approaches, increased their capacity to work across disciplines, and were enabled to produce tangible research outcomes. Qualitative analysis of four themes—(1) discipline, specialization, and shared purpose, (2) interpersonal skills and personality, (3) communication and teamwork, and (4) perceived costs and benefits—encompass participants’ positive and negative experiences and support findings from past assessments. The findings also identify challenges and benefits related to individual personality traits and team personality orientation, the importance of perceiving a sense of autonomy and independence, and the benefit of graduate training programs independent of the university and graduate program environment.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.description.sponsorshipWe thank C. Begg, P. Bitterman, B. Breyer, M. Burke, K. Ernst, E. Esch, E. Fuller, J. Hoyle, H. Huber-Stearns, S. Jones, K. Lyon, K. Mango, K. Smith, and A. Tecza for their assistance. We thank J. Kramer, G. Kyle, and M. Palmer for their support. We also thank our anonymous reviewers. This work was facilitated by the National Socio-Environmental Synthesis Center (SESYNC) under funding received from the National Science Foundation DBI-1052875.en_US
dc.identifier.citationWallen, K. E., Filbee-Dexter, K., Pittman, J. B., Posner, S. M., Alexander, S. M., Romulo, C. L., … Zipper, S. C. (2019). Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit. Journal of Environmental Studies and Sciences, 9(2). https://doi.org/10.1007/s13412-019-00543-2en_US
dc.identifier.urihttps://doi.org/10.1007/s13412-019-00543-2
dc.identifier.urihttp://hdl.handle.net/1828/12367
dc.language.isoenen_US
dc.publisherJournal of Environmental Studies and Sciencesen_US
dc.subjectCollaboration
dc.subjectContent analysis
dc.subjectGraduate education
dc.subjectPersonality traits
dc.subjectProgram evaluation
dc.subjectQualitative research
dc.subject.departmentDepartment of Civil Engineering
dc.titleIntegrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuiten_US
dc.typeArticleen_US

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