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Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and Web-Based Interactions

Author

Listed:
  • Jessie L. Knowlton

    (School of Forest Resources and Environmental Science, Michigan Technological University, 1400 Townsend Dr. Houghton, MI 49931, USA)

  • Kathleen E. Halvorsen

    (Department of Social Sciences/School of Forest Resources and Environmental Science, Michigan Technological University, 1400 Townsend Dr. Houghton, MI 49931, USA)

  • Robert M. Handler

    (Sustainable Futures Institute, Michigan Technological University, 1400 Townsend Dr., Houghton, MI 49931, USA)

  • Michael O'Rourke

    (Department of Philosophy & AgBioResearch, 368 Farm Lane Room 503, Michigan State University, East Lansing, MI 48824, USA)

Abstract

Interdisciplinary sustainability science teamwork skills are essential for addressing the world’s most pressing and complex sustainability problems, which inherently have social, natural, and engineering science dimensions. Further, because sustainability science problems exist at global scales, interdisciplinary science teams will need to consist of international members who communicate and work together effectively. Students trained in international interdisciplinary science skills will be able to hit the ground running when they obtain jobs requiring them to tackle sustainability problems. While many universities now have sustainability science programs, few offer courses that are interdisciplinary and international in scope. In the fall semester of 2013, we piloted a course for graduate students entitled “Principles of Interdisciplinary Sustainability Research” at Michigan Technological University. This course was part of our United States National Science Foundation Partnerships in International Research and Education project on bioenergy development impacts across the Americas. In this case study, we describe the course development and implementation, share critical insights from our experience teaching the course and student learning outcomes, and give recommendations for future similar courses.

Suggested Citation

  • Jessie L. Knowlton & Kathleen E. Halvorsen & Robert M. Handler & Michael O'Rourke, 2014. "Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and Web-Based Interactions," Sustainability, MDPI, vol. 6(12), pages 1-13, December.
    • Handle: RePEc:gam:jsusta:v:6:y:2014:i:12:p:9428-9440:d:43657
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    References listed on IDEAS

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    1. O J Reichman, 2004. "NCEAS: Promoting Creative Collaborations," PLOS Biology, Public Library of Science, vol. 2(3), pages 1-1, March.
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    Cited by:

    1. Jie Gao & Cui Huang & Jun Su & Qijun Xie, 2019. "Examining the Factors Behind the Success and Sustainability of China’s Creative Research Group: An Extension of the Teamwork Quality Model," Sustainability, MDPI, vol. 11(4), pages 1-17, February.
    2. K. E. Halvorsen & J. L. Knowlton & A. S. Mayer & C. C. Phifer & T. Martins & E. C. Pischke & T. S. Propato & P. Cavigliasso & C. Garcia & M. Chiappe & A. Eastmond & J. Licata & M. Kuhlberg & R. Medeir, 2016. "A case study of strategies for fostering international, interdisciplinary research," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 6(2), pages 313-323, June.
    3. Hsiu-Wen Wang & Ding-Yuan Cheng & Chi-Hua Chen & Yu-Rou Wu & Chi-Chun Lo & Hui-Fei Lin, 2015. "A Novel Real-Time Speech Summarizer System for the Learning of Sustainability," Sustainability, MDPI, vol. 7(4), pages 1-15, April.
    4. Adriana Acevedo Tirado & Mariana Ruiz Morales & Odette Lobato-Calleros, 2015. "Additional Indicators to Promote Social Sustainability within Government Programs: Equity and Efficiency," Sustainability, MDPI, vol. 7(7), pages 1-17, July.
    5. Hannah B. Love & Jennifer E. Cross & Bailey Fosdick & Kevin R. Crooks & Susan VandeWoude & Ellen R. Fisher, 2021. "Interpersonal relationships drive successful team science: an exemplary case-based study," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-10, December.
    6. David C. Gosselin & Kate Thompson & Deana Pennington & Shirley Vincent, 2020. "Learning to be an interdisciplinary researcher: incorporating training about dispositional and epistemological differences into graduate student environmental science teams," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(3), pages 310-326, September.

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