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Learning to be an interdisciplinary researcher: incorporating training about dispositional and epistemological differences into graduate student environmental science teams

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  • David C. Gosselin

    (University of Nebraska-Lincoln)

  • Kate Thompson

    (Queensland University of Technology)

  • Deana Pennington

    (University of Texas at El Paso)

  • Shirley Vincent

    (Vincent Evaluation Consulting)

Abstract

The interdisciplinary research (IR) that is necessary for the creation of innovative solutions for the many complex environmental challenges facing society requires collaboration and the sharing and integration of knowledge from different disciplines in teams. Higher education programs should deploy effective pedagogical approaches to train students in interdisciplinary, team research collaboration. This paper discusses the design of three learning modules that supported the development of collaboration and teamwork skills among doctoral students during an IR workshop held in 2017 at the University of Texas at El Paso. The module activities were scaffolded to provide multiple opportunities for students to develop knowledge about the impacts that individual dispositional characteristics and differences in epistemological philosophies can have on teamwork processes. The activities and the workshop overall created opportunities for the students to apply this knowledge in a variety of authentic, collaborative contexts. An inquiry approach to pedagogical practice was used to address two key questions: (1) Did the learning modules increase knowledge of the impact of sharing dispositional features of team members on the practice of IR? (2) How confident were workshop participants in their ability to adapt to dispositional and epistemological diversity during future IR team activities? Results from a post-workshop questionnaire data, group reflections, and retrospective pre- and post-assessment showed (1) participants learned and practiced essential collaborative skills in authentic contexts; (2) the modules were valued and helped participants recognize the important role that personal dispositional characteristics have on the development of effective IR teams; (3) participants’ confidence in adapting to differences among team members increased; and (4) participants recognized that effective collaboration is an emergent property of a team that benefits from the overall intentionality of using a defined process and communication strategy.

Suggested Citation

  • 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.
    • Handle: RePEc:spr:jenvss:v:10:y:2020:i:3:d:10.1007_s13412-020-00605-w
    DOI: 10.1007/s13412-020-00605-w
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    References listed on IDEAS

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    1. 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.
    2. Mohajan, Haradhan, 2016. "Sharing of Tacit Knowledge in Organizations: A Review," MPRA Paper 82958, University Library of Munich, Germany, revised 15 Jun 2016.
    3. Deana Pennington, 2016. "A conceptual model for knowledge integration in interdisciplinary teams: orchestrating individual learning and group processes," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 6(2), pages 300-312, June.
    4. Stephen M. Fiore & Arthur Graesser & Samuel Greiff, 2018. "Collaborative problem-solving education for the twenty-first-century workforce," Nature Human Behaviour, Nature, vol. 2(6), pages 367-369, June.
    5. Deana Pennington & Gabriele Bammer & Antje Danielson & David Gosselin & Julia Gouvea & Geoffrey Habron & Dave Hawthorne & Roderic Parnell & Kate Thompson & Shirley Vincent & Cynthia Wei, 2016. "The EMBeRS project: employing model-based reasoning in socio-environmental synthesis," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 6(2), pages 278-286, June.
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    Cited by:

    1. Emily Reisman & Madelyn Radel & Susan Clark & Holly Buck, 2022. "Grad school in the rear view: prioritizing career skills, mentorship, and equity in the interdisciplinary environmental PhD," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(4), pages 890-897, December.

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