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Learning to integrate across the natural and social sciences

Author

Listed:
  • David J. Hawthorne

    (University of Maryland
    University of Maryland
    SESYNC)

  • Cynthia A. Wei

    (University of Maryland)

Abstract

The National Socio-Environmental Synthesis Center (SESYNC) supports the synthesis of information, models, theories, and approaches from the biophysical and social sciences to understand environmental challenges and inform solutions. An essential skill for effective socio-environmental synthesis is the integration of information and knowledge from the diverse disciplines and stakeholder domains that inform environmental challenges. Three SESYNC funded projects have addressed the educational challenges of developing integration skills in undergraduate and graduate students and have presented early results in this volume. Two of the projects use model-based reasoning and external representations of a study system to foster increased integration, but apply those strategies to different objectives and student populations. One project is developing programmatic goals to increase the cross-disciplinary skills of students in ecology graduate programs. We introduce these projects and the program that funded their research and very briefly summarize some of their conclusions.

Suggested Citation

  • David J. Hawthorne & Cynthia A. Wei, 2016. "Learning to integrate across the natural and social sciences," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 6(2), pages 275-277, June.
    • Handle: RePEc:spr:jenvss:v:6:y:2016:i:2:d:10.1007_s13412-015-0358-1
    DOI: 10.1007/s13412-015-0358-1
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    Cited by:

    1. David Gosselin & Shirley Vincent & Chris Boone & Antje Danielson & Rod Parnell & Deana Pennington, 2016. "Introduction to the special issue: negotiating boundaries: effective leadership of interdisciplinary environmental and sustainability programs," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 6(2), pages 268-274, June.
    2. Amanda E. Sorensen & Jeffrey Brown & Ashley Alred & Joseph J. Fontaine & Jenny M. Dauer, 2021. "Student representations and conceptions of ecological versus social sciences in a conservation course," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 139-149, March.

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