Over the past 30 years, higher education programming in the U.S.A. and Canada has become increasingly interdisciplinary (CFIR 2005, NSF 2010). Rhoten and Parker (2004) found that 62% of graduate students from five university-based programs funded by the NSF Environmental Research and Education portfolio were involved in at least one interdisciplinary collaboration. As interdisciplinary undergraduate and graduate programs become more common, a vast body of literature has emerged in CONTRIBUTIONS
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