Graduate programs emerging in universities over recent decades support the advanced study of sustainability issues in complex socio-environmental systems. Constructing the problem-scope to address these issues requires graduate students to integrate across disciplines and synthesize the social and natural dimensions of sustainability. Graduate programs that are designed to foster inter-and transdisciplinary research acknowledge the importance of training students to use integrative research approaches. However, this training is not available in all graduate programs that support integrative research, often requiring students to seek external training opportunities. We present perspectives from a group of doctoral students with diverse disciplinary backgrounds conducting integrative research in universities across the United States who participated in a 10-day, National Science Foundation-funded integrative research training workshop to learn and develop socio-environmental research skills. Following the workshop, students conducted a collaborative autoethnographic study to share pre-and postworkshop research experiences and discuss ways to increase integrative research training opportunities. Results reveal that students, regardless of disciplinary background, face common barriers conducting integrative research that include: (1) lack of exposure to epistemological frameworks and team-science skills, (2) challenges to effectively include stakeholder perspectives in his/her research, and (3) variable levels of committee support to conduct integrative research. To overcome the identified barriers and advance integrative research, students recommend how training opportunities can be embedded within existing graduate programs. Students advocate that both internal and external training opportunities are necessary to support the next generation of sustainability scientists.

Interdisciplinary research is increasingly called upon to find solutions to complex sustainability problems, yet co-creating usable knowledge can be challenging. This article offers broad lessons for conducting interdisciplinary science from the South Florida Water, Sustainability, and Climate Project (SFWSC), a 5-year project funded by the U.S. National Science Foundation (NSF). The goal was to develop a holistic decision-making framework to improve understanding of the complex natural-social system of South Florida water allocation and its threats from climate change, including sea level rise, using a water resources optimization model as an integration mechanism. The SFWSC project faced several challenges, including uncertainty with tasks, high task interdependence, and ensuring communication among geographically dispersed members. Our hypothesis was that adaptive techniques would help overcome these challenges and maintain scientific rigor as research evolved. By systematically evaluating the interdisciplinary management approach throughout the project, we learned that integration can be supported by a three-pronged approach: (1) Build a well-defined team and leadership structure for collaboration across geographic distance and disciplines, ensuring adequate coordination funding, encouraging cross-pollination, and allowing team structure to adapt; (2) intentionally design a process and structure for facilitating collaboration, creating mechanisms for routine analysis, and incorporating collaboration tools that foster communication; and (3) support integration within the scientific framework, by using a shared research output, and encouraging team members to adapt when facing unanticipated constraints. These lessons contribute to the international body of knowledge on interdisciplinary research and can assist teams attempting to develop sustainable solutions in complex natural-social systems.