Understanding complex socio-environmental problems requires specialists from multiple disciplines to integrate research efforts. Programs such as the National Science Foundation's Integrative Graduate Education and Research Traineeship facilitate integrated research efforts and change the way academic institutions train future leaders and scientists. The University of Idaho and the Tropical Agricultural Research and Higher Education Center in Costa Rica collaborate on a joint research program focusing on biodiversity conservation and sustainable production in fragmented landscapes. We first present a spectrum of integration ranging from disciplinary to transdisciplinary across seven aspects of the research process. We then describe our experiences and lessons learned conducting interdisciplinary graduate student team research. Using our program as a case study, we examine the individual, disciplinary, and programmatic bridges and barriers to conducting interdisciplinary research that emerged during our student team research projects. We conclude with a set of recommendations for exploiting the bridges and overcoming the barriers to conducting interdisciplinary research, especially as part of graduate education programs.

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ABSTRACT. Recent mandates in the United States require federal agencies to incorporate climate change science into land management planning efforts. These mandates target possible adaptation and mitigation strategies. However, the degree to which climate change is actively being considered in agency planning and management decisions is largely unknown. We explored the usefulness of climate change science for federal resource managers, focusing on the efficacy of potential adaptation strategies and barriers limiting the use of climate change science in adaptation efforts. Our study was conducted in the northern Rocky Mountains region of the western United States, where we interacted with 77 U.S. Forest Service and Bureau of Land Management personnel through surveys, semistructured interviews, and four collaborative workshops at locations across Idaho and Montana. We used a mixed-methods approach to evaluate managers' perceptions about adapting to and mitigating for climate change. Although resource managers incorporate general language about climate change in regional and landscape-level planning documents, they are currently not planning on-the-ground adaptation or mitigation projects. However, managers felt that their organizations were most likely to adapt to climate change through use of existing management strategies that are already widely implemented for other non climate-related management goals. These existing strategies, (e.g., thinning and prescribed burning) are perceived as more feasible than new climate-specific methods (e.g., assisted migration) because they already have public and agency support, accomplish multiple goals, and require less anticipation of the future timing and probability of climate change impacts. Participants reported that the most common barriers to using climate change information included a lack of management-relevant climate change science, inconsistent agency guidance, and insufficient time and resources to access, interpret, and apply current climate science information to management plans.

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Interdisciplinarity is crucial for addressing the complex problems society faces. We present a model for educating doctoral students for careers involving interdisciplinary, team-based research to address problem-focused questions. The educational model is theoretically based and evaluated in light of the literature, faculty perspectives, and an assessment by students of educational successes and challenges they experienced. The educational model involves (a) the identification of integrated research questions combining team members' disciplines, (b) course work to review theoretical underpinnings of interdisciplinarity and to develop integrated research proposals to address the questions, (c) meetings and workshops to enhance team cohesiveness, (d) engagement with stakeholders, and (e) interdisciplinary team research that yields joint dissertation chapters and publications. The model achieved a high level of integration among students. This model addresses the widely acknowledged need to impart interdisciplinary research and team membership skills as part of graduate education.

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