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.

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The COVID-19 pandemic has had disproportionate impacts on communities that already bear disparate burdens of environmental and climate injustice. Migrant communities and those that have been historically marginalized are especially vulnerable. Building and maintaining relationships that serve as community support is challenged by the distance mandated by the virus. In this article, research partners from neighborhood and academic communities explore ways that we have navigated related challenges. Using the organizing and research methodology of legislative theatre, our collaborative harnessed virtual space to maintain connection and further our research goals. Zoom became our virtual gathering space, which was enriched by incorporating embodied practices into our processes to deepen intimacy. We found that responsivity and consistency of connection served to support relationships in the absence of physical presence. While these practices and approaches allowed us to move our work forward while prioritizing equitable relationships, challenges remain. Accessibility is a key barrier, as both technology and internet connection are unreliable in many communities. Equity work, regardless of the form of engagement, requires time and engagement with place. Yet, we found that storytelling combined with embodied practices, responsivity, and consistency of connection, can transcend virtual space to promote healing and change.