A Pedagogical Model for Team-Based, Problem-Focused Interdisciplinary Doctoral Education

Abstract

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.

Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations

“…For example, recently Willetts and Mitchell (2016) have proposed a framework for evaluating the dissertation examination process of TD doctoral research, including quality criteria. The potential benefits and barriers of TD training may be similar to those previously identified in interdisciplinary doctoral programs, which in some instances have been defined similarly to TD programs (Graybill et al, 2006;Bosque-Pérez et al, 2016). Graybill and colleagues (2006) found that doctoral students in an interdisciplinary program struggled with academic identity, what to prioritize, and academic productivity.…”

“…Even if TD students received equivalent attention from one advisor as a traditional student, the fact that TD students have two or more advisors means they likely have more contact with faculty. Therefore, students in TD programs structured as described here are likely to experience increased attention and support (a benefit also reported among students in a doctoral interdisciplinary program, Bosque-Pérez et al, 2016). A second example is that traditional students reported frustration at the narrowness of required courses and lack of access to courses in other disciplines (Golde and Dore, 2001).…”

Scientists’ attitudes on science and values: Case studies and survey methods in philosophy of science

“…The STEM instrument grew out of an NSF (SES-0823058)-funded interdisciplinary training program at the University of Idaho in 2005 (Bosque-Pérez et al, 2016). Graduate students participating in the program approached co-PI Sanford Eigenbrode with the thought that philosophy of science might help them meet the challenges of doing collaborative, interdisciplinary science.…”

Revisiting Graduate Student Training to Address Agricultural and Environmental Societal Challenges

“…This curriculum is designed not only to provide training in multidisciplinary topics but also to nurture and encourage collaboration. First, the immersion of students from different disciplines into a cohort that matriculates through interdisciplinary courses and addresses problem‐driven research together will foster a new set of interactions and core competencies, as well as develop a common knowledge base, scientific vocabulary, and shared research activity (Bosque‐Pérez et al, 2016, Larson, Landers et al, 2011). By immersion in an interdisciplinary team environment, collaborative research culture becomes normalized and familiar.…”