Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and  Web-Based Interactions

Knowlton, Jessie L.; Halvorsen, Kathleen E.; Handler, Robert M.; O’Rourke, Michael

doi:10.3390/su6129428

Cited by 17 publications

(14 citation statements)

References 34 publications

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“…There has been a marked shift over the past five decades in the dominant model of scientific research from lone investigators working on discrete questions toward collaborative teams working on projects from a multitude of inter-and intra-disciplinary perspectives (Wuchty et al 2007). This shift is particularly pronounced in the environmental sciences, where there is a recognized need to incorporate multiple perspectives to address the complex, multifaceted issues faced by society (Knowlton et al 2014). Working in teams on collaborative science projects brings a set of challenges around communication, information sharing, and relationship building (Read et al 2016).…”

Section: C14mentioning

confidence: 99%

A model for training undergraduate students in collaborative science

Casson

Whitfield

Baulch

et al. 2018

FACETS

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Engagement of undergraduate students in research has been demonstrated to correlate with improved academic performance and retention. Research experience confers many benefits on participants, particularly foundational skills necessary for graduate school and careers in scientific disciplines. Undergraduate curricula often do not adequately develop collaborative skills that are becoming increasingly useful in many workplaces and research settings. Here, we describe a pilot program that engages undergraduates in research and incorporates learning objectives designed to develop and enhance collaborative techniques and skills in team science that are not typical outcomes of the undergraduate research experience. We conducted a collaborative science project that engaged faculty advisors and upper year undergraduates at four institutions and conducted a review to assess the program’s efficacy. Students developed a broad suite of competencies related to collaborative science, above and beyond the experience of completing individual projects. This model also affords distinct advantages to faculty advisors, including the capacity of the network to collect and synthesize data from different regions. The model for training students to conduct collaborative science at an early stage of their career is scalable and adaptable to a wide range of fields. We provide recommendations for refining and implementing this model in other contexts.

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Section: C14mentioning

confidence: 99%

A model for training undergraduate students in collaborative science

Casson

Whitfield

Baulch

et al. 2018

FACETS

View full text Add to dashboard Cite

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“…The experience of teaching and producing an ID science grant proposal provided another highly successful way for IAI team members to negotiate disciplinary differences and pursue ID integration. Crafting a truly ID science research proposal requires integrating information and perspectives from different disciplines into coherent research products (Bennett and Gadlin 2012;Repko 2012;Knowlton et al 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Two graduate students who participated in a semester-long course on ID science at Michigan Technological University (described in detail in Knowlton et al 2014) helped to facilitate the activities along with the project PI and a Co-PI. We asked participants to engage fully in the group work and share feedback in a respectful manner.…”

Section: Id Teamwork Skill-building Exercisesmentioning

confidence: 99%

A case study of strategies for fostering international, interdisciplinary research

et al. 2015

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Bringing together and successfully managing a highly interdisciplinary (ID) research team of socioeconomic, biophysical, and engineering scientists is highly challenging, particularly when that team includes 20 scientists and students across six countries. This paper reports on the results of evaluating the success of such a team as it studies the socioecological impacts of bioenergy development across the Americas. We find that the team has succeeded according to several different metrics. We demonstrate that the literature on accelerated sustainability transitions and small group team creation, development, and management holds valuable lessons for the success of ID teams.

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“…Furthermore, Knowlton et al proposed and designed the web-based interactions for teaching interdisciplinary sustainability science teamwork skills to graduate students. The experimental results indicated the students preferred more time to learn each other's disciplines and developed their own interdisciplinary research questions [26]. Therefore, a real-time speech summarizer can support to analyze the online discussion and lecture video and to generate the text summaries for user references and the improvement of learning efficiency.…”

Section: Learning Of Sustainabilitymentioning

confidence: 99%

A Novel Real-Time Speech Summarizer System for the Learning of Sustainability

et al. 2015

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As the number of speech and video documents increases on the Internet and portable devices proliferate, speech summarization becomes increasingly essential. Relevant research in this domain has typically focused on broadcasts and news; however, the automatic summarization methods used in the past may not apply to other speech domains (e.g., speech in lectures). Therefore, this study explores the lecture speech domain. The features used in previous research were analyzed and suitable features were selected following experimentation; subsequently, a three-phase real-time speech summarizer for the learning of sustainability (RTSSLS) was proposed. Phase One involved selecting independent features (e.g., centrality, resemblance to the title, sentence length, term frequency, and thematic words) and calculating the independent feature scores; Phase Two involved calculating the dependent features, such as the position compared with the independent feature scores; and Phase Three involved comparing these feature scores to obtain weighted averages of the function-scores, determine the highest-scoring sentence, and OPEN ACCESSSustainability 2015, 7 3886 provide a summary. In practical results, the accuracies of macro-average and micro-average for the RTSSLS were 70% and 73%, respectively. Therefore, using a RTSSLS can enable users to acquire key speech information for the learning of sustainability.

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Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and Web-Based Interactions

Cited by 17 publications

References 34 publications

A model for training undergraduate students in collaborative science

A model for training undergraduate students in collaborative science

A case study of strategies for fostering international, interdisciplinary research

A Novel Real-Time Speech Summarizer System for the Learning of Sustainability

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