ABSTRACT. Communication is essential to resilience, as interactions among humans influence how social-ecological systems (SES) respond to change. Our research focuses on how specific communication interactions on sustainability science teams, such as how people meet with each other; the ways in which they categorize themselves and others; the decision-making models they use; and their communication competencies affect outcomes. We describe research from a two-year study of communication in Maine's Sustainability Solutions Initiative, a statewide network of sustainability science teams. Our results demonstrate that decision making and communication competencies influenced mutual understanding, inclusion of diverse ideas, and progress toward sustainability-related goals. We discuss our results in light of key resilience themes and conclude with recommendations for communication design in sustainability teams for improved collaborative process and outcomes.

Sustaining coupled natural and human systems requires multiple forms of knowledge, experiences, values, and resources be brought into conversation to address sustainability challenges. Transdisciplinary research partnerships provide the opportunity to meet this requirement by bringing together interdisciplinary scientists with stakeholders in some or all stages of the knowledge production process. However, building partnerships to produce sustainability outcomes is a complex process requiring an understanding of the social psychological and contextual variables impacting partnerships. Here, we explore local government officials' (LGOs') preferences for participation in these partnerships. Using data from a statewide survey, we develop a theoretically and empirically derived model to test the relationship between a suite of factors and LGOs' preferred transdisciplinary partnership style. We find collaboration preferences are influenced by LGOs' confidence that researchers can help solve problems, experience with researchers, the severity and type of problem(s) occurring in the community, and partner trust. Assessing stakeholder partnership expectations may assist partners with co-designing flexible research processes that address collaboration expectations, foster dialog and social learning among project partners, and that increase the potential of research to influence change.

is a doctoral fellow with Sustainability Solutions Initiate at the University of Maine, as well as a PhD Candidate in Ecology and Environmental Sciences, with a focus on the convergence of economics and ecology in policy and planning. Michelle L. Johnson was a doctoral fellow with Sustainability Solutions Initiate at the University of Maine, as well as a PhD Candidate in the School of Economics. Her research focuses on land use change modeling and attitudes and perceptions around land use change and planning processes. Bridie McGreavy was a doctoral fellow with Sustainability Solutions Initiative at the University of Maine and recently completed her Ph.D. through the Communication and Sustainability Science at the University of Maine. She is now a post-doctoral fellow with the New England Sustainability Consortium where she studies and seeks to improve communication within sustainability science collaborations. Stacia Dreyer was a doctoral fellow with Sustainability Solutions Initiative at the University of Maine and recently completed her IPhD through the School of Economics and Department of Psychology where she studied the human dimensions of environmental problems and policies from a combined psychological and economic perspective. Karen Bieluch was a doctoral fellow with Sustainability Solutions Initiate at the University of Maine, and recently completed her IPhD through the Department of Communications and Journalism. She is now a visiting assistant professor in the same department. Hollie Smith was a doctoral fellow with Sustainability Solutions Initiate at the University of Maine, and recently completed her PhD in the Department of Communication & Journalism where she studied the intersections of science, media, and policy using communication theory.

Secondary schools in Maine and New Hampshire have been involved in a citizen science program called "All About Arsenic" aimed at addressing arsenic contamination of well water, one of the most pressing public health issues in both states. Nearly half of the population of Maine and New Hampshire derive their drinking water from private wells which often have arsenic levels above the EPA limit of 10 ppb. Arsenic exposure can cause cancer, adverse cardiovascular effects, and other health problems. Addressing this issue in schools provides context and motivation for students to engage in scientific inquiry and acquire data literacy skills. This project involves students collecting well water samples for arsenic analysis, entering their data into an online citizen science data portal, Anecdata, and using Tuva online software tools to visualize and interpret their data. Students present their data at public meetings to inform community members of their findings with the goal of moving "data to action". The COVID-19 pandemic presented multiple challenges for teachers engaging their students in this citizen science project. We adapted our program and implemented a series of interventions aimed at supporting teachers in their continued efforts to engage their students the "All About Arsenic" project.