The implied PhD student of interdisciplinary research projects within monodisciplinary structures

Lindvig, Katrine

doi:10.1080/07294360.2018.1474343

Cited by 33 publications

(21 citation statements)

References 47 publications

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“…Despite a growing number of graduate programs that support inter-and transdisciplinary research opportunities (Stokols 2013, 2017, Borrego et al 2014, Bosque-Pérez et al 2016, Haider et al 2018, training students to conduct integrative research confronts major challenges (Crow 2010, Vincent et al 2015, Pennington et al 2016, Lindvig 2018, Trencher et al 2018. The traditional silo structure (i.e., single discipline) of academic institutions can limit students' exposure to different disciplines (Bozeman and Boardman 2003, Amey and Brown 2004, Sá 2008, Crow and Dabars 2013, Borrego et al 2014.…”

Section: Introductionmentioning

confidence: 99%

Preparing the next generation of sustainability scientists

Killion¹,

Sterle²,

Bondank³

et al. 2018

E&S

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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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Section: Introductionmentioning

confidence: 99%

Preparing the next generation of sustainability scientists

Killion¹,

Sterle²,

Bondank³

et al. 2018

E&S

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“…Interdisciplinary scholars can also face challenges in finding an intellectual community that legitimizes their scholarly interests and values or provides opportunities to perform their identities (Gonzales & Rincones, 2012;Lyall, 2019). They may struggle to balance the demands of gaining expertise and building relationships across multiple disciplines -particularly if institutional structures are not in place to facilitate student learning (Gantogtokh & Quinlan, 2017;Gardner et al, 2014;Holley, 2009;Lindvig, 2018;Lyall, 2019). Such disparities in recognition and legitimization as scholars can impede the development of scholarly identity.…”

Section: Theoretical Framework Scholarly Identity Developmentmentioning

confidence: 99%

“…Thus, enhancing interdisciplinarity may also act as a lever by which to fulfill American workforce needs in science and technology fields (National Academy of Science, Engineering, and Medicine, 2018). Despite consensus on the need for and benefits of interdisciplinary research, there is little agreement on what interdisciplinary research is, how it should be conducted, and the skills researchers need to do it (Klaassen, 2018;Lattuca, 2001Lattuca, , 2003Lindvig, 2018;Lindvig & Hillersdal, 2019;MacLeod & Nagatsu, 2018;Müller & Kaltenbrunner, 2019). This disagreement presents challenges for higher education institutions seeking to train doctoral students to conduct research that crosses disciplinary boundaries (Boden, Borrego, Newswander, 2011;Borrego & Newswander, 2010;Carr, Loucks, & Blöschl, 2018).…”

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confidence: 99%

“…However, we know relatively little about the extent such graduate training programs influence the ways students view their own identities as scholars. There is evidence (e.g., Carr et al, 2018;Gantogtokh & Quinlan, 2017;Gardner et al, 2012Gardner et al, , 2014Lindvig, 2018;Robinson, 2016) that conditions in many graduate programs and research institutions are not conducive to facilitating the scholarly identity development of interdisciplinary scientists. Students who fail to develop or receive recognition for their scholarly identities are at greater risk for leaving their programs or their field altogether (Baker & Pifer, 2011Carlone & Johnson, 2007;Hudson et al, 2018;Lyall, 2019;McAlpine, Amundsen, & Turner, 2014).…”

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confidence: 99%

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Plugging In: How One Graduate Program Shaped Doctoral Students’ Scholarly Identities as Interdisciplinary Scientists

Culpepper

O’Meara

Ramirez

2020

IJDS

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Aim/Purpose: The purpose of this paper is to understand how one graduate program shaped doctoral students’ scholarly identities as interdisciplinary scientists. Background: Scholarly identity refers to the ways individuals see themselves as legitimate, contributing members of their academic community. However, much of the research on scholarly identity focuses on students and faculty within traditional, discipline-bound contexts. We therefore know little about how doctoral students develop scholarly identities that are interdisciplinary in nature. By interdisciplinary, we refer broadly to scholarly work that uses methods, concepts, frameworks, or perspectives from two or more academic fields or disciplines, or scholarly work aimed at addressing research problems that spans multiple academic fields or disciplines. Methodology: This qualitative, ethnographic case study focuses on the University of Maryland’s Language Science Center (LSC), which houses a National Science Foundation Research Traineeship (NRT) Program for doctoral students in the interdisciplinary language sciences, which includes fields such as linguistics, hearing and speech, computer science, and neuroscience. The LSC is nationally and internationally known for its interdisciplinary graduate training program and thus provides a platform for understanding the components of graduate training that contribute to students’ scholarly identity development as interdisciplinary scientists. We draw from four years of qualitative data collection, including student interviews, student and faculty focus groups, ethnographic observations, and document analysis. Contribution: Across the public and private sectors, there is a strong push for developing interdisciplinary solutions to society’s problems. However, many colleges and universities are not organized to encourage interdisciplinary collaboration and research. Focusing on the ways one graduate program facilitated interdisciplinary scholarly identity development for doctoral students therefore provides graduate programs with a potential roadmap for navigating the barriers that may block the development of students with interdisciplinary research interests. Findings: We found curricular and co-curricular NRT program activities contributed to students’ scholarly identity development as interdisciplinary scientists by connecting them (or “plugging them in”) to a pre-existing, interdisciplinary network of students and faculty; increasing doctoral student competence in the methods, cultures, and perspectives of other disciplines; encouraging doctoral students to find common ground with scholars from different disciplinary backgrounds; and broadening doctoral students’ views of the potential impact and application of their work. Recommendations for Practitioners: Graduate training programs in the interdisciplinary sciences should think strategically about the kinds of activities that help students develop a scholarly identity and the conditions and contexts in which scholarly identity development might be undermined. We offer multiple examples of the kinds of activities graduate programs can consider using to facilitate scholarly identity development and the underlying mechanisms that make such activities successful. Recommendation for Researchers: Developing a scholarly identity is an important component of doctoral student success and should be considered as a useful potential theory for individuals who study graduate education. Impact on Society: Graduate programs play a critical role in training not only the next generation of faculty, but also the next generation of scientists in government and industry. If more graduate programs can successfully train doctoral students to be interdisciplinary scientists, societal benefits could include more responsive and adaptive solutions to pressing social problems. Future Research: Future researchers should consider how different graduate training elements produce students with different types of interdisciplinary scholarly identities, how the scholarly identity of students trained in interdisciplinary graduate programs continues to evolve as they transition into both academic and non-academic careers, and the strategies and experiences of faculty members who mentor students from outside of their own disciplines.

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“…However, working outside of disciplinary forms of valuation, I personally find the hiring process quite fraught. And I remain worried by the professional risk that these researchers have taken in joining the project, and the extra pressure placed by their need to simultaneously keep publishing in their home discipline in order to preserve credentials for a future labor market, and prospects of job security, largely organized by disciplines (Jones & Oakley 2018;Lindvig 2018). This is surely among the most important barriers to interdisciplinary working for early career researchers, and I have seen the impact it can have on colleagues' confidence.…”

Section: The Distributed Skills Of a Teammentioning

confidence: 99%

Attachment and the archive: barriers and facilitators to the use of historical sociology as complementary developmental science

Duschinsky

2019

Sci Context

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ArgumentThis article explores historical sociology as a complementary source of knowledge for scientific research, considering barriers and facilitators to this work through reflections on one project. This project began as a study of the emergence and reception of the infant disorganized attachment classification, introduced in the 1980s by Ainsworth's student Mary Main, working with Judith Solomon. Elsewhere I have reported on the findings of collaborative work with attachment researchers, without giving full details of how this came about. Here, I will offer personal reflections arising from the process, and my work in what Hasok Chang has called history as "complementary science."

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The implied PhD student of interdisciplinary research projects within monodisciplinary structures

Cited by 33 publications

References 47 publications

Preparing the next generation of sustainability scientists

Preparing the next generation of sustainability scientists

Plugging In: How One Graduate Program Shaped Doctoral Students’ Scholarly Identities as Interdisciplinary Scientists

Attachment and the archive: barriers and facilitators to the use of historical sociology as complementary developmental science

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