Transdisciplinary Graduate Training in Predictive Plant Phenomics

Abstract

Novel methods to increase crop productivity are required to meet anticipated demands for food, feed, fiber, and fuel. It is becoming feasible to use modern sensors and data analysis techniques for predicting plant growth and productivity based on genomic, phenotypic, and environmental data. To design and construct crops that deliver desired traits requires trained personnel with scientific and engineering expertise as well as a variety of "soft" skills. To address these needs at Iowa State University, we developed a graduate specialization called "Predictive Plant Phenomics" (P3). Although some of our experiences may be unique, many of the specialization's principles are likely to be broadly applicable to others interested in developing graduate training programs in plant phenomics. P3 involves transdisciplinary training and activities designed to develop communication, teambuilding, and management skills. To support students in this demanding and unique intellectual environment, we established a two-week boot camp before their first semester and founded a community of practice to support students throughout their graduate careers. Assessments show that P3 students understand the transdisciplinary training concepts, have formed a beneficial and supportive community, and interact with diverse faculty outside of their home departments. To learn more about the P3 program, visit www.predictivephenomicsinplants.iastate.edu.

Promoting transdisciplinary learning through a summer course on climate, water, and agriculture

“…Our course was an effort to answer previous calls for more opportunities for transdisciplinary learning (Bowers et al, 2014;Chang et al, 2020;Eigenbrode et al, 2014;Francis et al, 2008;Institute of Medicine, 2005;Knapp et al, 2019;Lawrence-Dill et al, 2018;National Research Council, 2014;Read et al, 2016), and to build upon an existing transdisciplinary grant project that emphasized the importance of student participation (Basche et al, 2014;Moore et al, 2016;Wright Morton et al, 2016). Students indicated numerous benefits from their participation, including transdisciplinary awareness and appreciation.…”

“…To prepare the next generation of scientists, educators, and practitioners, it is critical for colleges and universities to provide students with transdisciplinary learning experiences (Bowers et al, 2014;Chang et al, 2020;Eigenbrode et al, 2014;Francis et al, 2008;Institute of Medicine, 2005;Knapp et al, 2019;Lawrence-Dill et al, 2018;National Research Council, 2014;Read et al, 2016). Without such training, Chang et al (2020) forewarned, ".…”

“…Students gain experience with essential components of transdisciplinary work as they examine complex issues, theoretical and stakeholder perspectives, research methods, interconnections between the natural and social sciences, governance structures, values, controversies, and tradeoffs associated with environmental problems. Case studies of specific problems allow students to practice new skills and apply concepts to real-world situations (Basche et al, 2014;Chang et al, 2020;Francis et al, 2008;Hall et al, 2018;Lawrence-Dill et al, 2018;Monroe et al, 2015;O'Neill et al, 2019;Read et al, 2016;Roy et al, 2020). Additionally, participation in…”

“…Students gain experience with essential components of transdisciplinary work as they examine complex issues, theoretical and stakeholder perspectives, research methods, interconnections between the natural and social sciences, governance structures, values, controversies, and tradeoffs associated with environmental problems. Case studies of specific problems allow students to practice new skills and apply concepts to real‐world situations (Basche et al., 2014; Chang et al., 2020; Francis et al., 2008; Hall et al., 2018; Lawrence‐Dill et al., 2018; Monroe et al., 2015; O'Neill et al., 2019; Read et al., 2016; Roy et al., 2020). Additionally, participation in transdisciplinary grant projects enables students to work directly with faculty from diverse disciplines, receive mentoring, improve leadership skills, and develop a greater appreciation for transdisciplinary work, including its benefits and challenges (Basche et al., 2014; Eigenbrode et al., 2014; Monroe et al., 2015).…”

“…Obstacles to transdisciplinary learning exist, however. Considerations of time, university resources, departmental flexibility, disciplinary requirements, academic cultures, and other factors influence what students can or cannot do during the course of their degree programs (Chang et al., 2020; Institute of Medicine, 2005; Lawrence‐Dill et al., 2018; O'Neill et al., 2019). Many institutions do not have the capacity to engage students in large‐scale research projects (O'Neill et al., 2019).…”