Preparing the next generation of sustainability scientists
Preparing the next generation of sustainability scientists
复制标题
培养下一代可持续发展科学家
DOI：
10.5751/es-10395-230439
复制
发表时间：
2018
影响因子：
4.1
通讯作者：
Anastasia W. Thayer
中科院分区：
文献类型：
--
作者：
Alexander K. Killion;K. Sterle;Emily N Bondank;Jillian R. Drabik;Abhinandan Bera;S. Alian;K. Goodrich;Marcia Hale;Rachel Myer;Quan Phung;Aaron M. Shew;Anastasia W. Thayer
近几十年来，大学里出现的研究生课程支持对复杂社会环境系统中可持续性问题的高级研究。构建问题范围来解决这些问题需要研究生整合跨学科并综合可持续性的社会和自然维度。旨在促进跨学科研究的研究生课程认识到培养学生使用综合研究方法的重要性。然而，并非所有支持综合研究的研究生课程都提供这种培训，通常要求学生寻求外部培训机会。我们介绍了一群在美国各大学进行综合研究的不同学科背景的博士生的观点，他们参加了一个为期10天的综合研究培训研讨会，该研讨会由美国国家科学基金会资助，旨在学习和发展社会环境研究技能。工作坊结束后，学生进行了一项自我人种志研究，分享工作坊前后的研究经验，并讨论如何增加综合研究训练机会。结果显示，无论学科背景如何，学生在进行整合研究时都面临着共同的障碍，包括：(1)缺乏对认识论框架和团队科学技能的了解，(2)在研究中有效地纳入利益相关者观点的挑战，以及(3)委员会对进行整合研究的不同程度的支持。为了克服已确定的障碍并推进综合研究，学生们建议如何将培训机会嵌入现有的研究生课程中。学生们主张，内部和外部培训机会都是必要的，以支持下一代可持续发展的科学家。
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 interand 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 preand 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.
影响因子：
6
作者：
Lang, Daniel J.;Wiek, Arnim;Thomas, Christopher J.
通讯作者：
Thomas, Christopher J.