Environmental problems are generally complex and blind to disciplinary boundaries. Efforts to devise long-term solutions require collaborative research that integrates knowledge across historically disparate fields, yet the traditional model for training new scientists emphasizes personal independence and disciplinary focus, Growing awareness of the limitations of the traditional model has spurred a reexamination of graduate training in the environmental sciences. Many institutions are implementing novel training approaches, with varying degrees of success. In this article, a group of current and former doctoral students evaluates our collective experience in one such program, the Biogeochemistry and Environmental Biocomplexity Program at Cornell University, funded by an Integrative Graduate Education and Research Traineeship grant from the National Science Foundation. We identify aspects of the program that contributed to our integrative research training experience, and discuss stumbling blocks that may arise in such programs. We conclude with recommendations for students and faculty interested in facilitating cross-disciplinary interactions at their home institutions.
How to translate text using browser tools
1 June 2009
Training Tomorrow's Environmental Problem Solvers: An Integrative Approach to Graduate Education
Jennifer M. Moslemi,
Krista A. Capps,
Mark S. Johnson,
Jude Maul,
Peter B. McIntyre,
April M. Melvin,
Timothy M. Vadas,
Dena M. Vallano,
James M. Watkins,
Marissa Weiss
ACCESS THE FULL ARTICLE
It is not available for individual sale.
This article is only available to subscribers.
It is not available for individual sale.
It is not available for individual sale.
BioScience
Vol. 59 • No. 6
June 2009
Vol. 59 • No. 6
June 2009
Biocomplexity
biogeochemistry
education
graduate training
Integrative Graduate Education and Research Traineeship grant
