A pedagogical model for team-based, problem-focused interdisciplinary doctoral education.

Autor/Urheber	Bosque-Pérez, Nilsa A; Klos, P. Zion; Force, Jo Ellen; Waits, Lisette P; Cleary, Kate; Rhoades, Paul; Galbraith, Sara M; Bentley Brymer, Amanda L; O'Rourke, Michael; Eigenbrode, Sanford D; Finegan, Bryan; Wulfhorst, J.D; Sibelet, Nicole; Holbrook, Joseph
Titel	A pedagogical model for team-based, problem-focused interdisciplinary doctoral education.
Quelle	In: A pedagogical model for team-based, problem-focused interdisciplinary doctoral education. Bosque-Pérez Nilsa A., Klos P. Zion, Force Jo Ellen, Waits Lisette P., Cleary Kate, Rhoades Paul, Galbraith Sara M., Bentley Brymer Amanda L., O'Rourke Michael, Eigenbrode Sanford D., Finegan Bryan, Wulfhorst J.D., Sibelet Nicole, Holbrook Joseph D. 2016. Bioscience, 66 (6) : 477-488.http://dx.doi.org/10.1093/biosci/biw042 http://agritrop.cirad.fr/580456/7/BioScience-2016-Bosque-P%C3%A9rez-477-88.pdf; Bioscience(2016) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1093/biosci/biw042
Schlagwörter	U30 - Méthodes de recherche; C10 - Enseignement; Enseignement supérieur; Méthodologie; Méthode pédagogique; Intégration; Projet de recherche; Gestion de projet; Écologie; Sociologie; http://aims.fao.org/aos/agrovoc/c_24402; http://aims.fao.org/aos/agrovoc/c_3613; http://aims.fao.org/aos/agrovoc/c_12522; http://aims.fao.org/aos/agrovoc/c_7640; http://aims.fao.org/aos/agrovoc/c_3903; http://aims.fao.org/aos/agrovoc/c_24891; http://aims.fao.org/aos/agrovoc/c_26994; http://aims.fao.org/aos/agrovoc/c_2467; http://aims.fao.org/aos/agrovoc/c_7142
Abstract	Interdisciplinarity is crucial for addressing the complex problems society faces. We present a model for educating doctoral students for careers involving interdisciplinary, team-based research to address problem-focused questions. The educational model is theoretically based and evaluated in light of the literature, faculty perspectives, and an assessment by students of educational successes and challenges they experienced. The educational model involves (a) the identification of integrated research questions combining team members' disciplines, (b) course work to review theoretical underpinnings of interdisciplinarity and to develop integrated research proposals to address the questions, (c) meetings and workshops to enhance team cohesiveness, (d) engagement with stakeholders, and (e) interdisciplinary team research that yields joint dissertation chapters and publications. The model achieved a high level of integration among students. This model addresses the widely acknowledged need to impart interdisciplinary research and team membership skills as part of graduate education. (Résumé d'auteur)
Erfasst von	BASE - Bielefeld Academic Search Engine