Introduction to the special issue: negotiating boundaries: effective leadership of interdisciplinary environmental and sustainability programs
- 453 Downloads
This special issue explores challenges and opportunities confronting higher education related to leadership at a variety of levels and the creation of linkages between students, faculty, administration, and community stakeholders necessary to address the many “wicked problems” facing society. One common thread among all the papers is that higher education is being challenged to collectively reexamine and change the paradigms under which they operate. Each of the articles express explicitly or implicitly that change happens through relationships and negotiating boundaries. The papers in this issue explore the challenges of leadership and program development at different scales from student and faculty learning to institutional initiatives that span across an entire campus. The leadership, relationship development, and boundary crossing experiences presented in the papers in this issue address four primary themes—Interdisciplinary Team Building Strategies, Curriculum and Community Connections, Institution-Level Leadership and Perspectives, and Interdisciplinary Leadership and Scholarship Support. Each of the individual papers address a pressing need in interdisciplinary and transdisciplinary work for development of effective, situation-relevant methods for negotiating disciplinary and professional boundaries.
KeywordsLeadership Interdisciplinary Environmental programs Sustainability programs Curriculum Professional development Institutional structure Wicked problems
This development of this special issue was supported by the Council of Environmental Deans and Directors and the Center for Environmental Education Research, National Council for Science and the Environment, and by the National Socio-environmental Synthesis Center (SESYNC) under funding received from the National Science Foundation DBI-1052875.
- Committee on the Science of Team Science (2015) Enhancing the effectiveness of Team Science. The National Academies Press, Washington, D.C., p 289. doi: 10.17226/19007
- Halvorsen KE, Knowlton JL, Mayer AS, Phifer CC, Martins T, Pischke EC, Propato TS, Cavigliasso P, Garcia C, Chiappe M, Eastmond A, Licata J, Kuhlberg M, Medeiros R, Picasso V, Mendez G, Primo P, Frado A, Veron S, Dunn JL (2015) A case study of strategies for fostering international, interdisciplinary research. J Environ Stud Sci. doi: 10.1007/s13412-015-0336-7 Google Scholar
- Hawthorne D, Wei C (2016) Learning to integrate across natural and social sciences. J Environ Stud Sci. doi: 10.1007/s13412-015-0358-1
- Motloch JL (2015) Gabriele Bammer (ed): disciplining interdisciplinarity: integration and implementation sciences for researching complex real-world problems (and the deeper science challenge to co-evolve with complexity). J Environ Stud Sci doi 10.1007/s13412-015-0303-3
- Pennington D (2015) A conceptual model for knowledge integration in interdisciplinary teams: orchestrating individual learning and group processes. J Environ Stud Sci (in production)Google Scholar
- Rittel H, Webber M (1973) Dilemmas in a general theory of planning pp. 155–169, policy sciences, Vol. 4, Elsevier Scientific Publishing Company, Inc., Amsterdam 1973Google Scholar
- Vincent S, Dutton K (2015) Three perspectives on US interdisciplinary environmental and sustainability programs: a review of the findings of the 2003–2014 studies of the center for environmental education research, national council for science and the environment. J Environ Stud Sci. doi: 10.1007/s13412-015-0281-5 Google Scholar