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E-grāmata: Enhancing Communication & Collaboration in Interdisciplinary Research

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  • Izdošanas datums: 02-Jul-2013
  • Izdevniecība: SAGE Publications Inc
  • Valoda: eng
  • ISBN-13: 9781483323114
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  • Formāts: EPUB+DRM
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  • Izdevniecība: SAGE Publications Inc
  • Valoda: eng
  • ISBN-13: 9781483323114
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O'Rourke (philosophy, Michigan State U.), Crowley, Eigenbrode, and Wulfhorst assemble 18 essays originally presented as papers at an international conference on the nature of interdisciplinary communication and collaboration, "Enhancing Communication in Cross-Disciplinary Research," in Coeur d'Alene, Idaho, in September and October of 2010. Australian, Canadian, and US researchers working in a variety of fields, from entomology to philosophy to engineering, aim to improve interdisciplinary research, outlining theoretical models related to communicating complex concepts, training new researchers, and communication and collaboration; case studies of research; tools like modeling, toolbox workshops, and the integration of frameworks and theories; and ways of thinking about challenges to research enhancement, including the role of the institution. The volume is aimed at students, researchers, practitioners, and administrators. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)



This is an edited volume of state of the art chapters on interdisciplinary communication that range from theoretical and applied perspectives in research to teaching and administration. The Editors have engaged with a global line-up of contributors which truly is committed to making interdisciplinary studies and research work by focussing on strong communication across disciplines.

Recenzijas

"This book integrates a number of issues within interdisciplinary studies in new and interesting ways.  It makes highly theoretical material accessible with an engaging style that is scholarly without being stuffy.  The author is clearly well versed in science, philosophy, and higher education and achieves a balance across that learning. One of its great strengths is its explanations of very complex theoretical issues in language that it is possible for a well-educated person to understand without a disciplinary background in philosophy."  -- Betsy Greenleaf Yarrison "The breadth is one of its strengths. There are a large number of approaches that include analysis of quantitative data, very detailed case studies, philosophical analysis, perspectives of administration and organization of universities, and collaborations between researchers and community members outside academia, just to name a few. These varied approaches force readers to think beyond the perhaps narrow aspects of interdisciplinary communication that affect their own research or teaching or programs. That is a welcome challenge." -- Angela Hunter "The text is extensively researched and well organized.  The author/authors have also managed to bring in historical elements in higher education, as well as current thinking in the field." -- Dr. Gladys Palma de Schrynemakers

Preface xvii
Acknowledgments xix
Advisory Board xxi
About the Editors xxii
About the Contributors xxiv
Chapter 1 Introduction
1(10)
Stephen Crowley
Sanford D. Eigenbrode
Michael O'Rourke
J. D. Wulfhorst
Communication, Collaboration, and the Landscape of Interdisciplinary Research
1(2)
Concepts Fundamental to the Volume
3(1)
Interdisciplinary Research
4(1)
Collaboration
5(1)
Communication
5(1)
Enhancement
6(1)
The Structure of the Volume
6(2)
How to Use This Book
8(1)
References
8(3)
Chapter 2 Communication and Collaboration in Interdisciplinary Research
11(20)
Julie Thompson Klein
Introduction
12(1)
Philosophy
13(2)
Language Studies
15(2)
Communication Studies
17(1)
Management
18(2)
Integration
20(2)
Learning
22(2)
Conclusion
24(2)
Take-Home Messages
26(1)
Acknowledgments
27(1)
References
27(4)
PART I THEORY
31(86)
Chapter 3 Communicating Complex Concepts
34(22)
Rick Szostak
Introduction
34(2)
Breaking Complex Concepts Into Basic Concepts
36(4)
Concepts and Assumptions
40(3)
How Much and What Kind of Ambiguity?
43(4)
Addressing Particular Research Communication Tasks
47(1)
Negotiation and Compromise
47(1)
Identity
48(1)
Communicating With the Public or Granting Agencies or Administrators
49(1)
Relating Our Discussion to Many Relevant Literatures
50(1)
Semiotics
50(1)
Communications Theory
50(1)
Linguistics and Anthropology
51(1)
Metaphor
51(1)
Trading Zones and Pidgins
52(1)
Information Science
52(1)
Take-Home Messages
53(1)
Acknowledgments
54(1)
References
54(2)
Chapter 4 Training the Next Generation of Transdisciplinarians
56(26)
Daniel Stokols
Introduction
57(2)
Cultivating a TD Intellectual Orientation
59(3)
Core Facets of an Individual's TD Orientation
62(4)
Educational Strategies for Nurturing a TD Intellectual Orientation
66(2)
UCI's School of Social Ecology
68(1)
Social Ecology Curricula Designed to Nurture a TD Intellectual Orientation
69(2)
Cultivating a TD Orientation Through Strategies of Cross-Disciplinary Theorizing
71(2)
Conclusion
73(1)
Take-Home Messages
74(1)
References
75(7)
Chapter 5 Beyond Common Ground: A Transdisciplinary Approach to Interdisciplinary Communication and Collaboration
82(21)
David A. Stone
Introduction
83(2)
Discipline-Based Understanding of Interdisciplinarity
85(3)
A Transdisciplinary Approach to Interdisciplinarity
88(1)
Reorienting to a Transdisciplinary Ontological Approach
89(4)
Taking a Transdisciplinary Approach to Disciplines
93(2)
Active Speaking and Active Listening
95(5)
Take-Home Messages
100(1)
Acknowledgments
100(1)
References
100(3)
Chapter 6 Interdisciplinarity, Communication, and the Limits of Knowledge
103(14)
Robert Frodeman
Introduction
104(1)
Disciplinarity Disrupted
104(3)
Assumptions and Antecedents
107(3)
The Future of Knowledge Production
110(3)
Conclusion
113(1)
Take-Home Messages
114(1)
References
114(3)
PART II CASE STUDIES
117(100)
Chapter 7 Rising to the Synthesis Challenge in Large-Program Interdisciplinary Science: The QUEST Experience
121(27)
Sarah E. Cornell
Jenneth Parker
The Challenge: Knowing What Is Known in Interdisciplinary Research Programs
122(2)
QUEST and Its Communication Challenges in a Global Context
124(1)
Interdisciplinary Research in the "Sustainability Sciences"
125(1)
The Interdisciplinary Field of Earth System Science
125(2)
Recognizing QUEST'S Knowledge Communities and Building New Ones
127(2)
QUEST'S Shared Framings
129(1)
Developing and Managing Relationships in Complex Research Communities
130(1)
Integration of Different Knowledge Communities
131(1)
The QUEST Synthesis Phase: A Closer Look
132(1)
Why Have an Explicit Synthesis Phase?
132(1)
Convening and Studying the Synthesis Workshop
133(2)
Analyzing and Understanding the Synthesis Process
135(1)
An Interdisciplinary Frame for Discussion of Interdisciplinary Research
135(2)
Insights From the Synthesis Workshop
137(5)
Conclusion
142(1)
Take-Home Messages
143(1)
Acknowledgments
143(1)
References
144(4)
Chapter 8 Enhancing Interdisciplinary Communication: Collaborative Engaged Research on Food Systems for Health and Well-Being
148(23)
Ardyth H. Gillespie
Guan-Jen Sung
Introduction
149(1)
Food Systems for Health and Well-Being
149(1)
Cross-Perspective Communication and CER
150(1)
Collaborative Enagaged Research
151(1)
The Cross-Disciplinary Communication Perspective in Nutrition
151(2)
Cross-Perspective Communication for CER: Dynamics and Challenges
153(1)
The CER Methodology
154(3)
Discovering Effective Cross-Perspective Communication Methods and Strategies
157(9)
Case Study #1 Cooking Together for Family Meals
157(9)
Case Study #2 Leveraging the Locavore Movement: Exploring Family and Community Food Decision Making
162(4)
Findings and Opportunities for Continued Development of CER Methodology
166(1)
Conclusions and Opportunities for Further Development of CER
167(1)
Take-Home Messages
168(1)
Acknowledgments
168(1)
References
169(2)
Chapter 9 Discourse Communities, Disconnects, and Digital Media: The Case of Relocalizing Economies for Sustainable Agriculture and Energy Systems
171(24)
Casey Hoy
Ross B. MacDonald
Benson P. Lee
Steve Bosserman
Introduction
172(1)
Agroecosystems Management
173(4)
Technology Management, Inc.
177(3)
Multicultural Experience, the Borderlands
180(5)
Localizing Economies
185(4)
Technology That Improves Communication
189(1)
Where the Opportunities Lie
190(1)
Take-Home Messages
191(1)
References
191(4)
Chapter 10 Conceptual Barriers to Interdisciplinary Communication: When Does Ambiguity Matter?
195(22)
Paul E. Griffiths
Karola Stotz
Mendelian and Molecular Genetics
196(1)
The Mendelian Gene and the Molecular Gene
196(2)
The Explanatory Roles of Genes in the Two Research Traditions
198(3)
The Boundary Objects Shared by Mendelian and Molecular Genetics
201(1)
Genes and Behavior
202(1)
The Mendelian and the Abstract Developmental Gene
202(2)
The Causal Roles of Genes in the Two Research Traditions
204(3)
Finding Boundary Objects for the Two Research Traditions
207(1)
The Contested Concept of Innateness
208(1)
Between Nativism and Anti-Nativism
209(1)
The Absence of Boundary Objects
210(2)
Take-Home Messages
212(1)
References
213(4)
PART III TOOLS
217(74)
Chapter 11 Seeing Through the Eyes of Collaborators: Using Toolbox Workshops to Enhance Cross-Disciplinary Communication
220(24)
Chris Looney
Shannon Donovan
Michael O'Rourke
Stephen Crowley
Sanford D. Eigenbrode
Liela Rotschy
Nilsa A. Bosque-Perez
J. D. Wulfhorst
Introduction
221(1)
Framing
222(1)
The Toolbox Idea
222(1)
Does It Work?
223(1)
Who Can Benefit and How?
224(1)
When Should a Research Team Employ the Toolbox Workshop?
225(1)
Toolbox Do-It-Yourself
225(1)
Preparing for a Workshop
226(1)
Understanding and Building Your Toolbox Instrument
227(1)
The Toolbox Workshop
228(8)
Analyzing Toolbox Data
236(1)
How to Build on the Toolbox Workshop
237(3)
Conclusion
240(1)
Take-Home Messages
241(1)
Acknowledgments
241(1)
References
242(2)
Chapter 12 Integration of Frameworks and Theories Across Disciplines for Effective Cross-Disciplinary Communication
244(27)
Wayde C. Morse
Communication and Cross-Disciplinary Research
245(1)
Complex Problems Require New Approaches
245(1)
Degrees of Integration
245(1)
Frameworks and Theories
246(1)
Communication Fosters Learning
247(2)
Identifying the Problem
249(1)
Methods to Facilitate Communication and Integration of Frameworks
249(2)
Method: Using Systems Concept Mapping to Drive an Interdisciplinary Dialogue Process
251(1)
Developing an Interdisciplinary Project Theme
252(3)
Developing a Team Systems Concept Map
255(2)
Examples of Three Integrated Frameworks
257(1)
Case 1
257(3)
Case 2
260(2)
Case 3
262(1)
Conclusion
263(2)
Take-Home Messages
265(1)
References
265(6)
Chapter 13 Modeling as a Tool for Cross-Disciplinary Communication in Solving Environmental Problems
271(20)
Laura Schmitt Olabisi
Stuart Blythe
Arika Ligmann-Zielinska
Sandra Marquart-Pyatt
Introduction: The Benefits and Challenges of Modeling
272(2)
Exploring Participants' Perceptions of an Environmental System
274(2)
Achieving Shared Understanding of an Environmental System
276(2)
Challenges to Achieving Shared Understanding Through Modeling
278(2)
Using Model Outcomes to Inform Decisions
280(1)
Suggestions for Model-Building Best Practices
281(1)
Best Practices for Teams Building a Model
282(2)
Best Practices for Institutions Training Modelers
284(1)
Best Practices for Modeling Teams Interacting With Stakeholders
285(1)
Conclusion
286(1)
Take-Home Messages
286(1)
References
287(4)
PART IV CONTEXTS
291(94)
Chapter 14 Interdisciplinarity as a Design Problem: Toward Mutual Intelligibility Among Academic Disciplines in the American Research University
294(29)
Michael M. Crow
William B. Dabars
Introduction
295(3)
Organizing for Interdisciplinary Collaboration: Transcending the Design Limitations of Our Knowledge Enterprises
298(4)
New Structural Models for Interdisciplinarity: Practical Advice From the National Academies
302(2)
Institutional Design and the Context for Interdisciplinarity
304(2)
Paradigms for Inquiry: A Survey of Theoretical Approaches and Organizational and Institutional Models of Interdisciplinary Collaboration
306(1)
Invisible Colleges: A Prototype for Interdisciplinary Collaboration
307(2)
Communities of Practice: Learning as Social Participation
309(1)
Epistemic Communities: Inquiry as "Cognitive Socialization"
310(1)
Knowledge-Based Theories of the Firm: Enterprise as Knowledge Network
311(2)
The Institutional Implementation of Interdisciplinarity: A Case Study
313(5)
Toward Interdisciplinary Knowledge Enterprises
318(1)
Take-Home Messages
319(1)
References
319(4)
Chapter 15 Defining 21st Century Land-Grant Universities Through Cross-Disciplinary Research
323(12)
M. Duane Nellis
Introduction
324(1)
Challenges and Opportunities at Land-Grants
324(2)
Interdisciplinary Communication and Collaboration in the Land-Grant University
326(3)
The University of Idaho as an Illustration
329(3)
Conclusions
332(1)
Take-Home Messages
333(1)
References
333(2)
Chapter 16 Institutionalizing Interdisciplinary Graduate Education
335(21)
Maura Borrego
Daniel Boden
David Pietrocola
Carol F. Stoel
Richard D. Boone
Melur K. Ramasubramanian
Introduction
336(2)
Literature Review
338(1)
Institutionalization
338(1)
Prior Studies of IGERT Projects
338(2)
Methods
340(1)
Program Setting
340(1)
Institutional Setting
341(1)
Participants and Data Collection
342(1)
Data Analysis
342(1)
Limitations
343(1)
Results
344(1)
Courses
344(1)
Advisor Eligibility
345(1)
IGERT PI Groups
346(1)
General Awareness of Interdisciplinarity
347(1)
Promotion and Tenure
348(1)
Discussion
349(2)
Conclusion
351(1)
Take-Home Messages
351(1)
Acknowledgments
352(1)
References
352(4)
Chapter 17 Supporting Interdisciplinary Collaboration: The Role of the Institution
356(29)
L. Michelle Bennett
Howard Gadlin
Introduction
357(2)
Organizational Communication
359(1)
Trust
360(3)
Assessing, Building, and Maintaining Trust
363(3)
Rebuilding Trust
366(2)
Organizational Vision
368(1)
Supporting the Vision and Setting Expectations
369(2)
Difference
371(2)
Power
373(3)
Assessing and Managing Power
376(1)
Oraanizational Leadership
377(1)
Organizational Self-Awareness and Assessment
378(1)
Conclusion
378(3)
Take-Home Messages
381(1)
References
381(4)
PART V CONCLUSION
385(22)
Chapter 18 From Toolbox to Big Science Project: A Bold Proposal
386(21)
Gabriele Bammer
Introduction
387(1)
The Problems of Fragmentation and Unorganized Diversity
388(1)
Comprehensive Compilations of Concepts, Methods, and Case Studies
389(4)
A New Discipline of Integration and Implementation Sciences (I2S)
393(2)
A Five-Question Framework
395(9)
Question 1 What is the synthesis of disciplinary and stakeholder knowledge aiming to achieve, and who is intended to benefit?
396(1)
Question 2 Which disciplinary and stakeholder knowledge is synthesized?
397(3)
Question 3 How is disciplinary and stakeholder knowledge synthesized, by whom, and when?
400(1)
Question 4 What circumstances might influence the synthesis of disciplinary and stakeholder knowledge?
401(2)
Question 5 What is the result of the synthesis of disciplinary and stakeholder knowledge?
403(1)
Conclusion
404(1)
Take-Home Messages
404(1)
References
404(3)
Author Index 407(11)
Subject Index 418
Michael ORourke is Professor of Philosophy and faculty in AgBioResearch at Michigan State University. His research interests include environmental philosophy, the nature of epistemic integration and communication in collaborative, cross-disciplinary research, and the nature of linguistic communication between intelligent agents. He is Director of the Toolbox Project, an NSF-sponsored research initiative that investigates philosophical approaches to facilitating interdisciplinary research. He was principal investigator on the NSF-funded project, "Improving Communication in Cross-Disciplinary Collaboration" (SES-0823058), which extended the development and application of the Toolbox method designed to improve communication and understanding among members of cross-disciplinary research teams. He has published extensively on the topics of communication, interdisciplinary theory and practice, and robotic agent design. He has been a co-principal investigator or collaborator on funded projects involving autonomous underwater vehicles, biodiversity conservation, sustainable agriculture, and resilience in environmental systems. He co-founded and served as co-director of the Inland Northwest Philosophy Conference, an interdisciplinary conference on philosophical themes, and as co-editor of the Topics in Contemporary Philosophy series published by MIT Press. Stephen Crowley is an Associate Professor of Philosophy at Boise State University. He is a graduate of Indiana University (Bloomington) where he was part of a rich inter-disciplinary community (philosophers, computer scientists, psychologists, and biologists) working on issues in animal cognition. He was also a founding member of the Indiana University Philosophy Departments Empirical Epistemology Laboratory a group focused on applying methods from the social sciences to issues within the theory of knowledge in particular as well as philosophy more generally. Since arriving at Boise State, Stephen, while continuing to work on providing a coherent intellectual framework for empirical philosophy, has focused his research on developing an understanding of the barriers to and mechanisms for conducting inter-disciplinary collaborative research. Some of this work involves agent based modeling but the major focus has been on empirically informed investigation with the Toolbox Project (http://www.cals.uidaho.edu/toolbox/) at the University of Idaho. As a side project Steve spends time wondering why things are so much easier in theory than in practice when it comes to interdisciplinary collaboration! Sanford Eigenbrode is Professor and Chair of Entomology at the University of Idaho. He received a BS in biology, an MS in Natural Resources and a PhD in Entomology from Cornell University. Sanford conducts research on chemical ecology of insect-plant and multi-trophic interactions. He has expertise in host plant resistance, natural products chemistry, scanning electron microscopy, and integration of host plant resistance into insect pest management. Recently, he has focused on the chemical ecology, landscape ecology and management of insect-vectored viruses of wheat, potatoes and legumes. He is director of an AFRI RAMP project on legume virus risk mitigation. His landscape ecology research has included study of insect pests affecting coffee agroforestry systems in Costa Rica. He is co-PI on a renewed NSF-IGERT project on Resilience of Ecological and Social Systems in Changing Landscapes and coordinator of the Joint Doctoral Program between the University of Idaho and CATIE (Tropical Agricultural Research and Higher Education Center) in Turrialba, Costa Rica. He is project director for a $20M NIFA Coordinated Agricultural Project on Regional Approaches to Climate Change in Pacific Northwest Agriculture and a NIFA-funded Risk Avoidance and Mitigation program. As an outgrowth of these several broadly interdisciplinary, collaborative projects, Sanford is engaged in research and education focused on improving the process of collaborative science, which continues to thrive through his engagement with the ECIR volume and the project that has produced it. J.D. Wulfhorst is Professor of Rural Sociology and Chair of the Board of Advisors for the Social Science Research Unit (SSRU) at the University of Idaho. He received a BA in Interdisciplinary Studies from Appalachian State University, an MS in Sociology from the University of Kentucky, and a PhD in Rural Sociology from Utah State University. He has expertise in risk perceptions, constraints to adoption of technology in farm systems, conflict in rangeland management, and the negotiated order(s) of natural resource management. Recently, he has begun work in the area of climate science related to agricultural systems, societal adaptation, and community resilience. He has developed a niche as a social scientist collaborating with interdisciplinary teams addressing natural resource and agricultural challenges within the western United States. As a member of this editorial team, J.D. has developed an interest to pursue ongoing analyses of team-based research processes especially with respect to how social dynamics affect groups with turnover and institutional change.