Journal articles: 'Interdisciplinary team science'

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Guise, Jeanne-Marie, Stacie Geller, Judith G. Regensteiner, Nancy Raymond, and Joan Nagel. "Team Mentoring for Interdisciplinary Team Science." Academic Medicine 92, no. 2 (February 2017): 214–21. http://dx.doi.org/10.1097/acm.0000000000001330.

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Pilco, Ruth E. Quispe, Sofia C. A. Rodriguez Venturo, Rómulo L. Cruz-Simbrón, Jeffrey Javier Ramírez-Gramber, Víctor Eduardo Vásquez-Ortiz, Carlos Leonardo Julián, Julio E. Valdivia-Silva, and H. Saul Pérez-Montaño. "Conformation of an Astrobiology Interdisciplinary Research Group: The “Team Killalab” Case Study." Proceedings 24, no. 1 (June 4, 2019): 2. http://dx.doi.org/10.3390/iecg2019-06197.

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The development of new technologies in recent years has highlighted interdisciplinarity as a tool to solve complex problems faced by scientists and engineers in research work. Worldwide, the area of space science, specifically astrobiology, has had more than 25 missions with high technological development and economic returns. However, the success of interdisciplinary teams requires collaboration, responsibility, and leadership on the part of all members to prioritize the main objectives of the research. Likewise, the formation of interdisciplinary teams can be affected because there is little information about the strategies and tools that recognize the opportunity for constant interaction between subjects from engineering and science. Using a known methodology based on other recent proposals, we include a description of the conformation and behavior of a research team and an analysis of interdisciplinarity through the interrelation and level of dependence of the existing subject categories in the “Killalab” team. In this research, we present the ensemble interdisciplinary group “Killalab” and its implications for the realization of astrobiological investigations.

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Horwitz, Rick. "Interdisciplinary Team Science in Cell Biology." Trends in Cell Biology 26, no. 11 (November 2016): 796–98. http://dx.doi.org/10.1016/j.tcb.2016.07.007.

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Tebes, Jacob Kraemer, and Nghi D. Thai. "Interdisciplinary team science and the public: Steps toward a participatory team science." American Psychologist 73, no. 4 (May 2018): 549–62. http://dx.doi.org/10.1037/amp0000281.

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Tangkilisan, Gabriella, and Anita Walden. "217 The Team Science Landscape within the National COVID Cohort Collaborative (N3C)." Journal of Clinical and Translational Science 6, s1 (April 2022): 35. http://dx.doi.org/10.1017/cts.2022.119.

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OBJECTIVES/GOALS: As question complexity in science and medicine increase, the need for teams with diverse skill sets grows as well. We identify essential roles and barriers that define the team environment within the National COVID Cohort Collaborative (N3C), an initiative grounded in interdisciplinary team science. METHODS/STUDY POPULATION: This work was compiled through a combination of observations, interviews, and survey responses involving members of the N3C research community, specifically those involved in N3C workstreams and clinical domain teams. Observational data was obtained through participation in N3C workstream activities and domain team research and meetings. The survey included five questions related to team science elements and barriers, as well as contrasting science-based teams and non-science-based teams, such as “What elements are common between both Team-Science and non-Team-Science teams?”, and was sent to members of two domain teams: Immunosuppressed and Compromised and Social Determinants of Health. RESULTS/ANTICIPATED RESULTS: Team science within N3C has a unique structure of roles and barriers that define the team environment of each project. Within each group, team and role management within team science is an ongoing process that occurs even after a team is formed. We obtained 8 survey responses that indicated communication, attribution, team management, collaboration, interdisciplinary diversity, and problem solving were key aspects to successful team science. Additionally, survey respondents identified prominent barriers to successful team science that included bandwidth constraints, lack of a shared scientific language, learning curves, funding, and lack of communication. DISCUSSION/SIGNIFICANCE: Communication was identified as a key component of team science and a prominent barrier, which indicates that successful team science relies on communication between team members. Thus, it is vital that teams identify and commit to using predefined methods of communication to function effectively.

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Specht, Alison, and Kevin Crowston. "Interdisciplinary collaboration from diverse science teams can produce significant outcomes." PLOS ONE 17, no. 11 (November 29, 2022): e0278043. http://dx.doi.org/10.1371/journal.pone.0278043.

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Scientific teams are increasingly diverse in discipline, international scope and demographics. Diversity has been found to be a driver of innovation but also can be a source of interpersonal friction. Drawing on a mixed-method study of 22 scientific working groups, this paper presents evidence that team diversity has a positive impact on scientific output (i.e., the number of journal papers and citations) through the mediation of the interdisciplinarity of the collaborative process, as evidenced by publishing in and citing more diverse sources. Ironically these factors also seem to be related to lower team member satisfaction and perceived effectiveness, countered by the gender balance of the team. Qualitative data suggests additional factors that facilitate collaboration, such as trust and leadership. Our findings have implications for team design and management, as team diversity seems beneficial, but the process of integration can be difficult and needs management to lead to a productive and innovative process.

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Blakeney, Erin, Soyoung Kang, Nicole Summerside, Jonathan Liu, Eric Siebel, Brenda Zierler, and Jonathan Posner. "66958 Team science training in an engineering design program improves psychological safety and self-efficacy within interdisciplinary teams." Journal of Clinical and Translational Science 5, s1 (March 2021): 71. http://dx.doi.org/10.1017/cts.2021.586.

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ABSTRACT IMPACT: This project successfully implemented a promising team science model by introducing and facilitating best practices to develop high functioning teams working to accelerate health innovations from bench to bedside. OBJECTIVES/GOALS: The goal of this project was to improve the team science knowledge, skills, and attitudes of interdisciplinary engineering students (undergraduate and graduate) who were partnered with health professionals to develop technical solutions to translational health challenges during a year-long Engineering Innovation in Health (EIH) program. METHODS/STUDY POPULATION: We adapted, implemented, and evaluated team science training content and approaches in the EIH program at the University of Washington (UW). EIH faculty and the UW Institute of Translational Health Sciences’ (ITHS) Team Science Core co-developed and delivered highly interactive team science training modules and evaluated their impact with biannual surveys. A student cohort was surveyed prior to the implementation of the team science trainings, which served as a baseline. Descriptive statistics were used to summarize student demographics and survey responses within and between years. Median and interquartile range of responses to Likert-type questions were calculated, and Mann-Whitney U Tests (independent samples Wilcoxin Rank Sum Tests) were used to test for differences within and between years. RESULTS/ANTICIPATED RESULTS: During both the baseline and the team training year, student demographics were similar in terms of gender and past experience working in teams. Team training during the first year of implementation was well-received. Post-implementation surveys of students demonstrated measurable improvement in team dynamics, communication, and effectiveness; including, students reporting higher levels of psychological safety and self-efficacy within their teams. Comparisons within the team training year and between the baseline and team training years identified numerous instances in which differences were statistically significant. DISCUSSION/SIGNIFICANCE OF FINDINGS: Tailored team science training in an interdisciplinary EIH program was successful at improving psychological safety and self-efficacy among undergraduate and graduate students and offers a promising model for similar settings and audiences.

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Thu, Moe Kyaw, Shotaro Beppu, Masaru Yarime, and Sotaro Shibayama. "Role of machine and organizational structure in science." PLOS ONE 17, no. 8 (August 11, 2022): e0272280. http://dx.doi.org/10.1371/journal.pone.0272280.

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The progress of science increasingly relies on machine learning (ML) and machines work alongside humans in various domains of science. This study investigates the team structure of ML-related projects and analyzes the contribution of ML to scientific knowledge production under different team structure, drawing on bibliometric analyses of 25,000 scientific publications in various disciplines. Our regression analyses suggest that (1) interdisciplinary collaboration between domain scientists and computer scientists as well as the engagement of interdisciplinary individuals who have expertise in both domain and computer sciences are common in ML-related projects; (2) the engagement of interdisciplinary individuals seem more important in achieving high impact and novel discoveries, especially when a project employs computational and domain approaches interdependently; and (3) the contribution of ML and its implication to team structure depend on the depth of ML.

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K Laursen, Bethany. "What is Collaborative, Interdisciplinary Reasoning? The Heart of Interdisciplinary Team Science Research." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 075–106. http://dx.doi.org/10.28945/4010.

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Aim/Purpose: Collaborative, interdisciplinary research is growing rapidly, but we still have limited and fragmented understanding of what is arguably the heart of such research—collaborative, interdisciplinary reasoning (CIR). Background: This article integrates neo-Pragmatist theories of reasoning with insights from literature on interdisciplinary research to develop a working definition of collaborative, interdisciplinary reasoning. The article then applies this definition to an empirical example to demonstrate its utility. Methodology: The empirical example is an excerpt from a Toolbox workshop transcript. The article reconstructs a cogent, inductive, interdisciplinary argument from the excerpt to show how CIR can proceed in an actual team. Contribution: The study contributes operational definitions of ‘reasoning together’ and ‘collaborative, interdisciplinary reasoning’ to existing literature. It also demonstrates empirical methods for operationalizing these definitions, with the argument reconstruction providing a brief case study in how teams reason together. Findings: 1. Collaborative, interdisciplinary reasoning is the attempted integration of disciplinary contributions to exchange, evaluate, and assert claims that enable shared understanding and eventually action in a local context. 2. Pragma-dialectic argument reconstruction with conversation analysis is a method for observing such reasoning from a transcript. 3. The example team developed a strong inductive argument to integrate their disciplinary contributions about modeling. Recommendations for Practitioners: 1. Interdisciplinary work requires agreeing with teammates about what is assertible and why. 2. To assert something together legitimately requires making a cogent, integrated argument. Recommendation for Researchers: 1. An argument is the basic unit of analysis for interdisciplinary integration. 2. To assess the argument’s cogency, it is helpful to reconstruct it using pragma-dialectic principles and conversation analysis tools. 3. To assess the argument’s interdisciplinary integration and participant roles in the integration, it is helpful to graph the flow of words as a Sankey chart from participant-disciplines to the argument conclusion. Future Research: How does this definition of CIR relate to other interdisciplinary ‘cognition’ or ‘learning’ type theories? How can practitioners and theorists tell the difference between true intersubjectivity and superficial agreeableness in these dialogues? What makes an instance of CIR ‘good’ or ‘bad’? How does collaborative, transdisciplinary reasoning differ from CIR, if at all?

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Gero, Aharon. "Development of Interdisciplinary Lessons Integrating Science and Engineering in Heterogeneous Teams: Education Students’ Attitudes." International Journal of Engineering Pedagogy (iJEP) 6, no. 2 (May 12, 2016): 59. http://dx.doi.org/10.3991/ijep.v6i2.5683.

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The course “Interdisciplinary Aspects in Science and Engineering Education” is a unique course designed to expose students of science and engineering education to the characteristics of interdisciplinary teaching and learning. The theoretical part of the course deals with the nature of science and engineering and the interaction between the two, various hierarchies describing the level of integration between disciplines, and possible strategies for developing interdisciplinary lessons. In the practical section, the participants develop, in heterogeneous teams of students from different academic backgrounds, an interdisciplinary lesson integrating science and engineering, and teach it to their peers. Using qualitative tools, the research described in this paper characterized the attitudes of 112 students towards developing an interdisciplinary lesson as part of a team. The findings indicate that the students identified both the difficulties involved in developing an interdisciplinary lesson as part of a team and the advantages inherent to teamwork. It was further found that the weight of the attitude component that recognized the contribution of teamwork to the development of interdisciplinary lessons was considerably higher than the weight of the component indicating the difficulties that involved teamwork.

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O'Connor, Patrice. "Support of an Interdisciplinary Team." Illness, Crisis & Loss 17, no. 4 (October 2009): 317–18. http://dx.doi.org/10.2190/il.17.4.e.

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In development of a new approach, there is almost always a group of like-minded people. Such was the case in the 1970s when Dame Cicely Saunders came to the United States. She shared her concept of pain management, and care of terminal cancer patients and their families with interested American colleagues.

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Guise, Jeanne-Marie, Susan Winter, Stephen M. Fiore, Judith G. Regensteiner, and Joan Nagel. "Organizational and training factors that promote team science: A qualitative analysis and application of theory to the National Institutes of Health’s BIRCWH career development program." Journal of Clinical and Translational Science 1, no. 2 (February 8, 2017): 101–7. http://dx.doi.org/10.1017/cts.2016.17.

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IntroductionResearch organizations face challenges in creating infrastructures that cultivates and sustains interdisciplinary team science. The objective of this paper is to identify structural elements of organizations and training that promote team science.MethodsWe qualitatively analyzed the National Institutes of Health’s Building Interdisciplinary Research Careers in Women’s Health, K12 using organizational psychology and team science theories to identify organizational design factors for successful team science and training.Principal ResultsSeven key design elements support team science: (1) semiformal meta-organizational structure, (2) shared context and goals, (3) formal evaluation processes, (4) meetings to promote communication, (5) role clarity in mentoring, (6) building interpersonal competencies among faculty and trainees, and (7) designing promotion and tenure and other organizational processes to support interdisciplinary team science.ConclusionThis application of theory to a long-standing and successful program provides important foundational elements for programs and institutions to consider in promoting team science.

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Salazar, Maritza, and Theresa Lant. "Facilitating Innovation in Interdisciplinary Teams: The Role of Leaders and Integrative Communication." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 157–78. http://dx.doi.org/10.28945/4011.

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Aim/Purpose: The complexity of scientific problems has spurred the development of transdisciplinary science, in which experts are brought together to collaborate across disciplinary and practice boundaries. These knowledge diverse teams can produce novel solutions, but they often fail to achieve their potential. Background: Leaders have a crucial role to play in enabling effective collaboration among these diverse experts. We propose that a critical predictor of whether a newly formed interdisciplinary team will perform well is the leader’s multidisciplinary breadth of experience, which we define as a leader’s possession of significant experience in multiple areas of research and practice. We suggest that these leaders will have the capability to skillfully manage the interactions within the team. Methodology: We test our prediction in a sample of 52 newly formed interdisciplinary medical research teams. We also observe and examine the communication patterns in a subset of these teams. Contribution: There is a lack of systematic study of the impact leaders have on newly formed interdisciplinary science teams whose members have little or no prior collaborative experience with each other, possess specialized knowledge, and have limited overlapping expertise. This study combines quantitative and qualitative methods to examine the effect of leader multidisciplinary experience on team communication patterns and innovation. Findings: Our study finds that teams are more innovative when their leader has a moderate breadth of multidisciplinary expertise. Exploration of team communication patterns suggests that leaders with moderate multidisciplinary breadth of experience actively stimulated information sharing across expert domains by choosing cross-cutting topics and drew individuals’ attention to the knowledge and approaches of others in the team. Recommendations for Practitioners: Insights from this work can have practical implications regarding how to best select and train leaders to facilitate cross-boundary collaboration in transdisciplinary science. This study elucidates a variety of communication strategies that leaders can to enhance the team innovativeness. Recommendation for Researchers: Further investigation into the underlying psychological states that these communication strategies elicit is needed. Future research should investigate psychological mediators such as knowledge consideration, perspective taking, and cognitive flexibility. Impact on Society: Transdisciplinary science is needed to solve society’s most complex problems. The more insight we gather about factors that can help these knowledge diverse teams to be successful, but more society will benefit. Future Research: More research is needed on team formation, leader experience, and team outcomes in transdisciplinary science teams in a variety of contexts.

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Freeth, Rebecca, and Ulli Vilsmaier. "Researching Collaborative Interdisciplinary Teams." Science & Technology Studies 33, no. 3 (November 5, 2019): 57–72. http://dx.doi.org/10.23987/sts.73060.

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Collaborative interdisciplinary research is on the rise but can be difficult and daunting. There is much to learn by studying the inner workings of collaboration, to the potential benefit of both science and technology studies (STS) and those who collaborate. We have been studying the inner workings of a collaborative interdisciplinary team using formative accompanying research (FAR). Assuming multiple insider-outsider vantage points implied adopting dynamic positionality in relation to the team. In this article, we outline an approach to navigating positionality based on these research experiences. Navigation is aided by identifying learning orientations to a collaborative team, to learn about, with or for the team; and by adopting practices and principles to balance i) observation and participation; ii) curiosity and care; and iii) impartiality and investment. We illustrate what we have learned so far, demonstrating how to apply these navigating instruments so that the skilful use of FAR positionality can advance the understanding and practice of collaborative interdisciplinary research.

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Kaye, Jason Philip, Susan L. Brantley, and Jennifer Zan Williams. "Ideas and perspectives: Proposed best practices for collaboration at cross-disciplinary observatories." Biogeosciences 16, no. 23 (December 9, 2019): 4661–69. http://dx.doi.org/10.5194/bg-16-4661-2019.

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Abstract. Interdisciplinary science affords new opportunities but also presents new challenges for biogeosciences collaboration. Since 2007, we have conducted site-based interdisciplinary research in central PA, USA, at the Susquehanna Shale Hills critical zone observatory. Early in our collaboration, we realized the need for some best practices that could guide our project team. While we found some guidelines for determining authorship on papers, we found fewer guidelines describing how to collaboratively establish field sites, share instrumentation, share model code, and share data. Thus, we worked as a team to develop a best practices document that is presented here. While this work is based on one large team project, we think many of the themes are universal, and we present our example to provide a building block for improving the function of interdisciplinary biogeoscience science teams.

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Brooks, Stoney. "Interdisciplinary App Development Project." Journal of Cases on Information Technology 19, no. 3 (July 2017): 15–23. http://dx.doi.org/10.4018/jcit.2017070102.

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The benefits of teams in organizations are well known. Professionals in many fields, including Information Systems, work with others in teams. Often, these team members have varied backgrounds. To provide educational experiences that prepare students for their careers, interdisciplinary work is becoming increasingly popular. This case describes an interdisciplinary application development project that brought together students from Computer Information Systems, Computer Science, and Electronic Media. This was the first project of this scope, bringing together students from three different Colleges on campus, to be attempted at the University. Development of the project, execution of the plan, and the experiences encountered by the students are provided. Issues were encountered during the semester-long project, leading to recommendations for educators interested in offering similar projects.

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E Morgan, Susan, Soyeon Ahn, Alexandra Mosser, Tyler R Harrison, Jue Wang, Qian Huang, Ashley Ryan, Bingjing Mao, and John L Bixby. "The Effect of Team Communication Behaviors and Processes on Interdisciplinary Teams’ Research Productivity and Team Satisfaction." Informing Science: The International Journal of an Emerging Transdiscipline 24 (2021): 083–110. http://dx.doi.org/10.28945/4857.

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Aim/Purpose: There is ample evidence that team processes matter more than the characteristics of individual team members; unfortunately, very few empirical studies have examined communication process variables closely or tied them to team outcomes. Background: The University of Miami Laboratory for Integrated Knowledge (U-LINK) is a pilot funding mechanism that was developed and implemented based on empirically-established best practices established in the literature on the Science of Team Science (SciTS). In addition to addressing grand societal challenges, teams engaged in processes designed to enhance the process of “teaming”. This study uses the Inputs-Mediator-Outputs-Inputs (IMOI) model as a blueprint for an investigation into how team communication processes (shared communication, shared leadership, formal meetings, informal meetings) influence intermediary team processes (goal clarity, role ambiguity, process clarity, trust) and team outcomes (team satisfaction, team productivity). Methodology: Monte Carlo methodologies were used to explore both longitudinal self-report (survey of communication and team outcome variables) data and objective data on scholarly productivity, collected from seventy-eight members of eleven real-world intact interdisciplinary teams to explore how team communication processes affect team outcomes. Contribution: This study is among the few that centers communication practice and processes in the operationalization and measurement of its constructs and which provides a test of hypotheses centered on key questions identified in the literature. Findings: Communication practices are important to team processes and outcomes. Shared communication and informal meetings were associated with increased team satisfaction and increased research productivity. Shared leadership was associated with increased research productivity, as well as improved process and goal clarity. Formal meetings were associated with increased goal clarity and decreased role ambiguity. Recommendation for Researchers: Studying intact interdisciplinary research teams requires innovative methods and clear specification of variables. Challenges associated with access to limited numbers of teams should not preclude engaging in research as each study contributes to our larger body of knowledge of the factors that influence the success of interdisciplinary research teams. Future Research: Future research should examine different team formation and funding mechanisms and extend observation and data collection for longer periods of time.

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Faiman, PhD, MSN, APRN-BC, AOCN®, BMTCN, FAAN, Beth. "Complexities of Care and the Interdisciplinary Team." Journal of the Advanced Practitioner in Oncology 13, no. 5 (July 1, 2022): 478–79. http://dx.doi.org/10.6004/jadpro.2022.13.5.1.

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Many of you who are reading this article are advanced practitioners (APs) and experts in the management of complex patient symptoms. Despite managing “side effects” of treatment for years as a nurse, then an advanced practitioner, I did not fully comprehend the concepts of symptom management, symptom clusters, and complexity science until I took a course with a symptom management focus during my doctorate studies (Lee et al., 2016; Brant et al., 2009; Heylighen et al., 2006). In the course, we studied theoretical models hypothesizing that symptoms do not occur in isolation; rather, they occur in clusters that can interact with one another.

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Miller, Jason E., and Timothy Walston. "Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses." CBE—Life Sciences Education 9, no. 3 (September 2010): 284–89. http://dx.doi.org/10.1187/cbe.10-03-0046.

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Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

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Henson, V. Reilly, Kelly M. Cobourn, Kathleen C. Weathers, Cayelan C. Carey, Kaitlin J. Farrell, Jennifer L. Klug, Michael G. Sorice, Nicole K. Ward, and Weizhe Weng. "A Practical Guide for Managing Interdisciplinary Teams: Lessons Learned from Coupled Natural and Human Systems Research." Social Sciences 9, no. 7 (July 9, 2020): 119. http://dx.doi.org/10.3390/socsci9070119.

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Interdisciplinary team science is essential to address complex socio-environmental questions, but it also presents unique challenges. The scientific literature identifies best practices for high-level processes in team science, e.g., leadership and team building, but provides less guidance about practical, day-to-day strategies to support teamwork, e.g., translating jargon across disciplines, sharing and transforming data, and coordinating diverse and geographically distributed researchers. This article offers a case study of an interdisciplinary socio-environmental research project to derive insight to support team science implementation. We evaluate the project’s inner workings using a framework derived from the growing body of literature for team science best practices, and derive insights into how best to apply team science principles to interdisciplinary research. We find that two of the most useful areas for proactive planning and coordinated leadership are data management and co-authorship. By providing guidance for project implementation focused on these areas, we contribute a pragmatic, detail-oriented perspective on team science in an effort to support similar projects.

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Joan O Vicente, Aileen, Tiffany Adelaine G Tan, and Alvin Ray O Yu. "Collaborative Approach in Software Engineering Education: An Interdisciplinary Case." Journal of Information Technology Education: Innovations in Practice 17 (2018): 127–52. http://dx.doi.org/10.28945/4062.

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Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach. Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional. Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse? Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life. Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.

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WIELAND, DARRYL, B. JOSEA KRAMER, MARTHA S. WAITE, and LAURENCE Z. RUBENSTEIN. "The Interdisciplinary Team in Geriatric Care." American Behavioral Scientist 39, no. 6 (May 1996): 655–64. http://dx.doi.org/10.1177/0002764296039006003.

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Ciemins, Elizabeth L., Jeannine Brant, Diane Kersten, Elizabeth Mullette, and Dustin Dickerson. "Why the Interdisciplinary Team Approach Works: Insights from Complexity Science." Journal of Palliative Medicine 19, no. 7 (July 2016): 767–70. http://dx.doi.org/10.1089/jpm.2015.0398.

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Rola, Paweł, and Dorota Kuchta. "A Content Management System as an Information Management System in Interdisciplinary Research." Acta Universitatis Lodziensis. Folia Oeconomica 5, no. 350 (October 30, 2020): 65–81. http://dx.doi.org/10.18778/0208-6018.350.04.

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Teams of scientific specialists have replaced independent researchers, simultaneously the research team size has increased by 50% over the 19‑year period. Better collaborations between project team members might improve research outcomes or R&D project products. Knowledge needs to be communicated among a research team effectively and shared among all research team members as it is created collaboratively. Collaboration can be successfully supported by providing a knowledge sharing environment and communication facilities. The purpose of this paper is to evaluate the feasibility and discuss novel communication among scientists using a content management system (CMS) which operates based on the Software‑as‑a‑Service (SaaS) cloud‑computing model. This study presents the use of CMS for the collaboration of a research team carrying out a research project funded by the Polish National Science Centre.

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Bujak, Piotr. "Masterbuilder as a Team Interdisciplinary Project Team. An Attempt at Analysis." BUILDER 276, no. 7 (June 24, 2020): 47–51. http://dx.doi.org/10.5604/01.3001.0014.2091.

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It's a striking fact that in a world of highly specialized professions (stimulated by the development of science and technology) as well as precise legal regulations defining rules of standalone practice in building industry, we've lost a single person capable of providing full knowledge necessary for completing building venture, as it was common 100 years ago. It's not a good time for a master builder, we know from middle ages. Every planning venture, whether its purpose is to create a chair or a city, requires appropriate preparations. What distinguishes these two extreme examples, in particular, is the scope of knowledge necessary for their execution. While a chair is a relatively simple task to complete, it can be planned and executed by a single person, a contemporary building or a city requires the cooperation of various specialists. Interdisciplinary cooperation, although sometimes perceived as a problem and an unpleasant necessity, can be an opportunity for a unique work outcome. The article is an attempt of analysis of this complex problem, which by reviewing selected reference material - including both scientific studies and testimonials of outstanding practitioners - introduces its concise characteristics, problems, and advantages, but, most importantly, tries to define the conditions required for successful collaboration.

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Pleiger, Henriette. "The 'Inter-Disciplined' Exhibition - A Case Study." Museum and Society 18, no. 4 (October 30, 2020): 349–67. http://dx.doi.org/10.29311/mas.v18i4.3132.

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This article contributes to the analysis and transparency of the practical processes of interdisciplinary exhibition-making. It identifies the academic discourse on interdisciplinarity as having the potential to provide a meaningful input to the formation of theory on temporary exhibition-making. The subject of enquiry is a recent case study from Germany. It investigates the relationships and decision-making processes that underpinned the production of the interdisciplinary exhibition Weather Report – About Weather Culture and Climate Science (Bundeskunsthalle, Bonn, 2017/18), which combined curatorial perspectives from the fields of art, cultural history and science. It traces the curatorial process, from forming an interdisciplinary team and negotiating conceptual ideas and methods, to object choices, interpretation and exhibition design. I argue that the complexity of interdisciplinary exhibition-making calls for a more precise and practice-oriented application of what is an often generalized notion of interdisciplinarity. By discerning between multi-, inter- and transdisciplinarity, and understanding the three terms as offering different qualities of interaction and integration, I suggest using these terms as a finer vocabulary for a detailed description and analysis of the practical processes of collaborative exhibition-making. Taking interdisciplinarity seriously also inevitably leads to the question of institutional consequences.

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Bryant, Lauren H., Sherry Booth Freeman, Alan Daly, Yi-Hwa Liou, and Suzanne Branon. "Making sense: unleashing social capital in interdisciplinary teams." Journal of Professional Capital and Community 2, no. 3 (July 10, 2017): 118–33. http://dx.doi.org/10.1108/jpcc-01-2017-0001.

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Purpose Previous attempts to solve complex problems in the field of education have often focused on one disciplinary perspective. This impedes the creation of meaningful solutions and lasting change. While an interdisciplinary approach has the potential for complex problem solving, it has often proven difficult. The purpose of this paper is to apply social capital and sense-making lenses to facilitate complex problem-solving on a large, interdisciplinary, National Science Foundation funded team. Design/methodology/approach Social network analysis (SNA) and interviews allowed for the examination of the existing underlying social structures of the project team, and the ways in which these underlying structures were impacting the team’s ability to leverage its own social capital. Findings Findings demonstrated that decentralized, low levels of weekly and daily collaboration may constrain the team’s capacity for collective sense-making and its ability to achieve coherence around project goals. Practical implications Using SNA to systematically study the underlying network structure of a team, with the intention to use that data to drive change, can allow teams to shape their networks over time to allow for sense-making and successful collaborations. It may be that, while large teams are studying their intended phenomena, they should also make time to study themselves. Social implications Increasing the successfulness of large teams stands to positively impact researchers’ abilities to create workable solutions to intractable problems. Originality/value While SNA is a popular approach to understanding school districts and the spread of educational innovations, this study uses SNA to understand the creation of solutions and innovations.

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Standfill, J., A. Pennington, N. Campalans, P. Carroll, T. Pipkin, and P. Bryant. "Registered Dietitians and the Interdisciplinary Anticoagulation Team." Journal of the American Dietetic Association 109, no. 9 (September 2009): A80. http://dx.doi.org/10.1016/j.jada.2009.06.261.

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Marie Buser, Julie, Madeleine Mukeshimana, Olive Tengera, Diomede Ntasumbumuyange, Felix Sayinzoga, Tamrat Endale Wmichael, and Yolanda R. Smith. "Interdisciplinary Collaborative Reproductive Health Research in Africa: A Team Science Approach." Rwanda Journal of Medicine and Health Sciences 5, no. 1 (April 12, 2022): 7–8. http://dx.doi.org/10.4314/rjmhs.v5i1.2.

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Begg, Melissa D., Gene Crumley, Alecia M. Fair, Camille A. Martina, Wayne T. McCormack, Carol Merchant, Cecilia M. Patino-Sutton, and Jason G. Umans. "Approaches to Preparing Young Scholars for Careers in Interdisciplinary Team Science." Journal of Investigative Medicine 62, no. 1 (January 1, 2014): 14–25. http://dx.doi.org/10.2310/jim.0000000000000021.

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Burke, C. Shawn, and Katherine A. Wilson. "Crisis Management Teams (CMT): Leveraging the Science of Team Performance under Stress." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 3 (September 2002): 546–50. http://dx.doi.org/10.1177/154193120204600369.

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Crisis management teams play a vital role in our nation's ability to effectively respond to disaster situations. However, the tasks that these teams perform happen infrequently and are often ambiguous and dynamic in nature. Furthermore, they involve interdependent action from many different organizations that may not work together on a regular basis. While it is common to train members in task-work skills, less common is the explicit training of teamwork skills. Research and real-world examples show that teamwork is not an automatic consequence of being in a team. As CMTs are often interdisciplinary and operate in environments characterized by stressors effective teamwork becomes even more of a challenge. Several communities have invested heavily into understanding the impact of stress on teamwork and decision-making within complex environments. The focus of this paper will be extracting lessons from these communities in an effort to provide guidance to CMTs.

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Steinheider, Brigitte, and George Legrady. "Interdisciplinary Collaboration in Digital Media Arts: A Psychological Perspective on the Production Process." Leonardo 37, no. 4 (August 2004): 315–21. http://dx.doi.org/10.1162/0024094041724436.

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The complexity of digital media technologies requires artists to form teams of specialized experts integrating their contributions. Studies on interdisciplinary collaborations in organizational and scientific research-and-development teams have revealed that three processes—communication, coordination and knowledge-sharing—significantly influence their efficiency and effectiveness. This model was applied to an international and interdisciplinary digital media art production team to analyze the effects of team members' geographical dispersion, differing nationalities and heterogeneity of disciplines. The results are in accordance with previous studies of teams in corporate and scientific settings but also reveal differences between artistic and industrial product development processes.

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Depp, Colin A., Alex Howland, Jill Dumbauld, John Fontanesi, David Firestein, and Gary S. Firestein. "Development of a game-based learning tool for applied team science communication in a virtual clinical trial." Journal of Clinical and Translational Science 2, no. 3 (June 2018): 169–72. http://dx.doi.org/10.1017/cts.2018.8.

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Educational tools for application of team science competencies in clinical research are needed. Our interdisciplinary group developed and evaluated acceptability of a virtual world game-based learning tool simulating a multisite clinical trial; performance hinges on effective intrateam communication. Initial implementation with clinical research trainees (n=40) indicates high satisfaction and perceived relevance to team science and research career goals. Game-based learning may play an important role in team science training.

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Springs, Stacey, and Jay Baruch. "Artists on the Research Team: An Interdisciplinary Approach to Team Science, Research Rigor, and Creative Dialogue." Health Promotion Practice 22, no. 1_suppl (May 2021): 83S—90S. http://dx.doi.org/10.1177/1524839921996301.

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In an arts in public health research team, artists may be undervalued as key research collaborators because of the difficulties in skillful integration of experts who possess not only different bodies of knowledge but also different ways of examining and valuing the world. Under the stewardship of two Rhode Island state agencies, an innovative research-driven enterprise, comprising researchers, clinicians, and community artists, was brought together to integrate arts-based interventions into statewide public health policy and practice. Here, we examine our work with the Rhode Island Arts and Health Advisory Group as a case study to illuminate our experiences in collaborating with artists on public health policy and practice research. Using existing frameworks from the literature, we define the attributes of, and challenges to, successful research collaborations and identify from our work how these apply to interdisciplinary collaborations between artists and public health practitioners. To support others working at the nexus of arts in public health, we include key experiences that were specific to the engagement of artists in research teams.

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Kuchel, George, Richard Fortinsky, and Luigi Ferrucci. "Heterogeneity of Aging: Implications for Team Care and Team Science." Innovation in Aging 4, Supplement_1 (December 1, 2020): 854. http://dx.doi.org/10.1093/geroni/igaa057.3144.

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Abstract Increasing heterogeneity with aging is a deeply held belief in gerontology often used to combat generalizations and ageist stereotypes regarding older adults. Nevertheless, the vast majority of published studies do not report or discuss variability in their findings with aging, instead focusing on average differences between age groups. Yet, when data diversity is examined, most studies do find increased heterogeneity with aging across all domains – biological, immunological, behavioral, social, clinical, and population. Although heterogeneity has been described across the aging literature, including most GSA journals, little or no effort has been made to define and better understand the very nature of heterogeneity as a conserved feature of aging evident across all of its varied dimensions. It is well established that multidisciplinary team-based approaches are essential to clinical care of older adults, to research efforts in aging, and to the training of future generations of scientists, clinicians, educators and others in the aging field. Over the last 75 years, GSA has been a leading and unique vehicle for the development of multidisciplinary and interdisciplinary dialogue and collaborations involving its six membership sections. This symposium will provide a unique opportunity to begin a multidisciplinary dialogue designed to engage the broader GSA community in determining shared, as well as distinct, features of heterogeneity as they are manifested in terms of biology, immunology, behavioral and social considerations, and clinical and population issues, with ultimate impact on health policy and practice.

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Nishiwaki, Keiji, Atsushi Kawase, Tetsuyuki Wada, Hideki Yagi, Naohito Kawasaki, Eiji Ito, and Masahiro Iwaki. "Team-based Learning (TBL) in the Interdisciplinary Lecture." YAKUGAKU ZASSHI 134, no. 2 (February 1, 2014): 171–77. http://dx.doi.org/10.1248/yakushi.13-00231-1.

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Abeln, Michelle, and Anna Pitassi. "An Interdisciplinary Wound Team in Home Health." Home Healthcare Nurse 30, no. 3 (March 2012): 161–69. http://dx.doi.org/10.1097/nhh.0b013e318242c6f6.

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&NA;. "An Interdisciplinary Wound Team in Home Health." Home Healthcare Nurse 30, no. 3 (March 2012): 169–71. http://dx.doi.org/10.1097/nhh.0b013e31824a9318.

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Osarogiagbon, Raymond U., Hector P. Rodriguez, Danielle Hicks, Raymond S. Signore, Kristi Roark, Satish K. Kedia, Kenneth D. Ward, et al. "Deploying Team Science Principles to Optimize Interdisciplinary Lung Cancer Care Delivery: Avoiding the Long and Winding Road to Optimal Care." Journal of Oncology Practice 12, no. 11 (November 2016): 983–91. http://dx.doi.org/10.1200/jop.2016.013813.

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The complexity of lung cancer care mandates interaction between clinicians with different skill sets and practice cultures in the routine delivery of care. Using team science principles and a case-based approach, we exemplify the need for the development of real care teams for patients with lung cancer to foster coordination among the multiple specialists and staff engaged in routine care delivery. Achieving coordinated lung cancer care is a high-priority public health challenge because of the volume of patients, lethality of disease, and well-described disparities in quality and outcomes of care. Coordinating mechanisms need to be cultivated among different types of specialist physicians and care teams, with differing technical expertise and practice cultures, who have traditionally functioned more as coactively working groups than as real teams. Coordinating mechanisms, including shared mental models, high-quality communication, mutual trust, and mutual performance monitoring, highlight the challenge of achieving well-coordinated care and illustrate how team science principles can be used to improve quality and outcomes of lung cancer care. To develop the evidence base to support coordinated lung cancer care, research comparing the effectiveness of a diverse range of multidisciplinary care team approaches and interorganizational coordinating mechanisms should be promoted.

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Dahlke, R., K. N. Wolf, S. L. Wilson, and M. Brodnik. "Dietitians Roles in the Interdisciplinary Health Care Team." Journal of the American Dietetic Association 98, no. 9 (September 1998): A26. http://dx.doi.org/10.1016/s0002-8223(98)00393-9.

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Contractor, Noshir. "Some assembly required: leveraging Web science to understand and enable team assembly." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 371, no. 1987 (March 28, 2013): 20120385. http://dx.doi.org/10.1098/rsta.2012.0385.

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Recent advances on the Web have generated unprecedented opportunities for individuals around the world to assemble into teams. And yet, because of the Web, the nature of teams and how they are assembled has changed radically. Today, many teams are ad hoc, agile, distributed, transient entities that are assembled from a larger primordial network of relationships within virtual communities. These assemblages possess the potential to unleash the high levels of creativity and innovation necessary for productively addressing many of the daunting challenges confronting contemporary society. This article argues that Web science is particularly well suited to help us realize this potential by making a substantial interdisciplinary intellectual investment in (i) advancing theories that explain our socio-technical motivations to form teams, (ii) the development of new analytic methods and models to untangle the unique influences of these motivations on team assembly, (iii) harvesting, curating and leveraging the digital trace data offered by the Web to test our models, and (iv) implementing recommender systems that use insights gleaned from our richer theoretical understanding of the motivations that lead to effective team assembly.

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Zawadzka, Dominika, Natalia Ratajczak-Szponik, and Bożena Ostrowska. "Interdisciplinary Cooperation in Technical, Medical, and Social Sciences: A Focus on Creating Accessibility." International Journal of Environmental Research and Public Health 19, no. 24 (December 12, 2022): 16669. http://dx.doi.org/10.3390/ijerph192416669.

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Accessibility and Universal Design (UD) is an area of professional interest for architects and occupational therapists, but college curricula rarely include both broader and collaborative education in this area. This article presents the experience of the inter-university, interdisciplinary project “Joint Architecture Initiative” (JAI), with the participation of students from the University of Science and Technology, University of Health and Sport Science, and Academy of Fine Arts in Wroclaw (Poland). The JAI project is a response of the university community of Wroclaw to the social-urban campaign “Life Without Barriers” and the needs of residents—the elderly and people with disabilities—for adaptation and modification of housing. The paper presents the theoretical background of the problem, the stages of implementation of the JAI project from the perspective of the model—human–environment–occupation—the tasks of project team members, and the justification for the need to create interdisciplinary teams from the area of technical and health sciences, with particular emphasis on occupational therapy practice (OTP).

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Breiddal, Susan. "Interdisciplinary Education in Palliative Care: A Bold Strategy, Solution and Political Statement." Illness, Crisis & Loss 20, no. 4 (October 2012): 375–86. http://dx.doi.org/10.2190/il.20.4.e.

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Harsh experience reveals that preparing the interdisciplinary palliative care team members cannot be accomplished by sequestering students in single-discipline training. By combining different ways of knowing and being that are the underlying tenets of interdisciplinary education, we must—by design, curriculum, teaching strategies, and research—reflect the nature and practice of the interdisciplinary palliative care team. This kind of education is an imperative if we are going to meet our own goals to provide physical, emotional, and spiritual care to people at end-of-life. As educators, we must take to heart the responsibility to prepare students with the skills to apply their knowledge within the context of the palliative care setting, as practiced by the interdisciplinary team. This position is supported in the literature, is recommended by Health Canada, and is affirmed by experience in the field.

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Fiore, Stephen M., Michael Rosen, Keith Garfield, and Neal Finkelstein. "Developing an Interdisciplinary Language for Human-Agent Team Training Research." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 25 (September 2005): 2149–53. http://dx.doi.org/10.1177/154193120504902507.

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In this paper we explore a set of constructs across three diverse disciplines that have addressed the topic of intelligent agents. We explore how Computer Science, Psychology, and Philosophy discuss certain concepts in either convergent or divergent ways. These concepts are analyzed through their etymology as well as by their present usage to illustrate how this use has developed and to outline the similarities and differences that have emerged. We first describe a set of the concepts/terms found within this literature and then describe the implications of this analysis for research in human-agent teams.

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Knapke, Jacqueline, Amy Short, Tamilyn Bakas, Jacinda Dariotis, Elizabeth Heubi, Saundra Regan, Barbara Speer, and John Kues. "2474 Promoting collaboration among researchers: A team science training curriculum." Journal of Clinical and Translational Science 2, S1 (June 2018): 59. http://dx.doi.org/10.1017/cts.2018.222.

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OBJECTIVES/SPECIFIC AIMS: As multidisciplinary, interdisciplinary, and transdisciplinary research has become imperative to solving the complex problems of contemporary healthcare, teaching researchers how to create and maintain high-functioning and innovative teams has also become paramount. In Fall 2016, the Center for Improvement Science (CIS) core, in collaboration with the Translational Workforce Development (TWD) core, at the Cincinnati Center for Clinical & Translational Science & Training (CCTST) began offering training in Team Science in an effort to better prepare researchers for collaborative work. Since then, the CIS has expanded Team Science education into a multifaceted and adaptable curriculum that includes workshops, team consultations, Grand Rounds, grant writing assistance, grant review, train-the-trainer, and a graduate-level course. METHODS/STUDY POPULATION: Over almost 2 years, we have offered 9 unique workshops attended by individuals from the University of Cincinnati, UCHealth, and Cincinnati Children’s Hospital Medical Center. Recruitment was primarily accomplished via email invitations. Topics ranged from introductory team science issues such as Creating Teams, Team Effectiveness, and Team Leadership to more advanced team science areas such as Team Dysfunctions and Conflict Management. In addition, we have consulted with researchers on Team Science components of grant applications and served as grant reviewers for Team Science elements in a competitive, internal research funding program. We have developed tools and teaching strategies for faculty members tasked with teaching students about collaboration (train-the-trainer). And finally, we offered a graduate level course on Collaboration and Team Science. RESULTS/ANTICIPATED RESULTS: Over 250 participants attended our workshops and Grand Rounds, many at the faculty level, but we also had research staff and graduate students register. Content was very well-received, with workshop evaluations typically scoring in the high 4.5 and above range (on a 5-point scale, with 5 being the highest rating). The CIS team received (and accepted) at least 2 follow-up invitations from workshop participants to provide training to an additional team or group. We are tracking data on long-term effects of team science training and consultation, both in research productivity and team satisfaction/longevity. DISCUSSION/SIGNIFICANCE OF IMPACT: The goals of Team Science training at the Cincinnati CCTST are 2-fold: to provide practical knowledge, skills, and tools to enhance transdisciplinary collaboration and to promote systemic changes at UC, CCHMC, and UCHealth that support team science. After almost 2 years of training, team science is gaining traction among key leaders at our local institutions and a broader audience of researchers who see how collaborative practice can enhance their professions.

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Jiji, Latif M., Irvin Sam Schonfeld, and George A. Smith. "Capstone interdisciplinary team project: a requirement for the MS in sustainability degree." International Journal of Sustainability in Higher Education 16, no. 2 (March 2, 2015): 187–99. http://dx.doi.org/10.1108/ijshe-02-2013-0015.

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Purpose – This paper aims to describe experience gained with a required six-credit year-long course, the Capstone Interdisciplinary Team Project, a key component of the Master of Science (MS) in Sustainability degree at the City College of New York. A common feature of sustainability problems is their interdisciplinary nature. Solutions to sustainability problems often require professionals with different training and backgrounds to work as a team. A sustainability curriculum should provide students with the skills needed to competently participate in an interdisciplinary team. Design/methodology/approach – Instructors drawn from different departments and divisions of the college developed a pool of sustainability-focused Capstone projects and acted as mentors to teams of students with diverse undergraduate backgrounds. Students attended workshops designed to provide training in teamwork, research and report preparation. An independent evaluator designed an evaluation protocol to assess the course’s impact both while it was implemented and after the course was concluded. Findings – Early experience with the program strongly indicates that the Capstone project requirement is an effective learning tool. However, identifying qualified mentors, developing suitable projects, assembling teams and administering the Capstone course are demanding tasks. Although students often experience difficulties in the early stages of their work, they ultimately express satisfaction and appreciation for the skills learned in the course. Practical implications – The inclusion of a capstone team project in a graduate sustainability curriculum is strongly recommended. Adopting such a course requires significant effort and sustained faculty engagement. Originality/value – Although there is considerable experience with undergraduate engineering Capstone course requirements, little is known about interdivisional capstone requirements at the level of master’s degree in Sustainability. This paper details new and relevant experience helpful to the implementation of such a requirement.

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Monroe, Jacquelyn, and Roenia Jittaun DeLoach. "Job Satisfaction: How Do Social Workers Fare with Other Interdisciplinary Team Members in Hospice Settings?" OMEGA - Journal of Death and Dying 49, no. 4 (December 2004): 327–46. http://dx.doi.org/10.2190/j9fd-v6p8-gcmj-hfe0.

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The purpose of this study was to investigate job satisfaction among hospice interdisciplinary team members, which included social workers, nurses, and other professionals (i.e., home health aides and spiritual care providers.) Interdisciplinary team members ( N = 76) from four hospices in the midwest participated in the study. One way analysis of variance (ANOVA) revealed that significant differences in satisfaction resulted in the areas of distributive justice, autonomy, and opportunity between social workers, nurses, and other interdisciplinary team members.

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Buntting, Cathy, Cathal Doyle, Dayle Anderson, and Markus Luczak-Roesch. "Weaving a web of connections through online citizen science." New Zealand Annual Review of Education 26 (July 1, 2021): 69–75. http://dx.doi.org/10.26686/nzaroe.v26.6894.

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This article explores how the funding process of New Zealand’s Teaching and Learning Research Initiative (TLRI) has catalysed the coming together of an interdisciplinary research team of education researchers, information systems researchers, and teacher practitioners. Through two funded research projects, a large and growing web of connections is being woven, benefiting the research partnership and outcomes. Our collective aim is to investigate the affordances of online citizen science projects to enhance science teaching and learning. Using examples, we trace the development of some key lines of inquiry that have been made possible because of the interdisciplinary foundation of the projects.

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Jones, Matthew, David Felson, David Center, and Darrell Kotton. "2292." Journal of Clinical and Translational Science 1, S1 (September 2017): 47. http://dx.doi.org/10.1017/cts.2017.170.

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OBJECTIVES/SPECIFIC AIMS: Provide an innovative, integrative, and interdisciplinary training program which will leverage a unique and internationally recognized strength of BU and establish an environment that facilitates translational team science interactions with MD scientists and clinicians, thereby synergistically bridging research strengths with interdisciplinary approaches. METHODS/STUDY POPULATION: This overall mission of the RMTP is pursued through 2 independent aims. Aim 1: Provide an innovative, integrative, and interdisciplinary training program which will leverage a unique and internationally recognized strength of BU. Aim 2: Establish an environment that facilitates translational team science interactions with MD scientists and clinicians, thereby synergistically bridging research strengths with interdisciplinary approaches. To achieve these aims, we have developed a specialized didactic curriculum that is fully integrated in graduate school training and can be shared for the benefit of others outside of the BU community. We are also developing online iPSC practicum workshops for more efficient distribution of didactic content. Interdisciplinary team science approaches to stem cell research related to cures for human diseases are fostered across investigators across diverse hubs at BU, BU Medical Center, the Charles River Campus and the Framingham Heart Study. All methodology, data and materials are provided in a transparent and open-source manner to benefit the greater scientific community and ensure rigorous reproducibility. RESULTS/ANTICIPATED RESULTS: As a nascent TL1 training program, we are just arriving at the end of our second year. At this point, 5 out of a total of 11 appointed trainees have concluded RMTP support, all of whom have transitioned into biomedical science-related pursuits; 2 predoctoral trainees were awarded F31 fellowships, 2 postdoctoral trainees were awarded career transition grants (K99/R00 and LERN fellowship), and 1 postdoctoral trainee became a Senior Scientist at a Biopharmaceutical company. Given the quality of our trainees and their RMTP mentors, we anticipate that close to 100% of those supported by this mechanism will continue their career development in the biomedical sciences. DISCUSSION/SIGNIFICANCE OF IMPACT: Implementation of the RMTP TL1 would not only serve to increase the capacity of trainees within the CReM, but would also extend the scope of regenerative medicine research to other CTSI-participating hubs and more broadly to other scientific disciplines.

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Graber, Glenn C., and Christopher D. Pionke. "A team-taught interdisciplinary approach to engineering ethics." Science and Engineering Ethics 12, no. 2 (June 2006): 313–20. http://dx.doi.org/10.1007/s11948-006-0029-4.

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Journal articles on the topic 'Interdisciplinary team science'

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