Abstract The importance of interdisciplinary approaches for research and education in environmental studies and sciences is well known. Integration of the multiple disciplinary approaches taught in separate courses required within these undergraduate majors and minors, however, remains a challenge. Program faculty often come from different departments and do not have time or space to integrate their own approaches with each other, resulting in individual ways of understanding interdisciplinarity. Secondly, senior capstone, thesis, or other project-based degree requirements often come too late in an undergraduate education to design an integrative project. Students would benefit from prior training in identifying complementary or divergent approaches and insights among academic specializations—a skill built from raising interdisciplinary consciousness. We present a workshop designed to enhance undergraduates’ interdisciplinary consciousness that can be easily deployed within courses or co-curricular programs, specifically summer research programs that are focused on dedicated practice within a field of study. The central question of this project is: How do we facilitate interdisciplinary consciousness and assess its impact on our students? We propose a promising, dialogue-based intervention that can be easily replicated. This dialogue would benefit academic programs like environmental studies and sciences that require the interaction and integration of discipline-based norms. We found that our dialogue intervention opens students’ perspectives on the nature of research, who research is for, epistemological differences, and the importance of practicing the research process, a unique educational experience. These perspectives are crucial to becoming collaborative, twenty-first century professionals. 
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                            Mapping the landscape of water and society research: Promising combinations of compatible and complementary disciplines
                        
                    
    
            Abstract Coupled human‐water systems (CHWS) are diverse and have been studied across a wide variety of disciplines. Integrating multiple disciplinary perspectives on CHWS provides a comprehensive and actionable understanding of these complex systems. While interdisciplinary integration has often remained elusive, specific combinations of disciplines might be comparably easier to integrate (compatible), and/or their combination might be particularly likely to uncover previously unobtainable insights (complementary). This paper systematically identifies such promising combinations by mapping disciplines along a common set of topical, philosophical, and methodological dimensions. It also identifies key challenges and lessons for multidisciplinary research teams seeking to integrate highly promising (complementary) but poorly compatible disciplines. Applied to eight disciplines that span the environmental physical sciences and the quantitative and qualitative social sciences, we found that promising combinations of disciplines identified by the typology broadly reproduce patterns of recent interdisciplinary collaborative research revealed by a bibliometric analysis. We also found that some disciplines are centrally located within the typology by being compatible and complementary to multiple other disciplines along distinct dimensions. This points to the potential for these disciplines to act as catalysts for wider interdisciplinary integration. This article is categorized under:Engineering Water > MethodsHuman Water > MethodsScience of Water > Methods 
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                            - Award ID(s):
- 2142967
- PAR ID:
- 10501381
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- WIREs Water
- Volume:
- 11
- Issue:
- 2
- ISSN:
- 2049-1948
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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