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Abstract International research is necessary in aquatic sciences because water moves across borders. Historically, international collaborations have been useful in conducting oceanographic research programs, which span large distances and require several funding sources. Although valuable, international research can have unforeseen challenges to the unprepared researcher. Communication with an international collaborator and professional development training can mitigate these pitfalls. The Limnology and Oceanography Research Exchange Program (LOREX) is an opportunity for graduate students to gain experience developing international collaborations. The LOREX program aims to help graduate students develop connections and gain experience in international research. During the summer of 2019 and spring of 2020, 26 graduate students from 24 U.S. institutions will travel to one of six different host institutions to conduct a research project that they developed with an international collaborator. To prepare for their research experience, LOREX participants participated in training programs during the 2019 Aquatic Sciences Meeting in San Juan, Puerto Rico. The first group of LOREX graduate students will share their experience through social media and blog posts throughout their journey. Applications are now open for the second cohort of LOREX participants, and potential applicants are encouraged to contact potential collaborators to develop a research project.
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This content will become publicly available on July 1, 2026
How to promote the integrative ability of transdisciplinary graduate students
By integrating the insights of academic researchers and stakeholders from outside the academy, transdisciplinary research promises to help address complex challenges that threaten the safety and well-being of people the world over. This promise has led to the development of systematic efforts to train graduate students to conduct transdisciplinary research, and there is increasing interest in transdisciplinary education in the graduate training literature. This article discusses the promotion of integrative ability in transdisciplinary graduate students, focusing specifically on an educational approach that fostered transdisciplinary skills in a complex, transdisciplinary, international and multi-year project dealing with invasive alien woody plant species in eastern Africa, the “Woody Weeds” Project. Graduate students in the project were expected to collaborate with each other, with senior scientists, and with stakeholders in several work packages to conduct research addressing the project’s goals. Research success required integrating perspectives across many differences, including different disciplines, institutions, languages, nations, and cultures. The Woody Weeds graduate student training program was designed to help students meet integration challenges across these categories of difference. Using the Woody Weeds training program as a framework, we offer a set of ideas for others interested in designing programs that can produce graduate students capable of conducting international, transdisciplinary research by fostering the integrative consciousness of individual students and the integrative capacity of student teams. We critically assess the extent to which the training program enhanced integrative ability using interviews with participants, outputs of the project, and the author team’s experiences.
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- Award ID(s):
- 2318442
- PAR ID:
- 10621784
- Publisher / Repository:
- Elsevier
- Date Published:
- Journal Name:
- Environmental Science & Policy
- Volume:
- 170
- Issue:
- C
- ISSN:
- 1462-9011
- Page Range / eLocation ID:
- 104114
- Subject(s) / Keyword(s):
- Transdisciplinary Training Integration Integrative capacity Difference Invasive species Graduate education Woody Weeds Project
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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