The view from elsewhere: perspectives on ALife Modeling

Many artificial life researchers stress the interdisciplinary character of the field. Against such a backdrop, this report reviews and discusses artificial life, as it is depicted in, and as it interfaces with, adjacent disciplines (in particular, philosophy, biology, and linguistics), and in the light of a specific historical example of interdisciplinary research (namely cybernetics) with which artificial life shares many features. This report grew out of a workshop held at the Sixth European Conference on Artificial Life in Prague and features individual contributions from the workshop's eight speakers, plus a section designed to reflect the debates that took place during the workshop's discussion sessions. The major theme that emerged during these sessions was the identity and status of artificial life as a scientific endeavor

Sociology, Science and Sustainability: Developing Relationships in Scotland

This paper considers the application of the sociological imagination during the analysis of data collected during an ethnographic study of an environmental regulator, the Scottish Environment Protection Agency (SEPA). SEPA is tasked with implementing the European Water Framework Directive (WFD) in Scotland, which will radically alter the regulation of water use. Applying a sociological imagination allowed the researcher to advocate for a more interdisciplinary and equitable understanding of sustainable water use when feeding back initial research results at the end of the data collection period. The researchers introduced socialised definitions of the environment, which linked social justice and ecological concerns. These insights provided a challenge to the traditional bio-physical science focus of the organisational participants, for whom sustainability is a relatively new addition to their duties. The paper concludes by discussing the importance of developing these interdisciplinary relationships in the future.Sociological Imagination, Water Framework Directive, Sustainability Science, Consumer-Citizens

Integrating knowledge accross disciplines. Experiences from the NeWater project

The starting question for this deliverable was how to create a new adaptive management concept that can integrate insights from various disciplines and connect people from different institutional backgrounds. From literature research and empirical research on the NeWater project we identified challenges for cross-disciplinary knowledge integration, we evaluated interventions for connecting multiple knowledge frames, we analyzed the process of group model building with UML and formulated recommendations. Cross-disciplinary research has arisen from a growing number of complex problems for which knowledge of a single scientific discipline or societal field is insufficient, but presents important challenges: (1) collaboration and integration of knowledge requires in depth discussions that are timeconsuming; (2) the recursive process of problem structuring and restructuring is often at odds with the sequential planning of project activities; (3) participation and mutual learning are crucial but need to be carefully structured and sequenced; and (4) management and leadership faces the difficult challenge of balancing in depth exploration with timely delivery of tangible results. We conclude with the following general recommendations for large cross-disciplinary projects: (1) including a preparatory proposal phase for thorough exploration of opportunities of between researchers and stakeholders (2) flexible funding, planning and operational arrangements to allow for a recursive research process; (3) a project size that allows frequent interaction opportunities between researchers and between researchers and stakeholders to allow for mutual learning and in depth exploration; and (4) enhancing learning opportunities from one project to the next

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 1, Issue 1, Summer 2012

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 1, Issue 1, Summer 2012

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

The social sciences and the web : From ‘Lurking’ to interdisciplinary ‘Big Data’ research

Acknowledgements This research is supported by the award made by the RCUK Digital Economy theme to the dot.rural Digital Economy Hub (award reference: EP/G066051/1) and the UK Economic & Social Research Council (ESRC) (award reference: ES/M001628/1).Peer reviewedPublisher PD

How do we collaborate? A look into Maine\u27s Sustainable Ecological Aquaculture Network

As a society we realize that the dynamic needs of science and society are often complex and interdependent and that there is a need to work with and across diverse expertise and practices in order to create the development of new methods and to provide innovative solutions to socially relevant work. Thus, we call collaborative research efforts into action. Maine’s Sustainable Ecological Aquaculture Network (SEANET) is such an endeavor, as it is a collaborative effort traversing a nexus of complex, dynamic challenges in Maine, including issues related to socio-economic shifts, climate change, and declining capture fisheries. While SEANET’s plan to incorporate a collaborative approach aims to achieve an inspiring, sustainable end-goal it provides only a high-level map for how to get there, and includes few explicit directions. Following the need to better understand such an effort, this thesis considers the interdisciplinary collaboration on the team and provides both action-orientated and theoretical insights. The following thesis is an analysis of the individuals and teams involved in this sustainability science minded project. More specifically, this research informs strategies of improvement for the SEANET team while also adding to the scholarly conversation on interdisciplinary collaborations through the use of both quantitative methods and qualitative methods. In the first part of this study, an online survey was distributed to assess the current communication preferences and engagement needs of the team. Compiled into a technical report, this chapter is aligned with the needs of team, and the NSF strategic plan in place, to foster informed collaborative processes moving forward. The second part of this study entailed the use of interviews to better understand how team members contend with deeply normative dimensions of interdisciplinary success. This chapter provides insight into how scientists and research agencies involved in sustainability science minded interdisciplinary teams might shape research agendas and their relationship to society moving forward

Climate change, collaboration and pre-service teachers' emergent professional identity

The study group included 74 graduate, pre-service science teachers who were following the Professional Graduate Diploma of Education Secondary (PGDES) in all science subjects, biology with science, chemistry with science and physics with science. The strong tradition of integrated science in Scotland is reflected (Inspectorate of Schools (Scotland) 1994) in the structure of PGDES programmes (The Scottish Office Education and Industry Department 1998). Scottish School science departments are organised in a variety of ways and a strong collaborative element is often present in providing a common programme of study in science during the early years of secondary schooling. Collaborative coursework on climate change was selected due to its contemporary interest; consultation on the detail of a 'Curriculum for Excellence' (The Curriculum Review Group 2004) and the absence of reported depth of experience in this content area in Scottish school science. Issues associated with climate change conform to all ten qualities of socio-scientific issues (Ratcliffe M. and Grace M. 2003. ) p. 2-3. The purpose was to simulate the collaborative working environment (Watters J.J. and Ginns I.S. 2000); to establish a 'community of practice' as suggested by the (Lave J. and Wenger E. 1991)model of situated learning; involved aspects of problem based learning (Savin-Baden M. and Howell C.M. 2004) as well as authentic assessment (Wiggins G.P. 1993); and to initiate the formation of identities as science teachers rather than 'subject specialists'. The task was based on a constructivist framework. We sought to explore aspects relating to attitudes and knowledge in the context of climate change, to collaboration and the use of ICT. Students were allocated to mixed subject groups and expected to produce reading materials for 12-14 year olds and an associated teachers' guide on a given aspect of climate change over a seven week period. The product and collaborative aspects of the task were assessed using a combination of tutor and peer assessment, including two group debriefing sessions. Students' knowledge and confidence about global warming and information relating to their experiences of collaboration were assessed using a simple pre- and post-task questionnaire developed for this task. We found that the students experienced a number of benefits and frustrations of group work task. Overall, they found the process beneficial and collectively produced a high quality resource which is available as a basis for their own teaching. The resource could be adapted for use by other teachers. The students have become more knowledgeable about aspects of climate change. They may also have considered the challenges in teaching complicated socio-scientific issues in relation to their own professional attitudes and values. A generally positive attitudinal movement took place during the period and some variation was observed between students from different subject areas

An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

Cultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM

Integrating Students into Interdisciplinary Health and Health Disparities Research Teams

Major initiatives by the U.S. Department of Health and Human Services as well as the World Health Organization have produced a large and compelling body of evidence on how to reduce health disparities, which entails having a clear understanding of how social factors shape health and healthcare outcomes. Specifically, there is a need for healthcare professionals to understand social determinants of health (e.g., low socioeconomic status, lack of health insurance, and poor education) and how these lead to disparities in health for people of minority racial and ethnic groups. Little is known about how students are developed as health disparities researchers or how their research experiences impact their views about addressing social determinants of health as a career goal. The purpose of this paper is to describe how health and human sciences students were integrated into three minority HIV prevention and testing projects using the lifelong learning for health professionals (LLHP) principles and activities framework, which entails a focus on: (a) education, (b) community, and (c) organization in the planning, development, implementation, and evaluation of interdisciplinary research