Developing Independent Researchers

Even in disciplinary graduate programs, students often struggle with the transformation toward independent research. In interdisciplinary programs, where students are often drawing novel connections among bodies of knowledge, the transition is even more challenging:

· One key insight is that it is useful for interdisciplinary graduate students to interact with each other even if their research questions are quite different. In part this reflects the fact that interdisciplinary best practices transcend research questions. But it also reflects the fact that there are a host of challenges faced by graduate students that are only indirectly related to their research agendas: finding supervisors, fulfilling requirements, and so on.

· Students also benefit from a sense of community. Some sort of seminar or masterclass where students meet to discuss their research, and give each other both practical and scholarly advice on overcoming problems can be very valuable. [The Lyall et al. book (citation below) and Gardner article (Issues in Integrative Studies, 2011) speak to these. The Lyall et al. book suggests an early seminar focused on issues of research design (to help students formulate interdisciplinary research proposals) and a later one focused on challenges of collaboration. The second in particular would be of value to many academics as well as students]

· A lounge or other such meeting place for students to meet can be very useful. When feasible shared housing options are also valuable.

· Successful research will require mastery of integrative techniques but also of whatever disciplinary methods may be applied. Students may get much useful advice from disciplinary advisors on the latter, but such supervisors should be careful not to insist that the work becomes a disciplinary exercise. Students may find interaction with other students with differing expertise to be incredibly useful. Oberg (citation below) stresses the value of dialogue with both supervisors and fellow students on methodological issues.

· While the freedom inherent in interdisciplinarity can be exhilarating, graduate students need guidance. Importantly this is required not just with regard to academic material but with respect to academic expectations. Supervisors and students in interdisciplinary programs are often less familiar with official guidelines than are their peers in disciplinary programs. Often these guidelines are indeed not clear. It is important that guidelines regarding such things as the form a dissertation or dissertation proposal should take (which might involve multiple options), the timelines that are expected, the nature of supervisory committees and expectations regarding supervision, should be clearly expressed and communicated. (Students will benefit from talking to other students about such matters). Gardner discusses this, Issues in Integrative Studies, 2011.

· Supervisors need to be open to different theories, methods, and epistemologies than might be common in their own fields. They should also be open to active collaboration.

· Supervisors also learn in the supervisory relationship. Supervisors within a well-developed interdisciplinary program tend to develop increased interdisciplinary knowledge through time (and even become more interdisciplinary in their own research). Lyall et al book

Catherine Lyall, Ann Bruce, Joyce Tait, and Laura Meagher, Interdisciplinary Research Journeys (Bloomsbury Academic 2011). Available at: http://www.bloomsburyacademic.com/view/Interdisciplinary-Research-Journeys/book-ba-9781849661782.xml

Gunilla Oberg Interdisciplinary Environmental Studies: A Primer (Wiley-Blackwell 2011).