Course Syllabus

SYLLABUS, LAS 6290 sect 12 G9, Spring of 2016

INTERDISCIPLINARY RESEARCH AND PRACTICE FOR SOCIAL-ENVIRONMENTAL MANAGEMENT

[updated 23-Mar-16)

Co-sponsored by: UF Center for Latin American Studies and TCD Program, in collaboration with the School of Natural Resources and the Environment (SNRE), School of Forest Resources and Conservation (SFRC) and the University of Florida Water Institute

 

Instructors:

Dr. Simone Athayde and Dr. Jynessa Dutka-Gianelli

381 Grinter Hall

Phone: (352) 273-4729, or (352) 392-9981

Email: simonea@ufl.edu; jdgianelli@ufl.edu

Classes: Tuesdays, 2-4 (8:30-11:30 am), Phelps Lab, Center for Wetlands, room 101

Office hours:

Jynessa: Tuesdays, 12:30 pm - 2:00 pm, McCarty B Room G 111 (on campus, Fisheries Faculty room), or by arrangement (email to set up a time).

Simone: Wednesdays, 2:30-4 pm, or by arrangement.

 

Course Description:

This foundational course is designed to explore theories, methods and applications of interdisciplinary research among academic disciplinary fields in the biophysical, social sciences and humanities. It also includes methods, tools and examples for integrating academic and societal knowledge from real-world experiences brought to the class by UF alumni, faculty and students. The course contributes to strengthening UF graduate training in three main interrelated areas: a) history, politics and theories of inter- and trans-disciplinary science; b) research design, methods and tools, including case-study analysis and participatory methods; and c) academic structures, career paths and applications of interdisciplinary research.

The course is designed to fill a critical gap for training graduate students enrolled at UF interdisciplinary programs interested in developing skills, methods and tools for inter- and trans-disciplinary research that integrates knowledge within academy and between academy and society. The course is especially suited for students early in their career, as it will prepare them to understand and conduct inter- and trans-disciplinary research and collaborations during and after their academic programs.  The course will also provide students with an understanding of alternative potential careers paths and familiarize them with the different departments, disciplinary orientations and diversity represented at UF campus.

The course will be developed through a flipped-classroom approach, with a mix of on-line materials and face-to-face interactions, including on-line interactions with UF alumni and on-site experiences. The course will approach three main integrative themes to explore interdisciplinary theories and methods for social-environmental management: water, fisheries and forests. The main group assignment for the course will be flexible to allow creative and critical thinking by the students. Assignments submitted by students will allow for a diversity of formats, such as wiki pages, case-study reports, workshop development, or integrative research projects.

 

 

 

Learning Objectives:

Students taking this course will be able to:

• Understand the historical and theoretical foundations of inter- and trans-disciplinary knowledge production across academic disciplinary fields as well as between academic and non-academic knowledge.
• Develop theoretical and methodological approaches for carrying out individual and collaborative interdisciplinary projects integrating disciplinary fields within biophysical, social sciences and humanities in both academic and non-academic settings.
• Develop problem-focused and critical thinking skills to address social-environmental problems and manage complex social-ecological systems in different scales, geographical and socio-economic settings.
• Develop competencies for collaborative and participatory research within academia and between academia and society.
• Identify career paths and real-world applications for interdisciplinary professionals.

Audience:

Graduate students in SNRE, TCD, MALAS, SFRC, MDP, WEC, FRE, Geography, Anthropology, Sociology, Agronomy Biology, Agricultural Education and Communication, among others, interested in learning about and developing interdisciplinary thinking, skills and methods in their research projects, applied to social-environmental management. This course is especially suited to first or second year students, providing them with a background and overview on interdisciplinary theory, research design and professional skills, as a foundation for future courses and for their Masters or Doctoral research projects. 

Format:

This is a 3 hour/credit course with one main group assignment, one mid-term exam, a curriculum vitae/scholarship or job application individual assignment, and an individual reflection essay. The group assignment will allow creative and critical thinking by the students and may involve a diversity of formats, such as wiki pages, case-study reports, workshop development, or integrative research projects. Each part of the course evolves towards the completion of one segment of the assignment.

Course management includes on-line tools, personal meetings with students and project teams, student-led discussion of readings, and recorded on-line seminars with TCD/UF alumni.

Classes will include diverse formats, according to the theme being discussed: lecture, panel discussion, small group assignments, on-line seminars, class debate, exercises to enhance critical thinking, group learning tools and games.

Grades and Grade Points

For information on current UF policies for assigning grade points, see

http://gradcatalog.ufl.edu/content.php?catoid=8&navoid=1493#grades

Attendance and Make-Up Work

Requirements for class attendance and make-up exams, assignments and other work are consistent with university policies that can be found at:

http://gradcatalog.ufl.edu/

Grading and Evaluation: Students will be graded based on a multi-criteria system

• Class attendance and participation (10%)
• Student-led discussions of readings (10%)
• Completion of individual assignments (20%)
• Mid-term exam (20%)
• Interdisciplinary team projects (40%)

 

Final Grades will be assigned on the following scale*: 

GRADE	% accomplished
A +	>93%
A-	92-90%
B+	89-87%
B	86-83%
B-	82-80%
C+	79-77%
C	76-73%
C-	72-70%
D+	69-67%
D	66-63%
D-	62-60%
E	59% and below

 

*Please note that Letter grades of C-, D+, D, D- or E are not considered passing at the graduate level.

Attendance Policy: Attendance at all sessions is required.  Please arrive on time as a courtesy to your colleagues. Cell phones must be turned off at all times during class.

In addition, UF provides an educational and working environment for its students, faculty, and staff that is free from sex discrimination and sexual harassment. For more about UF policies regarding harassment, see: http://www.dso.ufl.edu/studentguide/studentconductcode.php#s4041

Academic Honesty

As a student at the University of Florida, you have committed yourself to uphold the Honor Code, which includes the following pledge: “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.” You are expected to exhibit behavior consistent with this commitment to the UF academic community, and on all work submitted for credit at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment." It is assumed that you will complete all work independently in each course unless the instructor provides explicit permission for you to collaborate on course tasks (e.g. assignments, papers, quizzes, exams). Furthermore, as part of your obligation to uphold the Honor Code, you should report any condition that facilitates academic misconduct to appropriate personnel. It is your individual responsibility to know and comply with all university policies and procedures regarding academic integrity and the Student Honor Code. Violations of the Honor Code at the University of Florida will not be tolerated. Violations will be reported to the Dean of Students Office for consideration of disciplinary action. For more information regarding the Student Honor Code, please see: https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/

Software Use: All faculty, staff and students of the University are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate. We, the members of the University of Florida community, pledge to uphold ourselves and our peers to the highest standards of honesty and integrity.

Services for Students with Disabilities

The Disability Resource Center coordinates the needed accommodations of students with disabilities. This includes registering disabilities, recommending academic accommodations within the classroom, accessing special adaptive computer equipment, providing interpretation services and mediating faculty-student disability related issues. Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. 0001 Reid Hall, 352-392-8565, www.dso.ufl.edu/drc/

Campus Helping Resources

Students experiencing crises or personal problems that interfere with their general wellbeing are encouraged to utilize the university’s counseling resources. The Counseling & Wellness Center provides confidential counseling services at no cost for currently enrolled students. Resources are available on campus for students having personal problems or lacking clear career or academic goals, which interfere with their academic performance.

• University Counseling & Wellness Center, 3190 Radio Road, 352-392-1575, www.counseling.ufl.edu/cwc/

Counseling Services

Groups and Workshops

Outreach and Consultation

Self-Help Library

Wellness Coaching

 

• Career Resource Center, First Floor JWRU, 392-1601, crc.ufl.edu/

U Matter, We care Initiative at UF:

Your well-being is important to the University of Florida. The U Matter, We Care initiative is committed to creating a culture of care on our campus by encouraging members of our community to look out for one another and to reach out for help if a member of our community is in need. If you or a friend is in distress, please contact umatter@ufl.edu so that the U Matter, We Care Team can reach out to the student in distress. A nighttime and weekend crisis counselor is available by phone at 352-392-1575. The U Matter, We Care Team can help connect students to the many other helping resources available including, but not limited to, Victim Advocates, Housing staff, and the Counseling and Wellness Center. Please remember that asking for help is a sign of strength. In case of emergency, call 9-1-1.

More information and resources: http://www.umatter.ufl.edu/

 

COURSE SCHEDULE (SUBJECT TO SMALL CHANGES AND ADJUSTMENTS)

PART 1: Historical, Theoretical and Critical Foundations
WEEK		DATE		TOPIC	ACTIVITIES & ASSIGNMENTS	REQUIRED READINGS
1		01/05		Introduction to the course: Inter- and trans-disciplinarity from theory to practice	Course overview Expectations and concerns Assignments	n/a
2		01/12		Historical, Theoretical and Critical Foundations: Epistemology and the History of Academic Disciplines	Debrief Readings discussion Lecture Group projects	Foucault, 1994 (CH5) Weingart, 2010
3		1/19		Knowledge and Power: Multi-, inter- and trans-disciplinarity   Professional Careers for Interdisciplinary Professionals: Career Center Guest Lecture	Debrief Readings Discussion Group projects Required Blog posting #1	Tress et al., 2006 Klein, 2010 Cheruvelil, 2014
4		1/26		Team science and interdisciplinary collaboration Guest Lecture, Dr. Wendy Lin-Bartels, Florida Climate Institute	Debrief Guest lecture Group projects	Pair discussion: Brown et al., 2015, Ledford, 2015 and Noorden, 2015
5		2/2		Theory of the Commons and Social-environmental Governance   Work on Group Projects	Debrief Lecture Group projects	Ostrom et al., 1999 Agrawal, 2003 Video: Ostrom’s Nobel Prize Lecture
6		2/09		Closure of Commons Theory   Introduction to Complex Social-ecological Systems Theory and Applications	Debrief Part 1 group assignment due: Problem description	Armitage et al., 2009 Binder et al., 2013
7		2/16		Guest Faculty: Dr. Cynthia Simmons (Geography) and Dr. Stephanie Bohlman (SFRC)   Complex Social-ecological Systems Theory and Applications   Closure of Part 1	Debrief Guest faculty Lecture	Simmons, 1997 Sloan 2008
****************************************************************************************
PART 2: Interdisciplinary Research Design: Structure, Methods, Tools
WEEK		DATE		TOPIC	ACTIVITIES & ASSIGNMENTS	REQUIRED READINGS
8		2/23		Review of Part 1: Monitoring Peers   An Overview of Quantitative and Qualitative Methods in Inter- and trans-disciplinary Research   Group projects	Course overview – 2nd part   Group projects	Creswell, 2014
9                                                                    SPRING BREAK: NO CLASS
10	3/08		Integrative Research on Natural Resource Management: Asking difficult questions   Guest Faculty: Dr. Denis Valle (SFRC)   Overview of case-study methodology		Debrief Readings discussion Case-study analysis   Individual data for class SNA	Valle and Tucker Lima 2014 Nuno and John 2015
11	3/15		Social-environmental Management of Watersheds and Forest Landscapes   Guest Faculty: Dr. David Kaplan (ESSIE) and Dr. Robert Walker (Geography/LATAM):   Florida Springs: Biophysical and Social Processes, Resource Exploitation and Adaptive Management   Mapping Relationships: Social Network Analysis in Interdisciplinary Research		Debrief   Readings discussion Group projects   Assignment due: Individual reflection paper	Heffernan et al. 2010     Morel et al., 2009 Video SNA
12	3/22		Participatory Methods and Tools in Inter- and Trans-disciplinary Research   Case-studies: -Integrating Indigenous and Scientific Knowledge Systems for Participatory Natural Resource Management  in the Brazilian Amazon                                                                                Citizen Science and Stakeholder Engagement in Fisheries in Florida, US		Debrief Readings discussion Stakeholder matrix   Required Blog Posting#2	Blog posting #2 Chambers, 1994 Athayde et al., 2006
13	3/29		Debrief and summary of Part 2 Mid-term exam		Debrief Exam	Mid-term exam
****************************************************************************************
PART 3: Applying Interdisciplinary Research and Career Paths
WEEK		DATE		TOPIC	ACTIVITIES & ASSIGNMENTS	REQUIRED READINGS
14		4/05		Panel: Tom Frazer and Bette Loiselle (SNRE and TCD/WEC, TBC)   Job Market: Academic Structures, Opportunities and Career paths for Interdisciplinary Professionals	Debrief Readings discussion Assignment due: CV and job/scholarship application Assignment due: Group project presentations (Part 2)	Kainer et al., 2006
15		4/12		Publishing Interdisciplinary Research: Overview of Journals, Venues, Formats and Obstacles   Peer-review of individual assignments	Debrief	Primack et al. 2014
16		4/19		Panel to Present and Discuss Team Projects Group Presentations   Groups have the opportunity to review their projects and hand-in a final version for grading   Reflection, Evaluation and Course Closure	Assignment due: Presentation of Interdisciplinary Group Projects     Evaluation	n/a
17		4/26		Exam Week	Assignment due: final group projects (written)	n/a

 

 

Assignments & critical dates:

Date	Assignment Due (submit by 11:59 pm, unless noted otherwise)
Jan 25	Required Blog Posting # 1, submit by 12 pm, for next day’s discussion
Feb 9	Group Project – Part 1
March 8	Questionnaire - Individual Data for Class SNA
Mar 15	Individual Reflection Paper
March 22	Required Blog Posting # 2, submit by 12 pm, for next day’s discussion
March 29	Mid-term exam
Apr 5th	Group Project – Part 2: group presentations. CV and job / scholarship package
Apr 19	Group Project –FINAL group presentations. Evaluation
Exam week Apr 26	Group Project –Part 4: FINAL Written part

 

Course Materials:

Required readings:

Part 1:

Armitage, D. R., R. Plummer, F. Berkes, R. I. Arthur, A. T. Charles, I. J. Davidson-Hunt, A. P. Diduck, N. C. Doubleday, D. S. Johnson, M. Marschke, P. McConney, E. W. Pinkerton and E. K. Wollenberg. 2009. Adaptive Co-Management for Social-Ecological Complexity. Frontiers in Ecology and the Environment 7 (2): 95-102.

Binder, C. R., J. Hinkel, P. W. G. Bots, and C. Pahl-Wostl. 2013. Comparison of frameworks for analyzing social-ecological systems. Ecology and Society 18(4): 26. http://dx.doi.org/10.5751/ES-05551-180426

Brown, R. R., A. Deletic, and T. H. F. Wong. 2015. How to catalyze collaboration. Nature 525: 315-317, 17 Sept 2015.

Cheruvelil, Kendra S, Patricia A Soranno, Kathleen C Weathers, Paul C Hanson, Simon J Goring, Christopher T Filstrup, and Emily K Read 2014. Creating and maintaining high-performing collaborative research teams: the importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment 12: 31–38. http://dx.doi.org/10.1890/130001

Foucault, M. 1994. The order of things. An archaeology of the human sciences. New York, Vintage books. Chapter 5: Classifying. Pp. 125-165.

Hess, C., and E. Ostrom. 2007. "A Framework for Analyzing the Knowledge Commons (Draft)", in Understanding Knowledge as a Commons: From Theory to Practice, Hess, C and Ostrom, E, Eds. Cambridge, MA: MIT Press. Available at: http://dlc.dlib.indiana.edu/dlc/bitstream/handle/10535/63/Hess-Ostrom-DLC.pdf?sequence=1&isAllowed=y

Klein, J. T. 2010. A taxonomy of interdisciplinarity. In: Frodeman, R. ed. 2010. The Oxford handbook of interdisciplinarity. Oxford, New York : Oxford University Press. Chapter 2, pgs 15-30.

Ledford, H. 2015. Team Science. Nature 525: 308-311, 17 Sept 2015.

Noorden, R. V. 2015. Interdisciplinary Research by the Numbers. Nature 525: 306-307, 17 Sept 2015.

Ostrom, E., Burger, J., Field, C. B., Norgaard, R. B., & Policansky, D.. (1999). Revisiting the Commons: Local Lessons, Global Challenges. Science,284(5412), 278–282. Retrieved from http://www.jstor.org/stable/2898207

Simmons, C. S. 1997. Forest Management Practices in the Bayano Region of Panama: Cultural Variations. World Development 25 (6): 989-1000.

Sloan, S.  2008. Reforestation amidst deforestation: simultaneity and succession.  Global Environmental Change, 18: 425-441.

Tress B, Tress G, Fry G. 2006. Defining concepts and the process of knowledge production in integrative research. In: Tress B, Tress G, Fry G, Opdam P, editors. From landscape research to landscape planning. Dordrecht: Springer. pp. 13–26.

Weingart, P. 2010. A short history of knowledge formations. In: R. Frodeman (ed). 2010. The Oxford Handbook of Interdisciplinarity. Oxford, New York, Oxford University Press. Pp. 3-14.

Video: Elinor Ostrom’s Economics Nobel Prize Lecture: https://www.youtube.com/watch?v=T6OgRki5SgM

 

Part 2:

Athayde, S. F., W. L. Bartels, R. Buschbacher, and R. D. R. Seluchinesk. 2013. Collaborative learning, transdisciplinarity and social-environmental management in the Amazon: approaches to knowledge production between academia and society. RBPG 10(21): 723-748. Available at: http://ojs.rbpg.capes.gov.br/index.php/rbpg/article/viewFile/583/423

Chambers, R. 1994. The Origins and Practice of Participatory Rural Appraisal. World Development v. 22, n.7, p. 953-969.

Creswell, J. W. 2014. Research design: qualitative, quantitative and mixed approaches. 4^th ed. Thousand Oaks, Sage.

Heffernan J.B., Liebowitz D.M., Frazer T.K., Evans J.M. & Cohen M.J. (2010) Algal blooms and the nitrogen-enrichment hypothesis in Florida springs: evidence, alternatives, and adaptive management. Ecological Applications, 20, 816–829.

Morel, C. M., S. J. Serruya, G. O. Penna and R. Guimarães. 2009. Co-autorship network analysis: a powerful tool for strategic planning of research, development and capacity building programs on neglected diseases. PLos Neglected Tropical Diseases 3 (8): e501. http://www.plosntds.org/article/fetchObject.action?uri=info%3Adoi%2F10.1371%2Fjournal.pntd.0000501&representation=PDF

Raymond, C. M., I. Fazey, M. S. Reed, L. C. Stringer, G. M. Robinson, and A. C. Evely. 2010. Integrating local and scientific knowledge for environmental management: from products to processes. Journal of Environmental Management 91:1766-1777.

Walker, R., Arima, E., Messina, J., Soares-Filho, B., Perz, S., Sales, M.,Vergara, D., Pereira, R. and Castro, W. 2013. Modelling Spatial Decisions with Graph Theory: Logging Roads and Forest Fragmentation in the Brazilian Amazon. Ecological Applications 23(1): 239-254.

Yin, R. K. 2014. Case-study research: design and methods. 5 ed. Applied Social Research Methods Series. Thousand Oaks, Sage.

Video: SNA: The basics: https://www.youtube.com/watch?v=ei3YEn8xUnI

Part 3:

Cash, D. W., W. C. Clark, F. Alcock, N. M. Dickson, N. Eckley, D. Guston, J. Jäger, and R. B. Mitchell. 2003. Knowledge Systems for Sustainable Development. PNAS 100 (14): 8086-8091.

Cortner, H. J. 2000. Making science relevant to environmental policy. Environmental Science and Policy 3: 21-30.

Kainer, K.; M. Schmink; H. Covert; J.R. Stepp; E. Bruna; J. Dain; S. Espinosa and S. Humphries. 2006. A Graduate Education Framework for Tropical Conservation and Development. Conservation Biology v. 20, n.1, 2006, p. 3-13.

Klein, J. T. 2011. Creating interdisciplinary campus cultures: a model for strength and sustainability. San Francisco, Josseu-Bass/Association of American Colleges and Universities. In: Tempel, E. R., T. L. Seiler, E. E. Aldrich (eds.). 2011.  Achieving Excellence in Fund Raising, Jossey-Bass, San Francisco.

 

Additional Readings and Materials:

Recommended Textbooks:

Becker S and Bryman A (ed.) 2005, Understanding research for social policy and practice: themes, methods and approaches, The Policy Press, Bristol, United Kingdom.

Bernard, H. R. 2013. Social research methods: qualitative and quantitative approaches. Los Angeles, SAGE.

Creswell, J. W. 2014. Research design: qualitative, quantitative and mixed approaches. 4^th ed. Thousand Oaks, Sage.

Farrell, Katharine. Beyond Reductionism : A Passion for Interdisciplinarity. Hoboken : Taylor and Francis, 2013. E-Book available to UF students.

Freire, P. 2006. Pedagogy of the Oppressed, 30th Anniversary ed. New York: Continuum.

Frodeman, R. ed. 2010. The Oxford handbook of interdisciplinarity. Oxford, New York: Oxford University Press.

Fuller, S. 2001. Strategies of knowledge integration.  In:  M. K. Tolba, ed., Our Fragile World: Challenges, Opportunities for Sustainable Development. Oxford, EOLSS Publishers for UNESCO, p. 1215-1228.

Gunderson, L. H. and Holling, C.S. (eds).  2002. Panarchy. Understanding Transformations in Human and Natural Systems. Washington: Island Press.

Hanneman, Robert A. and Mark Riddle. 2005. Introduction to social network methods. Riverside, CA: University of California, Riverside. Available on-line: http://faculty.ucr.edu/~hanneman/nettext/

Hadorn, G. H., H. Hoffmann-Rien, S. Biber-Klemn, W. Grossenbacher-Mansuy, D. Joye, C. Pohl, U. Wiesman, and E. Zemp (eds.). 2008. Handbook of Transdisciplinary Research. Springer, Bern.

Nicolescu, B. (ed.). 2008. Transdisciplinarity: Theory and practice. New Jersey: Hampton Press.

Ostrom, Elinor. 1990. Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge, UK: Cambridge University Press

Poteete, A., M. A. Janssen and E. Ostrom. 2010? Working Together: Collective Action, the Commons, and Multiple Methods in Practice. Princeton and Oxford, Princeton University Press.

Repko, A. F. 2012. Interdisciplinary Research: Process and Theory. 2 ed. Sage, Thousand Oaks.

SUGGESTED READINGS PART 1:

Bradshaw, G. A. and J. G. Borchers. 2000. Uncertainty as information: narrowing the science-policy gap. Ecology and Society 4(1): 7. [online] http://www.ecologyandsociety.org/vol4/iss1/art7/manuscript.html

Heckenberger, M. 2013.Who is Amazonia? The 'salt of the matter' for indigenous sustainability. Environ. Res. Lett. 8 041007 doi:10.1088/1748-9326/8/4/041007. http://m.iopscience.iop.org/1748-9326/8/4/041007.

Klein, J. T. 2011. Research Integration: A comparative knowledge base. Pp. 283-298 in A. Repko, W. H. Newell and R. Szostak (eds.). Case Studies in Interdisciplinary Research. SAGE, Thousand Oaks.

Latour, B. 1998. From the World of Science to the World of Research? Essays on Science and Society. Science 10 April 1998: Vol. 280 no. 5361 pp. 208-209. http://www.sciencemag.org/content/280/5361/208.full

_____. 1999. Pandora's hope: essays on the reality of science studies, Harvard University Press, Cambridge Mass., USA.

Lele, S. and R. B. Norgaard. 2005. Practicing Interdisciplinarity. Special Roundtable Section. Bioscience v. 55, n. 11, p. 967-975.

McMynowski, D. P. 2007. Pausing at the brink of interdisciplinarity: power and knowledge at the meeting of social and biophysical science. Ecology and Society 12(1): 20. [online] URL: http://www.ecologyandsociety.org/vol12/iss1/art20/

O'eary, R; L. B. Blomgren, and Y. Choi.  2010. Teaching Collaborative Leadership: Ideas and Lessons for the Field. JPAE v. 16, n.4, p. 565–592.

Ostom, E. 2009. A general framework for analyzing sustainability of social-ecological systems. Science 325:419-422. http://dx.doi.org/10.1126/science.1172133

Prety, J.; B. Adams; F. Berkes ; S. F. Athayde ; N. Dudley ; E. Hunn ; L. Maffi ; Kay Milton ; D. Rapport; P. Robbins ; E. Sterling ; S. Stolton ; A. Tsing ; E. Vintinner ; and S. Pilgrim. 2009. The Intersections of Biological Diversity and Cultural Diversity: Towards Integration. Conservation & Society: 7 (2):100-112.

Santos, B. S. 1992. A Discourse on the Sciences, Review, 15, 1, 9-47.

Santos, B. S. 2007. Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges, Review, 30, 1, 45-89.

Singh, S. J. et al. (eds). 2013. Long-term Socio-ecological Research. Studies in Society-Nature Interactions Accross Spatial and Temporal Scales. New York: Springer. E-Book avaliable for free:http://download.springer.com/static/pdf/867/bok%253A978-94-007-1177-8.pdf?auth66=1389296901_3dcf958a87125c99fb3f6182abb510ee&ext=.pdf

Smith, L. T. 2012. Decolonizing Methodologies. Research and Indigenous Peoples. 2^nd ed. London and New York, Zed Books.

Spiegelhater, D. 2010. Understanding Uncertainty: Pure randomness in art. http://plus.maths.org/content/understanding-uncertainty-pure-randomness-art

SUGGESTED READINGS PART 2:

Athayde, S. F.; G. M. Silva; J. Kaiabi; M. Kaiabi; H. R. Souza; K. Ono and E. M. Bruna. 2006. Participatory research and management of “arumã” by the Kaiabi people in the Brazilian Amazon. Journal of Ethnobiology 26 (1): 36-59.

Chambers, R. 1994. The Origins and Practice of Participatory Rural Appraisal. World Development v. 22, n.7, p. 953-969.

Chambers, R. 2007. Who Counts? The Quiet Revolution of Participation and Numbers. University of Sussex, IDS Working Paper 296.

Constantino, P. A. L., H. S. A. Carlos, E. E. Ramalho, L. Rostant, C. Marinelli, D. Teles, S. F. Fonseca-Junior, R. B. Fernandes, and J. Valsecchi. 2012. Empowering local people through community-based resource monitoring: a comparison between Brazil and Namibia. Ecology and Society 17(4): 22.http://dx.doi.org/10.5751/ES-05164-170422

Duchelle, A.E, K. Biedenweg, C. Lucas, A. Virapongse, J. Radachowsky, D. Wojcik, M. Londres, W.L. Bartels, D. Alvira, K.A. Kainer. 2009. Graduate students and knowledge exchange with local stakeholders: Possibilities and preparation. Biotropica 41(5): 578-585.

Glänzel, W. and A. Schubert. 2004. Analyzing Scientific Networks through Co-Authorship: In H.F. Moed et al. (eds.), Handbook of Quantitative Science and Technology Research, Kluwer Academic Publishers, Netherlands p 257-276.

Hanneman, R. and M. Riddle. 2005. Introduction to social network methods. (free introductory textbook on social network analysis). Available for download at: http://faculty.ucr.edu/~hanneman/

Heemskerk, M., K. Wilson, and M. Pavao-Zuckerman. 2003. Conceptual models as tools for communication across disciplines. Conservation Ecology 7(3): 8. [online] URL: http://www.consecol.org/vol7/iss3/art8/

Rafols, I. and M. Meyer. 2010. Diversity and network coherence as indicators of Interdisciplinarity: case studies in bionanoscience. Scientometrics 82:263-287. http://link.springer.com/article/10.1007%2Fs11192-009-0041-y

Regeer, B. J. and J. F. G. Bunders. 2009. Knowledge Co-Creation: Interaction between Science and Society. A Transdisciplinary Approach to Complex Societal Issues. Preliminary and background studies, number V.10e. RMNO (Advisory Council for Spatial Planning, Nature and the Environment), Hague, Netherlands.

Sandker, M., B. M. Campbell, M. Ruiz-Pérez, J. A. Sayer, R. Cowling, H. Kassa, and A. T. Knight. 2010. The role of participatory modeling in landscape approaches to reconcile conservation and development. Ecology and Society 15(2): 13. [online] URL: http://www.ecologyandsociety.org/vol15/iss2/art13/

SUGGESTED READINGS PART 3:

Callahan, D. 2010. A memoir of an interdisciplinary career. In: R. Frodeman (ed). 2010. The Oxford Handbook of Interdisciplinarity. Oxford, New York, Oxford University Press. 419-430 p.

Hamper, R. J., and S. Baugh. 2011. Handbook of Writing proposals. 2 ed. New York, McGraw-Hill. (available on-line from UF library system).

Holbrook, J. B. 2010. Peer review. In: R. Frodeman (ed). 2010. The Oxford Handbook of Interdisciplinarity. Oxford, New York, Oxford University Press. 321-332.

 

About the Instructors:

 

Simone Athayde is an environmental anthropologist and ethnobotanist, interested in advancing theoretical and methodological approaches for inter- and trans-disciplinary research and production of knowledge between the biophysical and the social sciences, as well as between academy and society. She has carried out extensive training and research activities in collaboration with universities, NGO’s and indigenous organizations, as well as long-term ethnographic and participatory research among indigenous peoples in the Brazilian Amazon. Currently, she is a TCD Core Faculty and the UF leader for the Amazon Dams Network, hosted in the Tropical Conservation and Development Program (TCD) in the Center for Latin American Studies. Simone is also a World Social Science Fellow for the International Social Science Council (ISSC), UNESCO, and an indigenous knowledge expert for the Intergovernmental Panel on Biodiversity and Ecosystem Services (IPBES) coordinated by UNESCO, UNDP and FAO. She holds a Bachelor degree in Biology, Specialization in Environmental Education and two master degrees, in Botany (UFPR, Brazil) and in Ethnobotany (University of Kent, UK). In 2010, she earned her doctoral degree in Interdisciplinary Ecology from University of Florida, with concentration in Anthropology and a TCD certificate. She has earned awards from the TCD Program (2011 Schmink Award for Outstanding Dissertation in Conservation and Development), from the International Society of Ethnobiology, from the Ministry of Culture in Brazil, and from the Center for Entrepreneurship and Innovation at UF.

 

Jynessa Dutka-Gianelli works on fisheries multidisciplinary projects integrating fisheries management, human dimensions, and ecological studies, related to natural resources conservation, protection of threatened organisms and their habitats.  She also works on research programs related to life histories, population dynamics, and ecology of fish, examining movements of coastal fish utilizing acoustic telemetry.  Her recent projects involve spatial ecology research on snook species, methodologies for stakeholder engagement and participatory research in fisheries place-based management, and collaborative interdisciplinary projects investigating fish and fisheries in the Amazon Basin.