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Grad school in the rear view: prioritizing career skills, mentorship, and equity in the interdisciplinary environmental PhD

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Listed:
  • Emily Reisman

    (University at Buffalo)

  • Madelyn Radel

    (University at Buffalo)

  • Susan Clark

    (University at Buffalo)

  • Holly Buck

    (University at Buffalo)

Abstract

Interdisciplinary Environmental PhD programs show great promise for advancing integrative problem-oriented scholarship, yet graduates of these programs may not always leave with training that best prepares them for the harsh realities of the academic job market or students’ unique career goals beyond academia. This study is the first of its kind to anonymously survey 132 recent participants from programs across the USA who exited their program, either with or without completing a degree, within the past 10 years. Respondents candidly reflected on their experiences with interdisciplinarity, coursework, skills building, mentorship, equity and inclusion, teaching, and preparation for diverse career paths. We found substantial opportunities for improving student satisfaction and career preparedness in the training of interdisciplinary environmental scholars who can provide critical solutions for addressing today’s socioecological challenges while forging long-term paths to professional fulfilment. In the conclusion, we detail recommendations for career planning, pedagogical and skills-based training, and improved equity which can allow these unique doctoral programs to meet the current moment.

Suggested Citation

  • Emily Reisman & Madelyn Radel & Susan Clark & Holly Buck, 2022. "Grad school in the rear view: prioritizing career skills, mentorship, and equity in the interdisciplinary environmental PhD," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(4), pages 890-897, December.
    • Handle: RePEc:spr:jenvss:v:12:y:2022:i:4:d:10.1007_s13412-022-00790-w
    DOI: 10.1007/s13412-022-00790-w
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    References listed on IDEAS

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    1. Adena R. Rissman & Lori Barrow, 2019. "Characteristics of collaborative, interdisciplinary, and engaged research among graduate students in environmental conservation," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 9(3), pages 297-310, September.
    2. Gabriel R. Valle, 2021. "Narratives of place: critical reflections on place-making in the curriculum of environmental studies and sciences (ESS)," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 130-138, March.
    3. Erin E Shortlidge & Sarah L Eddy, 2018. "The trade-off between graduate student research and teaching: A myth?," PLOS ONE, Public Library of Science, vol. 13(6), pages 1-13, June.
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    5. Susan Clark & Michelle Steen-Adams & Stephanie Pfirman & Richard Wallace, 2011. "Professional development of interdisciplinary environmental scholars," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(2), pages 99-113, June.
    6. Diana Denham & Mary Ann Rozance & Melanie Malone & Erin Goodling, 2021. "Sustaining future environmental educators: building critical interdisciplinary teaching capacity among graduate students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 101-114, March.
    7. David C. Gosselin & Kate Thompson & Deana Pennington & Shirley Vincent, 2020. "Learning to be an interdisciplinary researcher: incorporating training about dispositional and epistemological differences into graduate student environmental science teams," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(3), pages 310-326, September.
    8. Shmatko, Natalia & Katchanov, Yurij & Volkova, Galina, 2020. "The value of PhD in the changing world of work: Traditional and alternative research careers," Technological Forecasting and Social Change, Elsevier, vol. 152(C).
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