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Training to Be a (Team) Scientist

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Strategies for Team Science Success

Abstract

In the early twenty-first century, many have lamented the lack of a sufficient scientific workforce capable of contributing to the modern knowledge-intensive economy. At the same time, others have noted the lack of a scientific workforce capable of collaborating across scientific disciplines. The combination of these factors leads to a need to better prepare the scientific workforce for participation in the larger collaborative scientific enterprise and contribute to the needs of society more broadly. In this chapter, we focus on training and education where knowledge is diverse and members collaborate to address significant societal and scientific problems. We draw from a number of literatures to distill key ideas about teamwork competencies identified as being foundational to effectiveness for the scientific workforce.

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Change history

  • 03 March 2020

    The published version of the book has missed to include the corresponding authors’ e-mail address for chapters 14, 35 and 44. Affiliation correction provided for the author Dr. Milton Eder in chapter 9 has been missed to update in the list of contributors. The affiliation detail for the author Dr. Stephen M were published incorrectly in chapter 33. Also, the text in the Abstract section which reads “(cite other chapters in team science book).” was not removed during the copy editing stage. These errors have been corrected, and the text has been updated in the book.

Notes

  1. 1.

    Note that Hirsch Hadorn et al. (2008), Rosenfield (1992), Stokols (2018), and others have written extensively about transdisciplinary education and research. For example, Misra et al. (2015) developed and tested a scale for assessing attitudinal, behavioral, and intellectual dimensions of scholars’ “transdisciplinary orientation.” Because many of the concepts and approaches are relevant to interdisciplinary education and training, this distinction is not addressed in this chapter.

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Acknowledgments

The writing of this paper was partially supported by Grant NNX16AO72G from the National Aeronautics and Space Administration. The views, opinions, and findings contained in this article are the authors and should not be construed as official or as reflecting the views of the University of Central Florida or the National Aeronautics and Space Administration.

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Authors and Affiliations

  1. Cognitive Sciences, Department of Philosophy, University of Central Florida, Orlando, FL, USA

    Stephen M. Fiore

  2. Cognitive Sciences Laboratory, Institute for Simulation and Training, University of Central Florida, Orlando, FL, USA

    Stephen M. Fiore

  3. Human Resources Management, IÉSEG School of Management, Paris, France

    Catherine Gabelica

  4. Department of Cognitive Science and Artificial Intelligence, Tilburg University, Tilburg, Netherlands

    Travis J. Wiltshire

  5. Department of Urban Planning and Public Policy, and Department of Psychological Sciences, School of Social Ecology, University of California Irvine, Irvine, CA, USA

    Daniel Stokols

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  1. Stephen M. Fiore
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  2. Catherine Gabelica
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  3. Travis J. Wiltshire
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  4. Daniel Stokols
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Correspondence to Stephen M. Fiore .

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Editors and Affiliations

  1. Division of Cancer Control and Population Sciences, National Cancer Institute, National Institutes of Health, Bethesda, MD, USA

    Kara L. Hall

  2. Clinical Monitoring Research Program Directorate, Frederick National Laboratory for Cancer Research Sponsored by the National Cancer Institute, Frederick, MD, USA

    Amanda L. Vogel

  3. Division of Cancer Control and Population Sciences, National Cancer Institute, National Institutes of Health, Bethesda, MD, USA

    Robert T. Croyle

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Fiore, S.M., Gabelica, C., Wiltshire, T.J., Stokols, D. (2019). Training to Be a (Team) Scientist. In: Hall, K., Vogel, A., Croyle, R. (eds) Strategies for Team Science Success. Springer, Cham. https://doi.org/10.1007/978-3-030-20992-6_33

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