Developing an Interdisciplinary, Distributed Graduate Course for Twenty-First Century Scientists

Genomics and conservation: Guidance from training to analyses and applications

Environmental change is intensifying the biodiversity crisis and threatening species across the tree of life. Conservation genomics can help inform conservation actions and slow biodiversity loss. However, more training, appropriate use of novel genomic methods and communication with managers are needed. Here, we review practical guidance to improve applied conservation genomics. We share insights aimed at ensuring effectiveness of conservation actions around three themes: (1) improving pedagogy and training in conservation genomics including for online global audiences, (2) conducting rigorous population genomic analyses properly considering theory, marker types and data interpretation and (3) facilitating communication and collaboration between managers and researchers. We aim to update students and professionals and expand their conservation toolkit with genomic principles and recent approaches for conserving and managing biodiversity. The biodiversity crisis is a global problem and, as such, requires international involvement, training, collaboration and frequent reviews of the literature and workshops as we do here.

Bench to Shop™: An Interdisciplinary Training Program for Transitioning of Transboundary Animal Disease Research to Commercialization

Transboundary animal diseases (TADs) are livestock diseases characterized as highly contagious, fast-spreading, and capable of producing high morbidity and mortality. Accidental or intentional introduction of these diseases into the United States could devastate the economy, food security, and public health. Training of researchers, scientists and animal health workers is often limited to prevention and diagnosis with little emphasis on the importance of translating knowledge to the development of new products for the prevention, detection and control of outbreaks. The Bench to Shop™ training program was developed to fill this gap and applied an innovative blended-learning method through the use of an online platform, a 3-week experiential training, and a 1-month follow-up project. The program specifically targeted next-generation researchers, including PhD students, post-doctoral researchers, and early-career faculty. A total of 17 trainees, in two cohorts, were selected through a national and international recruitment process. Program evaluation consisted of focus groups, follow-up interviews, and pre- and post-tests of didactic material, revealing statistically significant gains in knowledge. Participants expanded their professional networks with leaders in industry and regulatory agencies related to production and/or commercialization of TAD products and deepened their commitment toward keeping our country safe from TADs. Post-program impacts on trainees included advancing products toward commercialization, partnering with connections made through the program, and demonstrating dedication to homeland security by pursuing product development related educational and career opportunities. Overall, results suggest this program provides an added value and should be readily available to the current and future workforce.

Learning for Transdisciplinary Leadership: Why Skilled Scholars Coming Together Is Not Enough

Transdisciplinary research is an emerging new normal for many scientists in applied research fields, including One Health, planetary health, and sustainability. However, simply bringing highly skilled students (and faculty members) together to generate real-world solutions and policy recommendations for complex problems often fails to consistently create the desired results in transdisciplinary settings. Our research goal was to improve understanding and applications of transdisciplinary learning processes within a One Health graduate education program. This qualitative study analyzes 5 years of action research data, identifying four transdisciplinary leadership skills and four conditions required for consistent skill development. Combining Vygotsky's theory of proximal development with identified transdisciplinary skills, we explain why educational scaffolding is needed to enable more successful design and delivery of transdisciplinary learning, particularly in One Health educational programs.