Building Thriving Science Laboratory and Classroom Communities AMY WILSTERMANN
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In recognition of both the need of scientists to work in community and the challenges inherent in these efforts, a new area of study has emerged—the Science of Team Science.
cience is a collaborative endeavor. Understanding of observed phenomena improves over time, as the findings of one scientist generate new questions that are investigated by another scientist. Further, teams of scientists with diverse expertise are often needed to tackle complex challenges. Consider, for example, the World Health Organization’s Sustainable Development Goal 3: Good Health and Well-Being. Achieving this goal will require the efforts of a variety of scientists—biochemists, geneticists, and environmental toxicologists, to name a few—as well as the expertise of those representing other fields of study, such as sociologists, public policy experts, and economists. Addressing this, as for any complex challenge, will require individuals to work across disciplinary boundaries, as well as differences in age, gender, language, and race/ethnicity. It is important that all our students understand and appreciate the collaborative nature of science, as this helps students understand why scientific advances occur incrementally over time, building upon the knowledge of others. Further, an awareness of the collaborative nature of science helps students recognize the value of having a diverse set of people with varied skills and experiences at the table when addressing big questions. Beyond recognizing collaborative efforts, it is also important for students to develop skills that will equip them to work effectively in collaborative team settings, scientific or otherwise. In our work as educators, we devote significant time and energy to developing students’ discipline-specific knowledge and technical skills, preparing them for the next level of education or work in their chosen field of study. Do we, however, provide them with the tools necessary to thrive and be productive in the collaborative environments that they will encounter? This is a question that my colleague Rachael Baker and I have asked in our roles as teachers and research mentors at Calvin University. In recognition of both the need of scientists to work in community and the challenges inherent in these efforts, a new area of study has emerged— the Science of Team Science (SoTS). Studies within this field have identified numerous benefits of team science endeavors, including enhanced capacity to achieve goals, increased productivity and impact, and improved outcomes for individual team members. Studies have also identified several factors that hinder the attainment of team science benefits, such as difficulties associated with communicating across differences and coordinating shared tasks (Cooke and Hilton 24–38). SoTS researchers have recommended strategies for enhancing benefits and mitigating challenges. Many recommendations build upon studies of non-science teams—athletic, business, and military teams. This prompted Rachael and I, faculty at a faith-based institution, to ask another question: What insights might we be able to gain 10
October 2022
Christian Educators Journal
