Consultative or participatory?: how environmental science graduate students envision transdisciplinarity

Transdisciplinarity - the inclusion of both the public and scientific community in knowledge construction and policy formation - is increasingly called upon to ameliorate wicked problems associated with social-ecological systems. Informed by previous scholarship, we propose that there is a spectrum from superficial to meaningful ways that public perception and knowledge are incorporated in transdisciplinary approaches to constructing knowledge and developing policy. Further, we argue that students in environmental science graduate programs hold beliefs not compatible with current recommendations related to transdisciplinary research and practice. Thus, the primary purpose of this paper is to describe how students imagine the ways in which transdisciplinarity ought to unfold, which can then serve as the foundation for the development of transdisciplinary curricula that meet them where they are. In this study, we used qualitative interviews to explore environmental science graduate students' perceptions of how public stakeholders and scientists ought to work together across four phases of transdisciplinary research: (1) conceptualizing the problem, (2) data collection, (3) analyzing and interpreting information, and (4) participating in decision-making. Our findings suggest that students generally believed that public stakeholders should be superficially included differentially across these phases. Using these findings, we suggest that university environmental science programs should utilize curricula that promote more participatory and meaningful transdisciplinarity across all four phases of transdisciplinary processes to train students to address fractious social-ecological issues.