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Integrated Training Resurrecting integrated science in the 21 st century will not be easy; and it cannot be done by simply changing names (Pearse 2003). Much of the progress made by reductionist biology can and should be applied to reach the more inclusive goal of integrated bioscience, which may use typically reductionist methods, but in a philosophically holistic framework. The foundation of this new framework should be in training scientists to think in synthetic ways, incorporate an appreciation of widely different disciplines, approaches, techniques, and taxa in the context of well-defined fundamental and applied questions. Historically, the education of biologists has been constrained by narrow sub-disciplines paralleling patterns of science funding. As a result of pressures to specialize, many departments split up, and specialty journals and societies multiplied in the 20th century. Biologists found it more and more difficult to talk to each other (Pearse 2003).
A scientific language, approach, and training style are passed from mentor to student, like a tribal culture (Sung et al. 2003). As a result of this system, by the time a Ph.D. is earned, formerly undifferentiated students may have lost the plasticity to develop a deep appreciation of the insights and approaches of other disciplines. Overcoming these difficulties is urgent. New instrumentation and measurement techniques, coupled with a developing computational infrastructure, provide both a flood of data and the promise of ways to deal with them. The biological problems are pressing by their sheer scientific importance and because of their consequences for national health and environmental stability. There is no doubt that bright young scientists will gravitate toward the rich scientific opportunities at disciplinary boundaries, but they must cross current institutional and cultural barriers that are not trivial and are long-entrenched. Thus, providing scientific trainees with effective preparation will depend, to a large extent, on the adaptability of their mentors. Decisions made today will have a long-term impact. Developing trained individuals does not happen overnight: without an innovative integrated approach to doctoral training, pipeline delays can take decades.
Formal recognition of integrative bioscience as a unifying concept in the biological sciences is underway. In 1989, the American Society of Zoologists reorganized itself as the Society for Integrative and Comparative Biology. Other organizations that embrace the concept include the National Science Foundation, the Wellcome Trust, Biotechnology and Biological Research Council, and the International Union of Biological Sciences (IUBS). The General Assembly of the IUBS states that Integrative Bioscience can address critical issues within the basic biological research as well as key questions of the environment and society (Science International 1998).
Integrative thinking is taking hold in the leading universities and research centers across the nation and throughout the world, as exemplified in Table 1. Although each of these programs has its own unique focus, we feel that the Stanford University Bio-X program is the closest to our proposed program because of its integrative philosophy and a similar blend of bio-related disciplines. However, none of the above programs provide the types of integrative training that we have developed in our curriculum. In our IB program, we immerse PhD students into integrative research interactions with IB students from a broad spectrum of backgrounds from the very first semester. Interdisciplinary research interactions are encouraged via the design of the Advisory Committee and the requirement for PhD students to have at least one chapter of their dissertations devoted to interdisciplinary research. Additionally, IB students remain connected across departments via a range of IB meetings, including the IB seminar series, IB receptions, and other IB social events. Thus, the IB program at The University of Akron is unique in its approach to integrative training by starting integrated research interactions from beginning to end for each student enrolling in the program. Pearse JS (2003) The promise of integrative biology: Resurrection of the naturalist. Integ Comp Biol 43:276-277.
Sung NS, Gordon JI, Rose JD et al. (2003) Science education - Educating future scientists. Science 301:1485 |
