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\begin{document}

\title{Team Science: A Syllabus for Success on Big Projects}



\author[1]{Delaney Peterson}%
\author[2]{Sarah Flynn}%
\author[3]{Riley Lanfear}%
\author[1]{Chelsea Smith}%
\author[2]{Logan Swenson}%
\author[4]{Alice Belskis}%
\author[5]{Stephen  Cook}%
\author[2]{Christopher Wheeler}%
\author[2]{Jessica Wilhelm}%
\author[2]{Amy Burgin}%
\affil[1]{The University of Alabama System}%
\affil[2]{University of Kansas College of Liberal Arts and Sciences}%
\affil[3]{Idaho State University}%
\affil[4]{Penn State}%
\affil[5]{University of Oklahoma}%


\vspace{-1em}



  
  \date{March 14, 2025}


\begingroup
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\selectlanguage{english}
\begin{abstract}
Interdisciplinary teams are on the rise as scientists attempt to address
complex environmental issues. While the benefits of Team Science
approaches are clear, researchers often struggle with its
implementation, particularly for new team members. The challenges of
large projects often weigh on the most vulnerable members of a team:
trainees, including undergraduate students, graduate students, and
post-doctoral researchers. Trainees on big projects have to navigate
their role on the team, with learning project policies, procedures, and
goals, all while also training in key scientific tasks such as
co-authoring papers. To address these challenges, we created and
participated in a project-specific, graduate-level Team Science course.
The purposes of this course were to: (1) introduce students to the goals
of the project, (2) build trainees' understanding of how big projects
operate, and (3) allow trainees to explore how their research interests
dovetailed with the overall project. Additionally, trainees received
training regarding: (1) diversity, equity \& inclusion, (2) giving and
receiving feedback, and (3) effective communication. Onboarding through
the Team Science course cultivated psychological safety and a
collaborative student community across disciplines and institutions.
Thus, we recommend a Team Science course for onboarding students to big
projects to help students establish the skills necessary for
collaborative research. Project-based Team Science classes can benefit
student advancement, enhance the productivity of the project, and
accelerate the discovery of solutions to ecological issues.%
\end{abstract}%



\sloppy


\textbf{Team Science: A Syllabus for Success on Big Projects}

Delaney M. Peterson\textsuperscript{a}, Sarah M.
Flynn\textsuperscript{b}, Riley S. Lanfear\textsuperscript{c}, Chelsea
Smith\textsuperscript{a}, Logan J. Swenson\textsuperscript{d}, Alice M.
Belskis\textsuperscript{e}, Stephen C. Cook\textsuperscript{f},
Christopher T. Wheeler\textsuperscript{d}, Jessica F.
Wilhelm\textsuperscript{b}, Amy J. Burgin\textsuperscript{b,g}

\textsuperscript{a} University of Alabama Department of Biological
Sciences

\textsuperscript{b} 2101 Constant Ave., Higuichi Hall, University of
Kansas and Kansas Biological Survey -- Center for Ecological Research,
Lawrence KS, 66047

\textsuperscript{c} Idaho State University Department of Biological
Sciences

\textsuperscript{d} University of Kansas and Kansas Geological Survey

\textsuperscript{e} The Pennsylvania State University Department of
Ecosystem Science and Management

\textsuperscript{f} University of Oklahoma Department of Biology

\textsuperscript{g} corresponding author: burginam@ku.edu

\emph{To be submitted to:} \emph{Ecology \& Evolution}

\emph{Article type:} Academic Practice

\emph{Total Words (excluding abstract \& references):} 3095 excluding
references/abstract/legends

\emph{Figures / Panels:} 3

\emph{Tables:} 1

\emph{References:} 26

Supplemental Information: 5

\textbf{Keywords:} Team Science, graduate training, collaboration,
research skills, communication

\emph{Abstract (227 words):}

Interdisciplinary teams are on the rise as scientists attempt to address
complex environmental issues. While the benefits of Team Science
approaches are clear, researchers often struggle with its
implementation, particularly for new team members. The challenges of
large projects often weigh on the most vulnerable members of a team:
trainees, including undergraduate students, graduate students, and
post-doctoral researchers. Trainees on big projects have to navigate
their role on the team, with learning project policies, procedures, and
goals, all while also training in key scientific tasks such as
co-authoring papers. To address these challenges, we created and
participated in a project-specific, graduate-level Team Science course.
The purposes of this course were to: (1) introduce students to the goals
of the project, (2) build trainees' understanding of how big projects
operate, and (3) allow trainees to explore how their research interests
dovetailed with the overall project. Additionally, trainees received
training regarding: (1) diversity, equity \& inclusion, (2) giving and
receiving feedback, and (3) effective communication. Onboarding through
the Team Science course cultivated psychological safety and a
collaborative student community across disciplines and institutions.
Thus, we recommend a Team Science course for onboarding students to big
projects to help students establish the skills necessary for
collaborative research. Project-based Team Science classes can benefit
student advancement, enhance the productivity of the project, and
accelerate the discovery of solutions to ecological issues.

\textbf{The Science of Team Science and Training the Next Generation of
Scientists}

Increasingly complex scientific challenges require spanning borders,
institutions, and disciplines and thus are inherently infeasible for a
single lab group to tackle in isolation. Scientific teams are needed to
tackle our most complicated and persistent environmental issues; thus,
it is a key skill to build in the future ecological and environmental
sciences workforce (Cheruvelil and Soranno 2018). \emph{Team Science} is
the term used to denote collaborative scientific research ``conducted by
more than one person in an interdependent fashion, including research
conducted by small teams and larger groups'' (National Research Council
2015). Team Science approaches are on the rise in academic research
(Jones et al. 2008, Farrell et al. 2021). Training on big
(\textgreater{}10 people; National Research Council 2015),
interdisciplinary projects is a great asset to graduate students and
early-career researchers, as large professional networks and
collaboration skills are key to building modern science careers (Hampton
and Parker 2011, Bennett and Gadlin 2012, Read et al. 2016, Pannell et
al. 2019).

As scientific teams grow (Wuchty et al. 2007), they become increasingly
diverse in terms of disciplinary expertise (O'Rourke et al. 2019),
demographics (Gibbs et al. 2019), and geographic and institutional
representation (Jones et al. 2008) (among other axes of diversity).
Increasing diversity on teams is related to innovation and novelty
(Hofstra et al. 2020, Yang et al. 2022) and greater impact through
increased citations (Freeman and Huang 2014, AlShebli et al. 2018).
However, increasing team science and diversity also leads to an increase
in the number of barriers that must be overcome to effectively
collaborate (Bennett et al. 2018). Team climate, defined as ``the
perceived set of norms, attributes, and expectations on a team'' affects
the team's outcomes (Settles et al. 2019). Thus, understanding how
collaborative teams operate and how they can become better is the focus
of the emerging field, the Science of Team Science (SciTS), established
in 2006 (Hall et al. 2018).

A key report by the National Research Council on the \emph{Enhancing the
Effectiveness of Team Science} (National Research Council 2015)
highlights seven key challenges to conducting Team Science, including:
1) addressing team diversity, (2) integrating across knowledge domains,
(3) larger team sizes that create coordination issues, (4) misaligned
goals within the team, (5) permeable boundaries and changing team
membership, (6) geographic dispersal and coordination, and (7)
interdependence on tasks among subgroups. The report also articulates
key areas of focus for improving team effectiveness, including: (1) a
shared understanding of team processes, (2) university processes to
support team science, (3) collaboration technology and virtual
collaboration, and (4) the role of funders in requiring teams to
articulate collaboration plans. The NRC Report's Chapter 3 concludes
that training interventions (e.g., professional development, promoting a
shared understanding of roles and goals) are a promising way to increase
team effectiveness (National Research Council 2015). Despite this
conclusion and the rise of large collaborative teams conducting science
on important issues, professional development training in Team Science
has not kept pace with how science is conducted.

Herein, we present one model of how a project-specific Team Science
class oriented to the trainees on a big, collaborative project can
address many of the challenges highlighted within the NRC report, while
enhancing student engagement and inclusion. Specifically, this class
addressed Challenge 1 by specifically covering diversity and power
dynamics and created a collaborative Code of Conduct (Supplemental Info
1, Supplemental Info 2). Furthermore, we addressed Challenge 2 by
integrating knowledge across domains through the development and
workshopping of conceptual models (Panel 1). We spent considerable class
time addressing Challenge 3 (coordination), Challenge 4 (goals), and
Challenge 6 (geographic dispersion) through a focus of half of the class
time on project-specific documents and policies (Supplemental Info 1).
We will describe the details of the class, team building activities, and
project policies herein with the goal of providing a template for other
large collaborative projects to use in building their own cohort-based
Team Science classes.

\textbf{Problems with Integrating Trainees into Big Projects}

Graduate student onboarding and training strategies tailored to Team
Science projects are generally insufficient or non-existent. Yet, big
projects present distinct challenges to students who have not yet
developed the skills needed for successful scientific collaboration.
Regardless of project size or training program, entering graduate school
means conducting research while adapting to a new advisor's management
style and navigating the unwritten rules of graduate school, i.e., the
hidden curriculum (Pensky et al. 2021). Trainees involved in big,
interdisciplinary projects must then balance these new skills with
challenges, such as working with an extended network of additional
advisors with unique personalities, interdependent data streams,
unfamiliar methodology, and sometimes conflicting research objectives
(Cheruvelil et al. 2014). The approach to ecological research has also
shifted in recent years, with more projects adopting a wider lens to
gain a more comprehensive view of their ecosystem of interest. Unless
intentional effort is made to harmonize the differences among research
groups and align research goals, the consequences of poor collaboration
frequently fall on graduate students, who are least equipped to deal
with them (Zucker 2012, Read et al. 2016, Pannell et al. 2019, Deng et
al. 2022).

A project-wide, cohort-based Team Science course is an ideal vehicle for
onboarding trainees to big projects. Our model Team Science course
cultivated community among trainees and gave trainees (the authors of
this paper) the skills necessary to collaborate effectively across big
projects. Team Science classes can orient an emerging team to the
design, implementation, and procedures of a specific project. This
framework brings students together with the goal of building community
on the project, improving communication, providing iterative feedback,
and placing individual research into the context of the larger project.

Our model course brought together one cohort of trainees from six
institutions who were joining a big, interdisciplinary scientific team:
the Aquatic Intermittency effects of Microbiomes in Streams {[}AIMS{]}
project. AIMS is a \$6.6M National Science Foundation {[}NSF{]}-funded
collaboration of 19 faculty investigators (\textasciitilde{}50\% early
career researchers {[}ECRs{]}), 6 postdoctoral associates, 19 graduate
students, and 9 undergraduate students spread across three general
regions of the US (Figure 1). AIMS applies collaborative,
interdisciplinary approaches to study how stream flow intermittency
(i.e., periods of drying and wetting) affects downstream water quality.
The project includes researchers from various scientific backgrounds,
including biogeochemistry, macroinvertebrate ecology, hydrology, and
microbiology (Figure 1).

\textbf{Designing AIMS' Team Science Class}

To onboard students to AIMS, a project-wide, synchronous, 2-credit
course in Team Science was offered in Fall 2021. Fifteen graduate
trainees from six institutions comprised the cohort of trainees on the
project and participated in the Team Science course led by AIMS
Principal Investigator (PI), Dr. Amy Burgin. The group met virtually
twice a week for 15 weeks with the overarching goal to acquaint new
trainees with each other and to the AIMS project's policies and
procedures (Supplemental Information 1). Virtual class meetings were
hosted over Zoom, which allowed us to record classes for future
trainees. Course files and discussion boards were hosted with Perusall
in the absence of a common Learning Management System (e.g., Blackboard
or Canvas). Slack was used for class communication, which fostered open,
transparent communication wherein the trainees' advisors could observe
and engage in class activities. Trainees, along with the PI,
participated in creating a class code of conduct regarding course
participation and how to treat one another (Supplemental Information 2).
Overall, the Team Science course assisted trainees with understanding
the expectations of their direct advisors and their role within the
larger project, while also building a community amongst the graduate
students and promoting feelings of inclusion and support on the team
(Figure 2).

The design of the Team Science course balanced foundational
collaboration principles with details of AIMS-specific policies and
procedures (see syllabus in Supplemental Info 1). The instructor
designed the class such that approximately half of the content centered
on key skills needed to develop a well-functioning team. These included
Diversity, Equity \& Inclusion (DEI) training, constructive and
iterative feedback, and effective communication, and were driven by
trainee-led discussions (Bennett and Gadlin 2012, Cheruvelil et al.
2014, Cheruvelil and Soranno 2018; Supplemental Info 1). The other half
of class time focused on AIMS-specific documents, including the Code of
Conduct (Supplemental Info 2), project proposal, mentoring agreements
(Supplemental Info 3), authorship policies (Supplemental Info 4 and 5),
and project evaluation plan. The project policies, which were the
foundation for much of the course, were established through the creation
of a project-wide implementation plan and were therefore already agreed
upon by all senior members of the project.

The major product for student assessment was the development of
conceptual models by each trainee specific to their individual research
questions in relation to the overall project goals and datasets.
Building and workshopping conceptual models of their study systems, and
thinking through the connections to the larger project, encouraged each
trainee to envision their role within the overall team and assisted in
building connections amongst sub-projects within the overall AIMS
network. Iterative feedback on the conceptual models was provided by
small groups throughout the course (assignment details and an example
provided in Panel 1). These small groups were intentionally designed to
be cross-disciplinary and cross-regional, allowing trainees to develop
relationships with others they may not have interacted with otherwise,
in addition to helping build a working project vocabulary that reached
across disciplines. Additionally, trainees had the opportunity to meet
one-on-one with the PI to receive individualized feedback. This
culminated in the course final in which trainees presented their
conceptual models at the (virtual) AIMS project All Hands Meeting,
whereby they formally introduced themselves and their ideas to the
larger project team. Through sharing these conceptual models with each
other and the AIMS team, trainees learned where their research fit in
the larger context of the AIMS project. The exercise also facilitated
the introduction of trainees to the network of collaborators. While
sharing these conceptual models, students were able to gauge where there
was overlap and potential collaboration between different fields of
study. This led to trainees working together to identify how certain
ecosystem processes could be working in tandem and how best to quantify
those interactions.

\textbf{4. What Trainees Learned from AIMS Team Science}

Team science allowed the cohort to develop psychological safety, which
ultimately enabled effective team functionality within the larger AIMS
project. Psychological safety is the shared belief that the team is a
safe space for risk taking and exchanging new scientific ideas
(Edmondson 1999). This is especially important for trainees and early
career researchers, who often face underdeveloped confidence and general
inexperience, making it more difficult to participate in large projects
with unfamiliar collaborators. Developing psychological safety early on
allowed AIMS trainees to freely share ideas by establishing trust among
team members. Our Team Science class provided a safe space to gain
confidence, get to know each other, and receive feedback from peers.
This resulted in increased feelings of being supported by, connected to,
and included in the project team (Figure 2). Additionally, the
incorporated DEI training {[}provided by the ADVANCEGeo Network{]}
educated and empowered team members in building inclusive workspaces.
Ultimately, a focus on fostering psychological safety and trust among
trainees fostered collaboration across the AIMS project.

Onboarding via the Team Science class enabled AIMS trainees to
understand how a big project operates and adjust to new expectations.
The practical operation of a big, interdisciplinary project poses
challenges for trainees to navigate due to differences in disciplinary
jargon, best practices, and acknowledged goals. Furthermore, the
challenges of managing personal interactions, competing agendas, and
demands on time increase as a function of team size. To address these
challenges, the Team Science class discussed the AIMS project's
logistics and policies (e.g., Supplemental Info 3-5), thereby building a
common vocabulary and understanding of project-wide goals. Further, this
allowed trainees to advance their knowledge base beyond specific
sub-disciplines. This course introduced trainees to each other despite
disciplinary and institutional barriers, facilitating effective
communication and building a sense of community. Discussions of project
expectations were provided to the group at the same time and in the same
format, leaving less room for misinterpretation or miscommunication.

The course launched early and open conversations about authorship, data
sharing, and workload distribution. Notably, AIMS trainees valued
discussing the authorship policy (Supplemental Info 4-5; modeled on
policy described in Cheruvelil et al. 2014), as it gave a clear outline
of what was expected from project members as co-authors on papers and
talks. AIMS' internally posted authorship memos (Supplemental Info 5)
allowed other collaborators to express interest in co-authorship and
determine non-advisors' roles on our papers. Thirty-seven authorship
memos have been written so far to further a variety of products and
manuscripts, both within and across the regions and institutions in AIMS
(Figure 1). Examples include Mountain West and Southeast regions'
microbial ecologists working with Great Plains hydrologists to describe
microbial diversity in the Konza Prairie (Figure 1). Hydrology
collaborators across all regions are building a R package for processing
flow intermittence sensor data (Figure 1). A subset of biogeochemists
across all regions are focused on stream metabolism (Figure 1). By
demystifying the authorship process early on, trainees were empowered to
lead 68\% of all products so far, allowing us to share our findings and
build strong networks early in our careers. Additionally, the AIMS
Mentorship Agreement (Supplemental Info 3) provided similar guidance
across labs and institutions by facilitating discussions between faculty
mentors and trainees of mutual expectations. These discussions led to
clarity and transparency in trainees' relationships with advisors and
other project mentors, while also providing a foundation for continuing
the conversations after the class was over. Overall, setting these
expectations early allowed us to understand our role more clearly on a
big project with many competing demands.

Collaboration requires building skills in effective group communication
including integrating layers of feedback, building awareness of
disciplinary jargon, and navigating misunderstandings before they become
conflicts. To practice these skills, trainees received in-class feedback
on our conceptual models from AIMS peers, thereby building confidence
before presenting to more experienced researchers. By the time trainees
reached the high-stakes environment of a full-project meeting, the ideas
had been vetted by our peers, mentors, supervisor, and course
instructor. Iterative feedback improved trainee's individual conceptual
models (Panel 1) and gave us the opportunity to collaborate across
disciplines, allowing us to begin our thesis and dissertation work with
many levels of interdisciplinary feedback within our first semester.
Additionally, it is inevitable that conflicts will arise when many
distinct disciplines and personalities are represented on big projects;
however, Team Science provided a scaffolding to navigate points of
friction. This ensured that conflicts did not turn into outright
disputes, but instead led to greater understanding between
collaborators. For AIMS, a focus on building group communication and
conflict management skills allowed us to more confidently navigate the
challenges inherent in working with an interdisciplinary team.

\textbf{5. Community and Collaboration Fosters Effective Team Science}

Without the Team Science course, jumping headfirst into a big project
would have been overwhelming and isolating. AIMS' Team Science class
established a community amongst trainees despite physical and
disciplinary boundaries. Improving collective communication skills
enabled trainees to collaborate across disciplines on ecological issues
like identifying drivers of water quality and quantity. The class
empowered trainees to become more involved in the AIMS project as we've
learned to confidently articulate ideas and effectively incorporate
feedback. These skills helped trainees navigate intense, cross-regional
sampling efforts, as well as sustain engagement through virtual
collaborations, such as our metabolism focus group. In addition, taking
time for a deeper discussion of the proposal allowed trainees to
understand the logistics and management involved in running a big
project, which is an essential skill to build in modern scientific
careers.

The community AIMS trainees built in the Team Science course continued
after the class; the student Slack space remains an active resource for
skill sharing among peers, and trainees meet monthly for coffee-talk
about the project and graduate school. The class helped trainees get to
know each other and the project goals, thereby enabling us to make
valued contributions to the project, and to reach across regions and
disciplines to collaborate with other trainees. This is demonstrated by
25 cross-region student-led authorship memos on diverse topics such as
partitioning baseflow sources in non-perennial streams, quantifying
stream metabolism, examining biogeochemical response to storm events,
and developing an open-source software package for flow intermittency
loggers.

While this cohort-based, project-specific Team Science class is one
model for student training, we also recognize that other models and
interventions exist for incorporating Team Science training into student
development. For example, the National Socio-Environmental Synthesis
Center (SESYNC) builds team science training into the Graduate Pursuit
program (Wallen et al. 2019). Learning modules, activities, and
competencies have been developed and can be incorporated into project
workshops and team building activities (Pennington et al. 2020, Gosselin
et al. 2020). Key tools for those seeking to embark on Team Science
training include the NRC report (National Research Council 2015), the
NIH Field Guide to Collaboration (Bennett et al. 2018), training
workshops available through societies such as the American Institute of
Biological Sciences (AIBS), and the NSF-supported Toolbox Dialogue
Initiative (\emph{https://tdi.msu.edu/}).

We recommend that big, collaborative projects begin with formal Team
Science courses for trainees, which benefits student advancement,
enhances the productivity of the project, and accelerates the discovery
of solutions to ecological issues. The positive impacts of the Team
Science course were seen from new team members to established
investigators. Team Science provided coordinated onboarding, which
ensured we understood our role on the project and empowered us to
explore our own hypotheses early on, accelerating the pace of our
research. As a result, we returned to our lab groups with enhanced
training for supportive lab culture, helping PIs build and maintain
effective research lab groups of their own. Additionally, project-wide
collaboration was cultivated by demystifying the authorship policies and
expectations associated with the project from the start, enabling us to
participate in publishing materials with interdisciplinary teams. We
summarized the main features of our Team Science course, as well as the
advantages, challenges, and key resources in Table 1 as well as in
several of our course and project documents (Supplemental Info 1-5).
Early relationship building translated into a unified sense of team
identity, which has been integral to the AIMS' success in launching as a
large, collaborative project. Our goal in documenting our experiences
and providing our resources is to make it easier for other big,
interdisciplinary teams to use this as a scaffolding to build their own
Team Science onboarding programs incorporating trainees to large,
interdisciplinary projects.

\textbf{Acknowledgements}

We thank our AIMS mentors and colleagues for providing us with an
opportunity to learn about Team Science and work in a collaborative
environment. We thank all participants of the Team Science course with
acknowledgement of early input from Charles Bond, Connor Brown, and
Sarah Newcomb who contributed ideas to this effort. We thank Kristine N.
Hopfensperger, C. Nate Jones, Blair Schneider, Erin Seybold for
encouragement and feedback on initial drafts of this paper. We thank Dr.
Eric Welch for providing data on class evaluation. We acknowledge
funding from NFS-IOA \#2019603. The authors declare no conflicts of
interest with regards to this work.

\textbf{Authorship Contribution Statement}

All authors contributed equally to the ideas in this paper. AJB led the
Team Science course and designed the syllabus; all other authors were
participants in the course and trainees on the project. All co-authors
drafted early stages of the text; AMB, SMF, RSL, DMP led revision and
editing efforts. AJB and DMP coordinated and supervised the overall
progress of the effort.

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\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/image1/image1}

\end{center}
\end{figure}

\textbf{Figure 1:} Cross-disciplinary (color-coded circles) and
cross-regional collaborations on the AIMS project were accelerated by
the Team Science course. We highlight one representative collaborative
effort lead within each of our three research themes (hydrology,
biogeochemistry \& macroinvertebrates, and microbiome) that is
harnessing expertise from different professional levels and regions on
the AIMS project.\selectlanguage{english}
\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/image2/image2}

\end{center}
\end{figure}

\textbf{Figure 2:} Team Science course participants (n = 12 respondents,
representing 80\% of the 15 total students who were enrolled) were
assessed based on their feelings of inclusion and connectedness to other
students and other AIMS team members. Data provided by Dr. Eric Welch,
external evaluator of the AIMS project.

\textbf{Panel 1:} The major product of the Team Science class (worth
30\% of overall grade) was to develop and refine a conceptual model
connecting the student's interests to the larger design of the AIMS
project. The first draft was due at Week 7 of the semester, which was
also the point of the first in-class workshop/feedback session. A
revision was due at Week 11, when a second workshop/feedback session was
held. The final drafts were due in Week 15, which coincided with the
virtual AIMS All Hands Meeting. Students presented their refined
conceptual models to the entire project to introduce themselves and
their interests to the larger AIMS network. Iterative feedback allowed
the students to get to know each other, as well as gave experience with
explaining their ideas to students outside of their direct area of
interest. This resulted in the refinement of conceptual models between
the first draft (A) and final draft (B), as shown in this example of a
conceptual model for a Team Science student interested in the effects of
flow intermittency on stream macroinvertebrates.\selectlanguage{english}
\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/image3/image3}

\end{center}
\end{figure}\selectlanguage{english}
\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/image6/image6}

\end{center}
\end{figure}

\textbf{Table 1:} A summary of the key AIMS Team Science course
attributes, their advantages, and challenges, as well as key resources.\selectlanguage{english}
\begin{longtable}[]{@{}llll@{}}
\toprule
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
\textbf{Attribute}\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
\textbf{Advantages}\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
\textbf{Challenges}\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
\textbf{Resources}\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Cohort model\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Building community, well-trained students\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Recruitment, turnover\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Social media, project mentors and advisors\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Synchronous, for-credit class\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Accountability, psychological safety, networking, iterative
feedback\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Scheduling across time zones/university calendars\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Zoom, Perusall, Syllabus (Supplemental Info 1)\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Introducing extended team members (e.g., Project Ombuds, Data Manager,
other collaborators)\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Networking, learning different skills, introduction to Ombuds contact
for disputes\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Getting others to volunteer their time\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
ADVANCEGeo Bystander intervention training\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Reading the project proposal and policies\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Understanding project operations; building grant writing\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Student engagement\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
See citations for AIMS specific documents\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Student-led discussions\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Creates ownership, builds teaching / communication skills\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Psychological safety should be established before students present;
uneven pressure on introverted students\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Team Science Syllabus (Supplemental Info 1)\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Class Code of Conduct made with instructor and students\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Creates ownership of the class, accountability, respect, confidence,
psychological safety\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Participation in creation and continued acknowledgement of the
Code\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Team Science Code of Conduct (Supplemental Info 2)\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.24\columnwidth}\raggedright\strut
Introduction of students' ideas to entire project team\strut
\end{minipage} & \begin{minipage}[t]{0.24\columnwidth}\raggedright\strut
Networking, feeling included in the project, building confidence\strut
\end{minipage} & \begin{minipage}[t]{0.24\columnwidth}\raggedright\strut
Scheduling; stage fright; hard to provide meaningful feedback with
simultaneous presentations\strut
\end{minipage} & \begin{minipage}[t]{0.24\columnwidth}\raggedright\strut
Conceptual model presentations (Panel 1)\strut
\end{minipage}\tabularnewline
\begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
One-on-one meeting with instructor and office hours\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Creates relationship between each student and PI; builds psychological
safety; practices feedback skills\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Scheduling across time zones and competing demands\strut
\end{minipage} & \begin{minipage}[t]{0.22\columnwidth}\raggedright\strut
Zoom, scheduling programs, Team Science syllabus (Supplemental Info
1)\strut
\end{minipage}\tabularnewline
\bottomrule
\end{longtable}

\textbf{Supplemental Information 1} : AIMS Team Science course Syllabus

\textbf{Supplemental Information 2} : Collaborative Class Code of
Conduct

\textbf{Supplemental Info 3:} AIMS' Mentoring

\textbf{Supplemental Info 4:} AIMS' Authorship Policy

\textbf{Supplemental Info 5} : AIMS' Authorship Memo

\selectlanguage{english}
\FloatBarrier
\end{document}

