Table 3 Example quotes demonstrating the three habits of mind coded in interviews.

Interdependence

“When I’m part of a group, I learn more rather than bringing things to the table, I want to learn because what you learn basically what helps your results to be ready for them to use so thats the biggest um skill I got out of it that you’ve got to listen, you’ve got to take note of what they are doing, what field they are in. Then when you’re on your own, you can actually transcribe this to see how specific things fits into your own or something as simple at obtaining the results in the right format.”

“I mean, certainly in the the room that we spent in the classroom with the students, my focus was much more on trying to make explicit connections to other things that were going on in the class… because we did want the students to get that sense of what we’re doing, even though it may be a smaller piece of the puzzle. It’s amplified by connections to other, other team members or informing other projects.”

Epistemic humility

“Even if I’m teaching, like a new class for the first time, I’m at least a day ahead of the class, you know, or like I, I know I prepped and I know what I’m going to present today or what we’re going to learn about, this class, it was just a lot more open endedness. There was a lot less, preparation, I guess, like, there, you know, it often it was sort of real time trying to decipher information as the questions were coming up from students.So I guess in that regard, we spent more time, you know, grounding ourselves or, you know, not not necessarily having a curriculum or an answer to start from.”

“I prepared for the class not thinking about the needs of my discipline but a general need of the field and of my research rather than just focused on what I bring to the table, this wasn’t the case. So in terms of how it shaped my teaching, it made me listen more, it made me listen more”

“I definitely remember at, like some of my most vivid, positive memories of the RAMP class are conversations that happened faculty to faculty in front of students where we’re connecting ideas across disciplines… the value that is embedded in showing folks, here’s these two things that you don’t think would really have all that much in common, but there’s some deeper underlying experience that helps us sort of understand these processes in a, like in similar ways.”

Co-creation of knowledge

“With what I have learned from the RAMP class and from convergence science, I know the first steps to take when I get my results. The first step would be engagement, stakeholder engagement. After stakeholder engagement, look into policy and regulations pertaining to trends that you have seen within your field so I think it did”

“And, you know, if I’m going to continue doing this work in the future, I want to, you know, work with these stakeholders and use their expertise to help, drive what we’re trying to answer, drive to figure out the questions that we want to ask or to try and get to that end goal of, increasing phosphorus sustainability.”