research about environmental studies

Research Topics & Ideas: Environment

F inding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. Here, we’ll explore a variety research ideas and topic thought-starters related to various environmental science disciplines, including ecology, oceanography, hydrology, geology, soil science, environmental chemistry, environmental economics, and environmental ethics.

NB – This is just the start…

The topic ideation and evaluation process has multiple steps . In this post, we’ll kickstart the process by sharing some research topic ideas within the environmental sciences. This is the starting point though. To develop a well-defined research topic, you’ll need to identify a clear and convincing research gap , along with a well-justified plan of action to fill that gap.

If you’re new to the oftentimes perplexing world of research, or if this is your first time undertaking a formal academic research project, be sure to check out our free dissertation mini-course. Also be sure to also sign up for our free webinar that explores how to develop a high-quality research topic from scratch.

Overview: Environmental Topics

• Ecology /ecological science
• Atmospheric science
• Oceanography
• Soil science
• Environmental chemistry
• Environmental economics
• Environmental ethics
• Examples  of dissertations and theses

Topics & Ideas: Ecological Science

• The impact of land-use change on species diversity and ecosystem functioning in agricultural landscapes
• The role of disturbances such as fire and drought in shaping arid ecosystems
• The impact of climate change on the distribution of migratory marine species
• Investigating the role of mutualistic plant-insect relationships in maintaining ecosystem stability
• The effects of invasive plant species on ecosystem structure and function
• The impact of habitat fragmentation caused by road construction on species diversity and population dynamics in the tropics
• The role of ecosystem services in urban areas and their economic value to a developing nation
• The effectiveness of different grassland restoration techniques in degraded ecosystems
• The impact of land-use change through agriculture and urbanisation on soil microbial communities in a temperate environment
• The role of microbial diversity in ecosystem health and nutrient cycling in an African savannah

Topics & Ideas: Atmospheric Science

• The impact of climate change on atmospheric circulation patterns above tropical rainforests
• The role of atmospheric aerosols in cloud formation and precipitation above cities with high pollution levels
• The impact of agricultural land-use change on global atmospheric composition
• Investigating the role of atmospheric convection in severe weather events in the tropics
• The impact of urbanisation on regional and global atmospheric ozone levels
• The impact of sea surface temperature on atmospheric circulation and tropical cyclones
• The impact of solar flares on the Earth’s atmospheric composition
• The impact of climate change on atmospheric turbulence and air transportation safety
• The impact of stratospheric ozone depletion on atmospheric circulation and climate change
• The role of atmospheric rivers in global water supply and sea-ice formation

Topics & Ideas: Oceanography

• The impact of ocean acidification on kelp forests and biogeochemical cycles
• The role of ocean currents in distributing heat and regulating desert rain
• The impact of carbon monoxide pollution on ocean chemistry and biogeochemical cycles
• Investigating the role of ocean mixing in regulating coastal climates
• The impact of sea level rise on the resource availability of low-income coastal communities
• The impact of ocean warming on the distribution and migration patterns of marine mammals
• The impact of ocean deoxygenation on biogeochemical cycles in the arctic
• The role of ocean-atmosphere interactions in regulating rainfall in arid regions
• The impact of ocean eddies on global ocean circulation and plankton distribution
• The role of ocean-ice interactions in regulating the Earth’s climate and sea level

Tops & Ideas: Hydrology

• The impact of agricultural land-use change on water resources and hydrologic cycles in temperate regions
• The impact of agricultural groundwater availability on irrigation practices in the global south
• The impact of rising sea-surface temperatures on global precipitation patterns and water availability
• Investigating the role of wetlands in regulating water resources for riparian forests
• The impact of tropical ranches on river and stream ecosystems and water quality
• The impact of urbanisation on regional and local hydrologic cycles and water resources for agriculture
• The role of snow cover and mountain hydrology in regulating regional agricultural water resources
• The impact of drought on food security in arid and semi-arid regions
• The role of groundwater recharge in sustaining water resources in arid and semi-arid environments
• The impact of sea level rise on coastal hydrology and the quality of water resources

Topics & Ideas: Geology

• The impact of tectonic activity on the East African rift valley
• The role of mineral deposits in shaping ancient human societies
• The impact of sea-level rise on coastal geomorphology and shoreline evolution
• Investigating the role of erosion in shaping the landscape and impacting desertification
• The impact of mining on soil stability and landslide potential
• The impact of volcanic activity on incoming solar radiation and climate
• The role of geothermal energy in decarbonising the energy mix of megacities
• The impact of Earth’s magnetic field on geological processes and solar wind
• The impact of plate tectonics on the evolution of mammals
• The role of the distribution of mineral resources in shaping human societies and economies, with emphasis on sustainability

Topics & Ideas: Soil Science

• The impact of dam building on soil quality and fertility
• The role of soil organic matter in regulating nutrient cycles in agricultural land
• The impact of climate change on soil erosion and soil organic carbon storage in peatlands
• Investigating the role of above-below-ground interactions in nutrient cycling and soil health
• The impact of deforestation on soil degradation and soil fertility
• The role of soil texture and structure in regulating water and nutrient availability in boreal forests
• The impact of sustainable land management practices on soil health and soil organic matter
• The impact of wetland modification on soil structure and function
• The role of soil-atmosphere exchange and carbon sequestration in regulating regional and global climate
• The impact of salinization on soil health and crop productivity in coastal communities

Topics & Ideas: Environmental Chemistry

• The impact of cobalt mining on water quality and the fate of contaminants in the environment
• The role of atmospheric chemistry in shaping air quality and climate change
• The impact of soil chemistry on nutrient availability and plant growth in wheat monoculture
• Investigating the fate and transport of heavy metal contaminants in the environment
• The impact of climate change on biochemical cycling in tropical rainforests
• The impact of various types of land-use change on biochemical cycling
• The role of soil microbes in mediating contaminant degradation in the environment
• The impact of chemical and oil spills on freshwater and soil chemistry
• The role of atmospheric nitrogen deposition in shaping water and soil chemistry
• The impact of over-irrigation on the cycling and fate of persistent organic pollutants in the environment

Topics & Ideas: Environmental Economics

• The impact of climate change on the economies of developing nations
• The role of market-based mechanisms in promoting sustainable use of forest resources
• The impact of environmental regulations on economic growth and competitiveness
• Investigating the economic benefits and costs of ecosystem services for African countries
• The impact of renewable energy policies on regional and global energy markets
• The role of water markets in promoting sustainable water use in southern Africa
• The impact of land-use change in rural areas on regional and global economies
• The impact of environmental disasters on local and national economies
• The role of green technologies and innovation in shaping the zero-carbon transition and the knock-on effects for local economies
• The impact of environmental and natural resource policies on income distribution and poverty of rural communities

Need a helping hand?

Topics & Ideas: Environmental Ethics

• The ethical foundations of environmentalism and the environmental movement regarding renewable energy
• The role of values and ethics in shaping environmental policy and decision-making in the mining industry
• The impact of cultural and religious beliefs on environmental attitudes and behaviours in first world countries
• Investigating the ethics of biodiversity conservation and the protection of endangered species in palm oil plantations
• The ethical implications of sea-level rise for future generations and vulnerable coastal populations
• The role of ethical considerations in shaping sustainable use of natural forest resources
• The impact of environmental justice on marginalized communities and environmental policies in Asia
• The ethical implications of environmental risks and decision-making under uncertainty
• The role of ethics in shaping the transition to a low-carbon, sustainable future for the construction industry
• The impact of environmental values on consumer behaviour and the marketplace: a case study of the ‘bring your own shopping bag’ policy

Examples: Real Dissertation & Thesis Topics

While the ideas we’ve presented above are a decent starting point for finding a research topic, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses to see how this all comes together.

Below, we’ve included a selection of research projects from various environmental science-related degree programs to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• The physiology of microorganisms in enhanced biological phosphorous removal (Saunders, 2014)
• The influence of the coastal front on heavy rainfall events along the east coast (Henson, 2019)
• Forage production and diversification for climate-smart tropical and temperate silvopastures (Dibala, 2019)
• Advancing spectral induced polarization for near surface geophysical characterization (Wang, 2021)
• Assessment of Chromophoric Dissolved Organic Matter and Thamnocephalus platyurus as Tools to Monitor Cyanobacterial Bloom Development and Toxicity (Hipsher, 2019)
• Evaluating the Removal of Microcystin Variants with Powdered Activated Carbon (Juang, 2020)
• The effect of hydrological restoration on nutrient concentrations, macroinvertebrate communities, and amphibian populations in Lake Erie coastal wetlands (Berg, 2019)
• Utilizing hydrologic soil grouping to estimate corn nitrogen rate recommendations (Bean, 2019)
• Fungal Function in House Dust and Dust from the International Space Station (Bope, 2021)
• Assessing Vulnerability and the Potential for Ecosystem-based Adaptation (EbA) in Sudan’s Blue Nile Basin (Mohamed, 2022)
• A Microbial Water Quality Analysis of the Recreational Zones in the Los Angeles River of Elysian Valley, CA (Nguyen, 2019)
• Dry Season Water Quality Study on Three Recreational Sites in the San Gabriel Mountains (Vallejo, 2019)
• Wastewater Treatment Plan for Unix Packaging Adjustment of the Potential Hydrogen (PH) Evaluation of Enzymatic Activity After the Addition of Cycle Disgestase Enzyme (Miessi, 2020)
• Laying the Genetic Foundation for the Conservation of Longhorn Fairy Shrimp (Kyle, 2021).

Looking at these titles, you can probably pick up that the research topics here are quite specific and narrowly-focused , compared to the generic ones presented earlier. To create a top-notch research topic, you will need to be precise and target a specific context with specific variables of interest . In other words, you’ll need to identify a clear, well-justified research gap.

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12 Comments

research topics on climate change and environment

Researched PhD topics on environmental chemistry involving dust and water

I wish to learn things in a more advanced but simple way and with the hopes that I am in the right place.

Thank so much for the research topics. It really helped

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Research topics on environmental geology

Thanks for the research topics….I need a research topic on Geography

hi I need research questions ideas

Implications of climate variability on wildlife conservation on the west coast of Cameroon

I want the research on environmental planning and management

I want a topic on environmental sustainability

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Volume 48, 2023, review article, open access, advances in qualitative methods in environmental research.

• Holly Caggiano 1 , and Elke U. Weber 2
• View Affiliations Hide Affiliations Affiliations: 1 Andlinger Center for Energy and the Environment, Princeton University, Princeton, New Jersey, USA; email: [email protected] 2 Department of Psychology and Public Affairs, Andlinger Center for Energy and the Environment, Princeton University, Princeton, New Jersey, USA; email: [email protected]
• Vol. 48:793-811 (Volume publication date November 2023) https://doi.org/10.1146/annurev-environ-112321-080106
• First published as a Review in Advance on April 11, 2023
• Copyright © 2023 by the author(s). This work is licensed under a Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See credit lines of images or other third-party material in this article for license information

Qualitative research methods examine a wide range of topics in the study of environment and resource management. This first review on the topic highlights innovative and impactful research over the past few decades, drawing from social science disciplines that include sociology, geography, anthropology, political science, public policy, and psychology. We describe qualitative research methods that have addressed five scientific goals: ( a ) describing what the world is like, ( b ) predicting what the world can be like, ( c ) acknowl-edging researcher positionality and reflexivity and diversifying ways of knowing in theorizing and research designs, ( d ) integrating imaginaries into empirical research and building narratives to make sense of possible futures and to broaden our view of scientific inquiry, and ( e ) helping scholars grapple with the deep complexity of socioecological systems. As we explore these themes, we explain foundational qualitative approaches and highlight examples of environmental qualitative research that apply them.

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The methodological needs of environmental studies are unique in the breadth of research questions that can be posed, calling for a textbook that covers a broad swath of approaches to conducting research with potentially many different kinds of evidence.　　

Written specifically for social science-based research into the environment, this book covers the best-practice research methods most commonly used to study the environment and its connections to societal and economic activities and objectives. Over five key parts, Kanazawa introduces quantitative and qualitative approaches, mixed methods, and the special requirements of interdisciplinary research, emphasizing that methodological practice should be tailored to the specific needs of the project. Within these parts, detailed coverage is provided on key topics including the identification of a research project; spatial analysis; ethnography approaches; interview technique; and ethical issues in environmental research.　

Drawing on a variety of extended examples to encourage problem-based learning and fully addressing the challenges associated with interdisciplinary investigation, this book will be an essential resource for students embarking on courses exploring research methods in environmental studies.

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Chapter | 14  pages, introduction to research methods in environmental studies, chapter | 25  pages, a brief history of knowledge and argumentation, chapter | 20  pages, general research design principles, chapter | 12  pages, general principles of quantitative research, chapter | 22  pages, quantitative data and sampling, chapter | 24  pages, basic quantitative methods and analysis, chapter | 28  pages, more advanced methods of quantitative analysis, chapter | 17  pages, spatial analysis and gis, chapter | 19  pages, general principles of qualitative research, the case study method, the ethnographic approach, chapter | 15  pages, actor-network theory, chapter | 18  pages, environmental discourse analysis, chapter | 13  pages, action research, mixed methods, data collection i, data collection ii, ethical issues in environmental research, chapter | 23  pages, writing a research proposal.

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The faculty and students of the Environmental Studies Department engage in research, scholarship, and creative work aimed at understanding and governing the complex relationships between society and the environment.  Our work integrates concepts and methods from a variety of fields in the biophysical sciences, the social sciences, and the humanities. Our research foci range from the forests and watersheds of Northern New England to the conservation challenges of Africa and the links between environmental and social change in the Arctic.

With a glacier looming behind her, Reyn Hutten ’21 scoops mosquito larvae out of a river in Greeland, part of a research project led by Research Assistant Professor Lauren Culler. (Photo by Robert Gill)

Alex Stendahl '19 presented her work on Arctic spider abundance at the Karen E. Wetterhahn Science Symposium at Dartmouth on May 24, 2017.

In collaboration with ENVS faculty, environmental studies students have numerous opportunities to get hands-on experience with research. Students work alongside fellow undergraduates, graduate students, post-docs and faculty on ongoing research, and they also have the opportunity to design their own projects. Many of these students later write a senior thesis.

Faculty also offer unique opportunities for students to engage with local, national, and international communities and organizations to conduct their research. Students working with Professor Michael Cox have the opportunity to conduct research on the social and ecological dynamics of fishing communities and marine ecosystem management in the Dominican Republic. This research is a collaboration between Professor Cox, Tyler Pavlowich (graduate from Dartmouth's Ecology, Evolution, Ecosystems, and Society PhD program) and AgroFrontera, a Dominican NGO. In the field, students have helped determine fish abundances, quantify fishers' catch, and interview fishers about their perspectives on sustainable fishing. Back at Dartmouth, students have analyzed the data they or other members of the team have collected, as well as led analyses on land cover change and spatial distribution of fishing effort in the study area.

Ross Virginia's lab group studies how rapid environmental change affects ecosystems of the polar regions, with current projects focused on plant-soil interactions, insect diversity and soil erosion in Western Greenland.  Students who work with Professor Virginia are immersed in an active and collaborative lab group and typically conduct projects that give them significant laboratory experience.  Some students who want to develop a more robust project may also have the opportunity to travel to Greenland to gain a greater understanding of the study system and conduct field research critical to their project's success.  

These are just a few examples of the innovative, collaborative, and interdisciplinary research being conducted in environmental studies. Learn more by visiting faculty lab pages at http://envs.dartmouth.edu/research/faculty-research-fields . 

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Collection  12 March 2021

2020 Top 50 Earth, Environmental, and Planetary Sciences Articles

We are pleased to share with you the 50 most downloaded Nature Communications articles* across Earth, environmental, and planetary sciences published in 2020. Featuring authors from around the world, these papers highlight valuable research from an international community. 

Browse all Top 50 subject area collections here .

* Data obtained from SN Insights (based on Digital Science's Dimensions) and has been normalised to account for articles published later in the year.

Anthropogenic modification of forests means only 40% of remaining forests have high ecosystem integrity

Mapping and quantifying degree of forest modification is critical to conserve and manage forests. Here the authors propose a new quantitative metric for landscape integrity and apply it to a global forest map, showing that less than half of the world’s forest cover has high integrity, most of which is outside nationally designed protected areas.

• H. S. Grantham
• J. E. M. Watson

Hysteresis of tropical forests in the 21st century

Tropical rainforests partly create their own climatic conditions by promoting precipitation, therefore rainforest losses may trigger dramatic shifts. Here the authors combine remote sensing, hydrological modelling, and atmospheric moisture tracking simulations to assess forest-rainfall feedbacks in three major tropical rainforest regions on Earth and simulate potential changes under a severe climate change scenario.

• Ingo Fetzer
• Obbe A. Tuinenburg

Understanding and managing new risks on the Nile with the Grand Ethiopian Renaissance Dam

Several dams and reservoirs exist along the Nile, most notably the HAD (Egypt) and GERD (Ethiopia) dams. Due to the lack of strategies, the authors here explore potential risks and solutions how to use both dams simultaneously.

• Kevin G. Wheeler
• Marc Jeuland
• Dale Whittington

Renewable energy production will exacerbate mining threats to biodiversity

Renewable energy production is necessary to mitigate climate change, however, generating the required technologies and infrastructure will demand huge production increases of many metals. Here, the authors map mining areas and assess spatial coincidence with biodiversity conservation sites, and show that new mining threats to biodiversity may surpass those averted by climate change mitigation.

• Laura J. Sonter
• Marie C. Dade
• Rick K. Valenta

A steeply-inclined trajectory for the Chicxulub impact

The authors here present a 3D model that simulates the formation of the Chicxulub impact crater. Based on asymmetries in the subsurface structure of the Chicxulub crater, the authors diagnose impact angle and direction and suggest a steeply inclined (60° to horizontal) impact from the northeast.

• G. S. Collins
• Third-Party Scientists

Centennial response of Greenland’s three largest outlet glaciers

The Greenland Ice Sheet is the largest land ice contributor to sea level rise and understanding the long-term glacier response to external forcing is key to improved projections. Here the authors show Greenland’s three largest outlet glaciers will likely exceed current worst-case scenario

• Shfaqat A. Khan
• Anders A. Bjørk
• Toni Schenk

The economic costs of planting, preserving, and managing the world’s forests to mitigate climate change

Forests are critical for stabilizing our climate, but costs of mitigation remain uncertain. Here the authors show the global forest sector could reduce emissions by 6.0 GtCO 2  yr −1 in 2055, or roughly 10% of the mitigation needed to limit warming to 1.5 °C by mid-century, at a cost of 393 billion USD yr −1 , or $281/tCO 2 .

• K. G. Austin
• J. S. Baker

Greater Greenland Ice Sheet contribution to global sea level rise in CMIP6

The potential contribution of Greenland Ice Sheet to sea level rise in the future is known to be substantial. Here, the authors undertake new modelling showing that the Greenland Ice Sheet sea level rise contribution is 7.9 cm more using the CMIP6 SSP585 scenario compared to CMIP5 using multiple RCP8.5 simulations.

• Stefan Hofer
• Charlotte Lang
• Xavier Fettweis

Likely weakening of the Florida Current during the past century revealed by sea-level observations

Understanding trends in ocean circulation and dynamics is hampered by a lack of long-term records. Here the author uses probabilistic reanalysis of available data to show that transport by the Florida Current has declined over the past 110 years, indicating a slowdown of Atlantic Ocean circulation.

• Christopher G. Piecuch

Space station biomining experiment demonstrates rare earth element extraction in microgravity and Mars gravity

Rare earth elements are used in electronics, but increase in demand could lead to low supply. Here the authors conduct experiments on the International Space Station and show microbes can extract rare elements from rocks at low gravity, a finding that could extend mining potential to other planets.

• Charles S. Cockell
• Rosa Santomartino
• René Demets

Towards a global-scale soil climate mitigation strategy

Reducing soil degradation and improving soil management could make an important contribute to climate change mitigation. Here the authors discuss opportunities and challenges towards implementing a global climate mitigation strategy focused on carbon sequestration in agricultural soils, and propose a framework for guiding region- and soil-specific management options.

A spatial emergent constraint on the sensitivity of soil carbon turnover to global warming

The fate of the carbon locked away in soil is uncertain, and there are vast differences between models. Here the authors apply observational, spatio-temporal constraints on carbon turnover projections and find that uncertainty in estimations of carbon dynamics are reduced by 50%.

• Rebecca M. Varney
• Sarah E. Chadburn
• Peter M. Cox

High concentrations of plastic hidden beneath the surface of the Atlantic Ocean

The risks posed by plastic contamination of the ocean cannot be assessed as their amount and location remain largely unknown. Here the authors show that large quantities of microplastics exist below the ocean surface over the entire Atlantic in quantities greater than previously estimated.

• Katsiaryna Pabortsava
• Richard S. Lampitt

Iron mineral dissolution releases iron and associated organic carbon during permafrost thaw

Iron minerals trap carbon in permafrost, preventing microbial degradation and release to the atmosphere as CO 2 , but the stability of this carbon as permafrost thaws is unclear. Here the authors use nanoscale analyses to show that thaw conditions stimulate Fe-reducing bacteria that trigger carbon release.

• Monique S. Patzner
• Carsten W. Mueller
• Casey Bryce

Global hotspots for the occurrence of compound events

Compound climate events such as floods and droughts together can cause severe socio-economic impacts. Here, the authors analyse global hazard pairs from 1980–2014 and find global hotspots for the occurrence of compound events.

• Nina N. Ridder
• Andy J. Pitman
• Jakob Zscheischler

Few keystone plant genera support the majority of Lepidoptera species

Not all plants are equally able to support native insects. Here, the authors use data on interactions among >12,000 Lepidoptera species and >2000 plant genera across the United States, showing that few plant genera host the majority of Lepidoptera species; this information is used to suggest priorities for plant restoration.

• Desiree L. Narango
• Douglas W. Tallamy
• Kimberley J. Shropshire

Remote sensing reveals Antarctic green snow algae as important terrestrial carbon sink

Snow algae bloom along the coast of Antarctica and are likely to be biogeochemically important. Here, the authors produced the first map of such blooms, show that they are driven by warmer temperatures and proximity to birds and mammals, and are likely to increase given projected climate changes.

• Andrew Gray
• Monika Krolikowski
• Matthew P. Davey

Farming fish in the sea will not nourish the world

Marine aquaculture is widely proposed as compatible with ocean sustainability, biodiversity conservation, and human nutrition goals. In this Perspective, Belton and colleagues dispute the empirical validity of such claims and contend that the potential of marine aquaculture has been much exaggerated.

• David C. Little
• Shakuntala H. Thilsted

Migrant birds and mammals live faster than residents

Migration is costly. In the first global analysis of migratory vertebrates, authors report that migratory birds and mammals have faster paces of life than their non-migratory relatives, and that among swimming and walking species, migrants tend to be larger, while among flying species, migrants are smaller.

• Andrea Soriano-Redondo
• Jorge S. Gutiérrez
• Stuart Bearhop

Global warming due to loss of large ice masses and Arctic summer sea ice

The disintegration of cryosphere elements such as the Arctic summer sea ice, mountain glaciers, Greenland and West Antarctica is associated with temperature and radiative feedbacks. In this work, the authors quantify these feedbacks and find an additional global warming of 0.43°C.

• Nico Wunderling
• Matteo Willeit
• Ricarda Winkelmann

Asteroid shower on the Earth-Moon system immediately before the Cryogenian period revealed by KAGUYA

Ancient impact events on Earth are not well characterized due to continuous re-surfacing of Earth. Here, the authors study impact craters on the Moon with ages up to 800 million years ago and present a cross correlation to Earth, linking up to mass extinction events throughout Earth’s history.

• Kentaro Terada
• Tomokatsu Morota

The cascading origin of the 2018 Kīlauea eruption and implications for future forecasting

• M. R. Patrick
• B. F. Houghton

The erosion of biodiversity and biomass in the Atlantic Forest biodiversity hotspot

Quantifying forest degradation and biodiversity losses is necessary to inform conservation and restoration policies. Here the authors analyze a large dataset for the Atlantic Forest in South America to quantify losses in forest biomass and tree species richness, functional traits, and conservation value.

• Renato A. F. de Lima
• Alexandre A. Oliveira
• Paulo I. Prado

Thousands of reptile species threatened by under-regulated global trade

There are gaps in international efforts to monitor the wildlife trade, with many species potentially being undetected by the established monitoring groups. Here the authors use an automated web search to document the sale of reptiles online, revealing over 36% of all known reptile species are in trade, including many missing from official databases.

• Benjamin M. Marshall
• Colin Strine
• Alice C. Hughes

Organo–organic and organo–mineral interfaces in soil at the nanometer scale

Historically it has been maintained that soil organic carbon (SOC) is stabilized through interactions with mineral interfaces. Here the authors use cryo-electron microscopy and spectroscopy to show that SOC interactions can also occur between organic forms in patchy, disordered structure.

• Angela R. Possinger
• Michael J. Zachman
• Johannes Lehmann

Atmospheric transport is a major pathway of microplastics to remote regions

Plastic pollution is a critical concern across diverse ecosystems, yet most research has focused on terrestrial and aquatic transport, neglecting other mechanisms. Here the authors show that atmospheric transport is a major pathway for road plastic pollution over remote regions.

• N. Evangeliou

Determining the current size and state of subvolcanic magma reservoirs

This study makes use of the total spread of zircon ages and trace elements to study the thermal evolution of magmatic systems. Applied to Nevado de Toluca, the authors determine the size of its subvolcanic magma reservoir and assess its potential of re-activation.

• Gregor Weber
• Luca Caricchi
• Axel K. Schmitt

Revised estimates of ocean-atmosphere CO 2 flux are consistent with ocean carbon inventory

Ocean uptake of carbon dioxide impacts the climate, but flux estimates from surface measurements have not been corrected for temperature differences between surface and water sampling depth. Making that correction, the authors find previous estimates for ocean uptake have been substantially underestimated.

• Andrew J. Watson
• Ute Schuster
• Lonneke Goddijn-Murphy

Large deep-sea zooplankton biomass mirrors primary production in the global ocean

Zooplankton biomass in the dark ocean is thought to be low and weakly coupled to epipelagic primary production, but recent evidence suggests otherwise. Here the authors analyse data from the Malaspina Circumnavigation Expedition and published data to estimate bathypelagic zooplankton biomass and assess its relationship to primary production, currently not well accounted for in oceanic C budget.

• S. Hernández-León
• R. Koppelmann
• C. M. Duarte

Just ten percent of the global terrestrial protected area network is structurally connected via intact land

The effectiveness of protected areas depends not only on whether they are intact, but also on whether they are mutually connected. Here the authors examine the structural connectivity of terrestrial protected areas globally, finding that less than 10% of the protected network can be considered connected.

• Michelle Ward
• Santiago Saura
• James E. M. Watson

Precise radiometric age establishes Yarrabubba, Western Australia, as Earth’s oldest recognised meteorite impact structure

The ~70 km-diameter Yarrabubba impact structure in Western Australia has previously been regarded as among Earth’s oldest meteorite craters, but has hitherto lacked absolute age constraints. Here, the authors determine a precise impact age of 2229 ± 5 Ma, which extends the terrestrial cratering record back in time by > 200 million years and establishes Yarrabubba as the oldest recognised meteorite impact structure on Earth.

• Timmons M. Erickson
• Christopher L. Kirkland
• Thomas M. Davison

Global phosphorus shortage will be aggravated by soil erosion

Phosphorus is an essential nutrient critical for agriculture, but because it is non-renewable its future availability is threatened. Here the authors show that across the globe most nations have net losses of phosphorus, with soil erosion as the major route of loss in Europe, Africa and South America.

• Christine Alewell
• Bruno Ringeval
• Pasquale Borrelli

Impacts of irrigated agriculture on food–energy–water–CO 2 nexus across metacoupled systems

Local human activities can lead to cross-border environmental impacts through the food–energy–water–CO 2 nexus. Here, the authors report wide variations in environmental impacts of irrigated agriculture across counties within the North China Plain under different environmental and socioeconomic scenarios.

• Xiuzhi Chen

The genomic timeline of cichlid fish diversification across continents

Cichlids are a model for adaptive radiation, but the timing of their diversification is debated. Here the authors assemble 14 cichlid genomes, introduce a Bayesian approach to account for fossil-assignment uncertainty, and present a dated phylogenomic hypothesis of cichlid and teleost evolution.

• Michael Matschiner
• Astrid Böhne
• Walter Salzburger

Pervasive subduction zone devolatilization recycles CO 2 into the forearc

The fate of subducted CO 2 remains debated, with estimates mainly from numerical predictions varying from wholesale decarbonation of the shallow subducting slab to massive deep subduction of CO 2 . Here, the authors present field-based data and show that ~40% to ~65% of the CO 2 in subducting crust is released via metamorphic decarbonation reactions at forearc depths.

• E. M. Stewart
• Jay J. Ague

Extinction of eastern Sahul megafauna coincides with sustained environmental deterioration

The causes of the Upper Pleistocene megafauna extinction in Australia and New Guinea are debated, but fossil data are lacking for much of this region. Here, Hocknull and colleagues report a new, diverse megafauna assemblage from north-eastern Australia that persisted until ~40,000 years ago.

• Scott A. Hocknull
• Richard Lewis
• Rochelle A. Lawrence

Strong hydroclimatic controls on vulnerability to subsurface nitrate contamination across Europe

Excess fertilizer use causes subsurface contamination. Here, the authors conduct an assessment of water quality vulnerability across Europe, finding that 75% of agricultural regions are susceptible to nitrate contamination for least one-third of the year, two times more than using standard estimation procedure.

• S. Attinger

Earthquake transformer—an attentive deep-learning model for simultaneous earthquake detection and phase picking

The authors here present a deep learning model that simultaneously detects earthquake signals and measures seismic-phase arrival times. The model performs particularly well for cases with high background noise and the challenging task of picking the S wave arrival.

• S. Mostafa Mousavi
• William L. Ellsworth
• Gregory C. Beroza

Glacial heterogeneity in Southern Ocean carbon storage abated by fast South Indian deglacial carbon release

A Southern Ocean influences on the carbon cycle is considered a key component of deglacial changes. Here, the authors show spatial differences in glacial Southern Ocean carbon storage that dissipated rapidly 14.6 kyr ago, revealing a South Indian Ocean contribution to rapid deglacial atmospheric CO 2 increases.

• Julia Gottschalk
• Elisabeth Michel
• Samuel L. Jaccard

Delayed emergence of a global temperature response after emission mitigation

Strong mitigation of anthropogenic emissions is necessary, but it is not clear how fast these efforts would lead to temperature changes. Here, the authors find that there is a substantial delay between reductions of emissions and a detectable change in surface temperature for a number of climate forcers.

• B. H. Samset
• J. S. Fuglestvedt

The human impact on North American erosion, sediment transfer, and storage in a geologic context

Human activities have accelerated soil erosion and landscape change in many areas. Here the authors show how rates of erosion, sediment transfer and alluvial sedimentation have increased by an order of magnitude across North America since European colonization, far exceeding the rates expected of natural processes.

• David B. Kemp
• Peter M. Sadler
• Veerle Vanacker

Breaking Earth’s shell into a global plate network

How Earth’s lithosphere first divided into tectonic plates remains uncertain. Here, the authors use 3D spherical shell models to demonstrate that anticipated warming of the early lithosphere should lead to thermal expansion and the initiation of a global network of rifts, dividing the lithosphere into tectonic plates.

• A. A. G. Webb

The influence of soil age on ecosystem structure and function across biomes

Soil age is thought to be an important driver of ecosystem development. Here, the authors perform a global survey of soil chronosequences and meta-analysis to show that, contrary to expectations, soil age is a relatively minor ecosystem driver at the biome scale once other drivers such as parent material, climate, and vegetation type are accounted for.

• Manuel Delgado-Baquerizo
• Peter B. Reich
• Noah Fierer

Episodes of fast crystal growth in pegmatites

Pegmatite crystals are thought to grow rapidly, yet their growth rates and conditions are not well constrained. Here, the authors find that the trace element distributions of pegmatitic quartz crystals indicate rapid growth in highly dynamic environments, suggesting that large meter-scale crystals can be formed within days.

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Regime shifts occur disproportionately faster in larger ecosystems

Little is known about how the speed of ecosystem collapse depends on ecosystem size. Here, Cooper, Willcock et al. analyse empirical data and models finding that although regime shift duration increases with ecosystem size, this relationship saturates and even large ecosystems can collapse in a few decades.

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• Simon Willcock
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Over 90 endangered fish and invertebrates are caught in industrial fisheries

Due to legislative shortfalls, species of global conservation concern can still be captured in commercial fisheries. Here the authors show that 91 threatened species are reported in catch/landing databases, 13 of which are traded internationally despite their conservation concern.

• Leslie A. Roberson
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Cropland expansion in the United States produces marginal yields at high costs to wildlife

Conversion of natural ecosystems to cropland is a threat to most native wildlife. Here the authors quantify the impact of recent cropland expansion on the habitat of representative pollinator, bird, plant species across the conterminous United States, showing diminished crop yield returns at the cost of important habitat losses.

• Tyler J. Lark
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Using publicly available satellite imagery and deep learning to understand economic well-being in Africa

It is generally difficult to scale derived estimates and understand the accuracy across locations for passively-collected data sources, such as mobile phones and satellite imagery. Here the authors show that their trained deep learning models are able to explain 70% of the variation in ground-measured village wealth in held-out countries, outperforming previous benchmarks from high-resolution imagery with errors comparable to that of existing ground data.

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Soil moisture dominates dryness stress on ecosystem production globally

Dryness stresses vegetation and can lead to declines in productivity, increased emission of carbon, and plant mortality, but the drivers of this stress remain unclear. Here the authors show that soil moisture plays a dominant role relative to atmospheric water demand over most global land vegetated areas.

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Climate change will affect global water availability through compounding changes in seasonal precipitation and evaporation

Adequate water availability is key to human and ecosystem sustainability. Here, the authors show that seasonally variable regimes become more variable, and the combined influence of seasonality and magnitude of climate variables will affect future water availability.

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Pollution exacerbates China’s water scarcity and its regional inequality

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Mapping global urban land for the 21st century with data-driven simulations and Shared Socioeconomic Pathways

Here the authors develop a set of global, long-term, spatial projections of urban land expansion for understanding the planet’s potential urban futures. The global total amount of urban land increases by a factor of 1.8-5.9 over the 21st century, and the developed world experiences as much new urban development as the developing world.

• Brian C. O’Neill

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50 Best Environmental Science Research Topics

May 31, 2023

Environmental science is a varied discipline that encompasses a variety of subjects, including ecology, atmospheric science, and geology among others. Professionals within this field can pursue many occupations from lab technicians and agricultural engineers to park rangers and environmental lawyers. However, what unites these careers is their focus on how the natural world and the human world interact and impact the surrounding environment. There is also one other significant commonality among environmental science careers: virtually all of them either engage in or rely on research on environmental science topics to ensure their work is accurate and up to date.

In this post, we’ll outline some of the best environmental science research topics to help you explore disciplines within environmental science and kickstart your own research. If you are considering majoring in environmental science or perhaps just need help brainstorming for a research paper, this post will give you a broad sense of timely environmental science research topics.

What makes a research topic good?

Before we dive into specific environmental science research topics, let’s first cover the basics: what qualities make for a viable research topic. Research is the process of collecting information to make discoveries and reach new conclusions. We often think of research as something that occurs in academic or scientific settings. However, everyone engages in informal research in everyday life, from reading product reviews to investigating statistics for admitted students at prospective colleges . While we all conduct research in our day-to-day lives, formal academic research is necessary to advance discoveries and scholarly discourses. Therefore, in this setting, good research hinges on a topic in which there are unanswered questions or ongoing debates. In other words, meaningful research focuses on topics where you can say something new.

However, identifying an interesting research topic is only the first step in the research process. Research topics tend to be broad in scope. Strong research is dependent on developing a specific research question, meaning the query your project will seek to answer. While there are no comprehensive guidelines for research questions, most scholars agree that research questions should be:

1) Specific

Research questions need to clearly identify and define the focus of your research. Without sufficient detail, your research will likely be too broad or imprecise in focus to yield meaningful insights. For example, you might initially be interested in addressing this question: How should governments address the effects of climate change? While that is a worthwhile question to investigate, it’s not clear enough to facilitate meaningful research. What level of government is this question referring to? And what specific effects of global warming will this research focus on? You would need to revise this question to provide a clearer focus for your research. A revised version of this question might look like this: How can state government officials in Florida best mitigate the effects of sea-level rise?

 2) Narrow

Our interest in a given topic often starts quite broad. However, it is difficult to produce meaningful, thorough research on a broad topic. For that reason, it is important that research questions be narrow in scope, focusing on a specific issue or subtopic. For example, one of the more timely environmental science topics is renewable energy. A student who is just learning about this topic might wish to write a research paper on the following question: Which form of renewable energy is best? However, that would be a difficult question to answer in one paper given the various ways in which an energy source could be “best.” Instead, this student might narrow their focus, assessing renewable energy sources through a more specific lens: Which form of renewable energy is best for job creation?

 3) Complex

As we previously discussed, good research leads to new discoveries. These lines of inquiry typically require a complicated and open-ended research question. A question that can be answered with just a “yes” or “no” (or a quick Google search) is likely indicative of a topic in which additional research is unnecessary (i.e. there is no ongoing debate) or a topic that is not well defined. For example, the following question would likely be too simple for academic research: What is environmental justice? You can look up a definition of environmental justice online. You would need to ask a more complex question to sustain a meaningful research project. Instead, you might conduct research on the following query: Which environmental issue(s) disproportionately impact impoverished communities in the Pacific Northwest? This question is narrower and more specific, while also requiring more complex thought and analysis to answer.

4) Debatable

Again, strong research provides new answers and information, which means that they must be situated within topics or discourses where there is ongoing debate. If a research question can only lead to one natural conclusion, that may indicate that it has already been sufficiently addressed in prior research or that the question is leading. For example, Are invasive species bad? is not a very debatable question (the answer is in the term “invasive species”!). A paper that focused on this question would essentially define and provide examples of invasive species (i.e. information that is already well documented). Instead, a researcher might investigate the effects of a specific invasive species. For example: How have Burmese pythons impacted ecosystems in the Everglades, and what mitigation strategies are most effective to reduce Burmese python populations?

Therefore, research topics, including environmental science topics, are those about which there are ample questions yet to be definitively answered. Taking time to develop a thoughtful research question will provide the necessary focus and structure to facilitate meaningful research.

10 Great Environmental Science Research Topics (With Explanations!)

Now that we have a basic understanding of what qualities can make or break a research topic, we can return to our focus on environmental science topics. Although “great” research topics are somewhat subjective, we believe the following topics provide excellent foundations for research due to ongoing debates in these areas, as well as the urgency of the challenges they seek to address.

1) Climate Change Adaptation and Mitigation

Although climate change is now a well-known concept , there is still much to be learned about how humans can best mitigate and adapt to its effects. Mitigation involves reducing the severity of climate change. However, there are a variety of ways mitigation can occur, from switching to electric vehicles to enforcing carbon taxes on corporations that produce the highest carbon emission levels. Many of these environmental science topics intersect with issues of public policy and economics, making them very nuanced and versatile.

In comparison, climate change adaptation considers how humans can adjust to life in an evolving climate where issues such as food insecurity, floods, droughts, and other severe weather events are more frequent. Research on climate change adaptation is particularly fascinating due to the various levels at which it occurs, from federal down to local governments, to help communities anticipate and adjust to the effects of climate change.

Both climate change mitigation and adaptation represent excellent environmental science research topics as there is still much to be learned to address this issue and its varied effects.

2) Renewable Energy

Renewable energy is another fairly mainstream topic in which there is much to learn and research. Although scientists have identified many forms of sustainable energy, such as wind, solar, and hydroelectric power, questions remain about how to best implement these energy sources. How can politicians, world leaders, and communities advance renewable energy through public policy? What impact will renewable energy have on local and national economies? And how can we minimize the environmental impact of renewable energy technologies? While we have identified alternatives to fossil fuels, questions persist about the best way to utilize these technologies, making renewable energy one of the best environmental science topics to research.

3) Conservation

Conservation is a broad topic within environmental science, focusing on issues such as preserving environments and protecting endangered species. However, conservation efforts are more challenging than ever in the face of a growing world population and climate change. In fact, some scientists theorize that we are currently in the middle of a sixth mass extinction event. While these issues might seem dire, we need scientists to conduct research on conservation efforts for specific species, as well as entire ecosystems, to help combat these challenges and preserve the planet’s biodiversity.

4) Deforestation

The Save the Rainforest movement of the 1980s and 90s introduced many people to the issue of deforestation. Today, the problems associated with deforestation, such as reduced biodiversity and soil erosion, are fairly common knowledge. However, these challenges persist due, in part, to construction and agricultural development projects. While we know the effects of deforestation, it is more difficult to identify and implement feasible solutions. This is particularly true in developing countries where deforestation is often more prevalent due to political, environmental, and economic factors. Environmental science research can help reduce deforestation by identifying strategies to help countries sustainably manage their natural resources.

Environmental Science Topics (Continued)

5) urban ecology.

When we think of “the environment,” our brains often conjure up images of majestic mountain ranges and lush green forests. However, less “natural” environments also warrant study: this is where urban ecology comes in. Urban ecology is the study of how organisms interact with one another and their environment in urban settings. Through urban ecology, researchers can address topics such as how greenspaces in cities can reduce air pollution, or how local governments can adopt more effective waste management practices. As one of the newer environmental science topics, urban ecology represents an exciting research area that can help humans live more sustainably.

6) Environmental Justice

While environmental issues such as climate change impact people on a global scale, not all communities are affected equally. For example, wealthy nations tend to contribute more to greenhouse-gas emissions. However, less developed nations are disproportionately bearing the brunt of climate change . Studies within the field of environmental justice seek to understand how issues such as race, national origin, and income impact the degree to which people experience hardships from environmental issues. Researchers in this field not only document these inequities, but also identify ways in which environmental justice can be achieved. As a result, their work helps communities have access to clean, safe environments in which they can thrive.

7) Water Management

Water is, of course, necessary for life, which is why water management is so important within environmental science research topics. Water management research ensures that water resources are appropriately identified and maintained to meet demand. However, climate change has heightened the need for water management research, due to the occurrence of more severe droughts and wildfires. As a result, water management research is necessary to ensure water is clean and accessible.

8) Pollution and Bioremediation

Another impact of the increase in human population and development is heightened air, water, and soil pollution. Environmental scientists study pollutants to understand how they work and where they originate. Through their research, they can identify solutions to help address pollution, such as bioremediation, which is the use of microorganisms to consume and break down pollutants. Collectively, research on pollution and bioremediation helps us restore environments so they are sufficient for human, animal, and plant life.

9) Disease Ecology

While environmental science topics impact the health of humans, we don’t always think of this discipline as intersecting with medicine. But, believe it or not, they can sometimes overlap! Disease ecology examines how ecological processes and interactions impact disease evolution. For example, malaria is a disease that is highly dependent on ecological variables, such as temperature and precipitation. Both of these factors can help or hinder the breeding of mosquitoes and, therefore, the transmission of malaria. The risk of infectious diseases is likely to increase due to climate change , making disease ecology an important research topic.

10) Ecosystems Ecology

If nothing else, the aforementioned topics and their related debates showcase just how interconnected the world is. None of us live in a vacuum: our environment affects us just as we affect it. That makes ecosystems ecology, which examines how ecosystems operate and interact, an evergreen research topic within environmental science.

40 More Environmental Science Research Topics

Still haven’t stumbled upon the right environmental science research topic? The following ideas may help spark some inspiration:

• The effects of agricultural land use on biodiversity and ecosystems.
• The impact of invasive plant species on ecosystems.
• How wildfires and droughts shape ecosystems.
• The role of fire ecology in addressing wildfire threats.
• The impact of coral bleaching on biodiversity.
• Ways to minimize the environmental impact of clean energies.
• The effects of climate change on ocean currents and migration patterns of marine species.

Environmental Justice and Public Policy

• Opportunities to equalize the benefits of greenspaces for impoverished and marginalized communities.
• The impact of natural disasters on human migration patterns.
• The role of national parks and nature reserves in human health.
• How to address inequalities in the impact of air pollution.
• How to prevent and address the looming climate refugee crisis.
• Environmentally and economically sustainable alternatives to deforestation in less developed countries.
• Effects of environmental policies and regulations on impoverished communities.
• The role of pollutants in endocrine disruption.
• The effects of climate change on the emergence of infectious diseases.

AP Environmental Science Research Topics (Continued)

Soil science.

• Effects of climate change on soil erosion.
• The role of land management in maintaining soil health.
• Agricultural effects of salinization in coastal areas.
• The effects of climate change on agriculture.

Urban Ecology

• How road construction impacts biodiversity and ecosystems.
• The effects of urbanization and city planning on water cycles.
• Impacts of noise pollution on human health.
• The role of city planning in reducing light pollution.

Pollution and Bioremediation

• The role of bioremediation in removing “forever” chemicals from the environment.
• Impacts of air pollution on maternal health.
• How to improve plastic recycling processes.
• Individual measures to reduce consumption and creation of microplastics.
• Environmental impacts of and alternatives to fracking.

Environmental Law and Ethics

• Ethical implications of human intervention in the preservation of endangered species.
• The efficacy and impact of single-use plastic laws.
• Effects of religious and cultural values in environmental beliefs.
• The ethics of climate change policy for future generations.
• Ethical implications of international environmental regulations for less developed countries.
• The impact and efficacy of corporate carbon taxes.
• Ethical and environmental implications of fast fashion.
• The ethics and efficacy of green consumerism.
• Impacts of the hospitality and travel industries on pollution and emissions.
• The ethical implications of greenwashing in marketing.
• Effects of “Right to Repair” laws on pollution.

Final Thoughts: Environmental Science Research Topics

Environmental science is a diverse and very important area of study that impacts all aspects of life on Earth. If you’ve found a topic you’d like to pursue, it’s time to hit the books (or online databases)! Begin reading broadly on your chosen topic so you can define a specific research question. If you’re unsure where to begin, contact a research librarian who can connect you with pertinent resources. As you familiarize yourself with the discourse surrounding your topic, consider what questions spring to mind. Those questions may represent gaps around which you can craft a research question.

Interested in conducting academic research? Check out the following resources for information on research opportunities and programs:

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Emily Smith

Emily earned a BA in English and Communication Studies from UNC Chapel Hill and an MA in English from Wake Forest University. While at UNC and Wake Forest, she served as a tutor and graduate assistant in each school’s writing center, where she worked with undergraduate and graduate students from all academic backgrounds. She also worked as an editorial intern for the Wake Forest University Press as well as a visiting lecturer in the Department of English at WFU, and currently works as a writing center director in western North Carolina.

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Environmental Studies: An Introduction

• November 2020
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What really matters for successful research environments? A realist synthesis

Rola ajjawi.

1 Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Geelong, Victoria, Australia

Paul E S Crampton

2 Research Department of Medical Education, University College London, London, UK

3 Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia

Charlotte E Rees

Associated data.

Table S2. MeSH terms and a selection of key terms utilised in the database searches.

Table S3. Inclusion and exclusion criteria with respect to topic, recentness and type of article.

Table S4. Refined inclusion and exclusion criteria to include contextual parameters.

Table S5. Studies by type: qualitative, quantitative and mixed‐methods.

Research environments, or cultures, are thought to be the most influential predictors of research productivity. Although several narrative and systematic reviews have begun to identify the characteristics of research‐favourable environments, these reviews have ignored the contextual complexities and multiplicity of environmental characteristics.

The current synthesis adopts a realist approach to explore what interventions work for whom and under what circumstances.

We conducted a realist synthesis of the international literature in medical education, education and medicine from 1992 to 2016, following five stages: (i) clarifying the scope; (ii) searching for evidence; (iii) assessing quality; (iv) extracting data, and (v) synthesising data.

We identified numerous interventions relating to research strategy, people, income, infrastructure and facilities (IIF), and collaboration. These interventions resulted in positive or negative outcomes depending on the context and mechanisms fired. We identified diverse contexts at the individual and institutional levels, but found that disciplinary contexts were less influential. There were a multiplicity of positive and negative mechanisms, along with three cross‐cutting mechanisms that regularly intersected: time; identity, and relationships. Outcomes varied widely and included both positive and negative outcomes across subjective (e.g. researcher identity) and objective (e.g. research quantity and quality) domains.

Conclusions

The interplay among mechanisms and contexts is central to understanding the outcomes of specific interventions, bringing novel insights to the literature. Researchers, research leaders and research organisations should prioritise the protection of time for research, enculturate researcher identities, and develop collaborative relationships to better foster successful research environments. Future research should further explore the interplay among time, identity and relationships.

Short abstract

This realist review shows when and why interventions related to research strategy; people; income, infrastructure and facilities; and collaboration result in positive or negative research environments. Findings indicate that protected time, researcher identities and collaborative relationships are important for fostering successful research environments.

Introduction

Research environments matter. Environmental considerations such as robust cultures of research quality and support for researchers are thought to be the most influential predictors of research productivity. 1 , 2 Over 25 years ago, Bland and Ruffin 1 identified 12 characteristics of research‐favourable environments in the international academic medicine literature spanning the period from the mid‐1960s to 1990 (Box 1 ). Although these characteristics are aspirational in flavour, how they interplay to influence research productivity within increasingly complex institutional structures is not yet known. Indeed, although existing reviews have begun to help us better understand what makes for successful research environments, this research has typically ignored the contextual complexities and multiplicity of environmental characteristics 1 , 3 , 4 , 5 , 6 , 7 and has focused on narrow markers of productivity such as the quantity of research outputs (e.g. ref. 7 ) The current realist synthesis, therefore, aims to address this gap in the research literature by reviewing more recent literature ( 1992–2016 ) and exploring the features of successful research environments in terms of which interventions work, for whom, how and in what circumstances.

Characteristics of successful research environments 1

• Clear organisational research goals
• Research productivity as a priority and at least equal priority to other activities
• A robust research culture with shared research values
• A positive group climate
• Participative governance structures
• Non‐hierarchical and decentralised structures
• Good communication and professionally meaningful relationships between team members
• Decent resources such as people, funding, research facilities and time
• Larger group size, moderately established teams and diversity
• Rewards for research success
• Recruitment and selection of talented researchers
• Research‐oriented leaders with research expertise and skill

The contextual background for understanding successful research environments

Against a backdrop of the mass production of education, reduced government funding for research and ‘new managerialist’ cultures in higher education, 8 , 9 increased scrutiny of the quantity and quality of research, the research environments in which research is produced and the impacts of research has become inevitable. 10 Indeed, in higher education institutions (HEIs) globally, research productivity is being measured as part of individual researcher and research group key performance indicators. 7 In many countries, such as Australia, Hong Kong, New Zealand and the UK, 11 HEI research is measured on a national scale through government‐led research assessments. Such research measurement has contributed to the allocation of funding to universities and differentiation of universities in the competitive marketplace, with some solidifying their institutional identities as ‘research‐intensive’ and others emphasising their relative ‘newcomer‐to‐research’ status (e.g. previously ‘teaching‐intensive’ universities). 9 , 12 , 13 Such institutional differentiation also parallels that of individual academics within universities, who are increasingly encouraged to take either ‘research‐active’ or ‘education‐focused’ career pathways. 8 , 9 It is these broader national and institutional constraints that inevitably impact on research environments at the level of units, centres, departments and schools within universities (the level of ‘research environment’ that we focus on in this paper). Table S1 provides definitions of key terms.

Key features of research environments identified in previous reviews

Evans defines a research environment as including: ‘shared values, assumptions, beliefs, rituals and other forms of behaviour whose central focus is the acceptance and recognition of research practice and output as valued, worthwhile and pre‐eminent activity.’ 14 Previous reviews have tended to focus on interventions aimed at individual researchers, such as research capacity building, 4 , 5 , 7 and with individual‐level outcomes, such as increased numbers of grants or publications. 4 , 5 , 7 These reviews have typically concluded that research capacity‐building interventions lead to positive research outcomes. 4 , 5 , 7 Furthermore, the reviews have identified both individual and institutional enablers to research. Individual enablers included researchers’ intrinsic motivation to conduct research. 6 , 7 Institutional enablers included peer support, encouragement and review, 7 mentoring and collaboration, 4 , 5 research leadership, 5 , 6 institutional structures, processes and systems supporting research, such as clear strategy, 5 , 6 protected time and financial support. 5 Although these reviews have begun to shed light on the features of successful research environments, they have significant limitations: (i) they either include studies of low to moderate quality 4 , 5 or fail to check the quality of studies included, 7 and (ii) they do not explore what works for whom and under what circumstances, but instead focus on what works and ignore the influence of the context in which interventions are implemented and ‘how’ outcomes come about. Indeed, Mazmanian et al. 4 concluded in their review: ‘…little is known about what works best and in what situations.’

Conceptual framework: a realist approach

Given the gaps in the research literature and the importance of promoting successful research environments for individuals’ careers, institutional prestige and the knowledge base of the community, we thought a realist synthesis would be most likely to elucidate how multiple complex interventions can influence success. Realism assumes the existence of an external reality (a real world), but one that is filtered (i.e. perceived, interpreted and responded to) through human senses, volitions, language and culture. 15 A realist approach enables the development and testing of theory for why interventions may or may not work, for whom and under what circumstances. 16 It does this through recognising that interventions do not directly cause outcomes; instead, participants’ reactions and responses to the opportunities provided by the intervention trigger outcomes. This approach can allow researchers to identify causal links in complex situations, such as those between interventions and the contexts in which they work, how they work (mechanisms) and their outcomes. 17 Although the context–mechanism–outcome (CMO) approach is not necessarily linear, it can help to provide explanations that privilege contextual variability. 18

Aligned with the goals of realist research, this synthesis aims to address the following research question: What are the features of successful research environments, for whom, how and in what circumstances?

We followed five stages of realist synthesis: (i) clarifying scope; (ii) searching for evidence; (iii) assessing quality; (iv) extracting data, and (v) synthesising data. 19 Our methods also follow the RAMESES ( r ealist a nd m eta‐narrative e vidence s ynthesis: e volving s tandards) reporting guidelines. 20

Clarifying the scope

We first clarified the scope of our realist synthesis by identifying relevant interventions based on the Research Excellence Framework (REF) 2014 environment assessment criteria. The REF is a national exercise assessing the quality of research produced by UK HEIs, its impact beyond academia, and the environment that supports research. The assessment criteria indicated in the REF2014 environment template included the unit's research strategy , its people (including staffing strategy, staff development and research students), its income, infrastructure and facilities (IIF), as well as features of collaboration . 21 These guided our search terms (see stage 2 below). We chose to use these quality markers as they informed the UK national assessment exercise, upon which other national exercises are often based. In addition, these criteria were explicit, considered and implementable, and were developed through consensus. Like other realist syntheses, 18 , 22 , 23 ours considered a multiplicity of different interventions rather than just one and some of the papers we reviewed combined multiple interventions.

Based on previous reviews, 1 , 4 , 5 , 7 our initial programme theory speculated that interventions aligned to having an explicit research strategy, staff development opportunities, funding and establishing research networks would be effective for creating successful research environments (Fig. ​ (Fig.1 1 gives further details of our initial programme theory).

Initial programme theory

Searching for empirical evidence

We devised search terms as a team and refined these iteratively with the help of a health librarian experienced in searching. We split the research question into three key concepts: (i) research environment; (ii) discipline, and (iii) research indicator (i.e. positive or negative). We then used variations of these terms to search the most relevant databases including MEDLINE, ProQuest, Scopus, CINAHL (Cumulative Index to Nursing and Allied Health Literature) and Web of Science. Table S2 illustrates the MeSH terms and provides a selection of key terms utilised in the database searches.

We were interested in comparing research cultures across the disciplines of medical education, education and medicine for two key reasons. Firstly, the discipline of medical education consists of a rich tapestry of epistemological approaches including biomedical sciences, social sciences and education, and medicine. 24 , 25 Secondly, there have been disciplinary arguments in the literature about whether medical education should be constructed as medicine or social science. 24 , 26

We agreed various inclusion and exclusion criteria with respect to topic, recentness and type of article (Table S3 ), as well as refined criteria to include contextual parameters (Table S4 ). We chose 1992 as the start date for our search period as 1992 saw the first published literature review about productive research environments in the academic medicine literature. 1

Study selection

The first top‐level search elicited 8527 journal articles across all databases. Once duplicate results had been removed, and ‘topic’ and ‘recentness’ study parameters reinforced, 420 articles remained. The searching and selection process is summarised in a PRISMA ( p referred r eporting i tems for s ystematic reviews and m eta‐ a nalyses) diagram (Fig. ​ (Fig.2). 2 ). Three research assistants and one of the authors (PESC) initially assessed relevance by reviewing abstracts using preliminary inclusion criteria. If any ambiguities were found by any of the reviewers, abstracts were checked by one of the other two researchers (RA and CER). Where divergent views existed, researchers discussed the reasons why and agreed on whether to include or exclude. A 10% sample of these 420 abstracts were double‐checked by an additional two researchers, including a number of articles previously excluded, for quality control purposes.

PRISMA flow diagram of the selection process

Assessment of quality

We assessed the journal articles for relevance and rigour. 20 We defined an article's relevance according to ‘whether it can contribute to theory building and/or testing’. 20 Following the relevance check and ‘type’ exclusions to original research papers, 100 articles remained, which were then assessed for rigour. Although we chose to narrow down to original research, we kept relevant articles such as systematic reviews and opinion pieces to inform the introduction and discussion sections of this paper.

We defined rigour as determining ‘whether the method used to generate the particular piece of data is credible and trustworthy’. 20 We used two pre‐validated tools to assess study quality: the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of quantitative research, 27 , 28 and the Critical Appraisal Skills Programme (CASP) qualitative checklist for qualitative and mixed‐method studies. 29 Both tools are used to consider the rigour of study design, sampling, type of data, data analysis and outcomes/findings, and have been employed in previous reviews. 23 , 30

Following the quality assessment, 47 articles remained and were then subjected to data extraction and synthesis. Five papers were excluded as they did not contribute to our theory building or lacked CMO configurations (CMOCs). We kept notes of the reasons for excluding studies and resolved doubts through discussion (Fig. ​ (Fig.2 2 ).

Data extraction

Two data‐rich articles containing multiple CMOCs were inductively and deductively (based on the initial programme theory) coded by all of us to ensure consistency. We then discussed any similarities and differences in our coding. As is inherent in the challenges of realist approaches, we found differences in our identifications of CMOCs, which often related to how one particular component (e.g. time) could be an outcome at one moment and a mechanism the next. This alerted us to overlapping constructs, which we then explored as we coded remaining papers. To collect data across all remaining papers, we extracted information relating to: study design, methods and sample size; study setting; intervention focus; contexts of the intervention; mechanisms generated in the results, and outcomes. The key CMOCs in all 42 articles were identified primarily from the results sections of the papers. The process of data extraction and analysis was iterative with repeated discussion among the researchers of the demi‐regularities (i.e. patterns of CMOCs) in relation to the initial programme theory and negotiations of any differences of opinion.

Data synthesis

Finally, we interrogated our data extraction to look for patterns across our data/papers. We used an interpretative approach to consider how our data compared with our initial programme theory in order to develop our modified programme theory.

Characteristics of the studies

The 42 papers represented the following disciplines: medical education ( n = 4, 10%); 31 , 32 , 33 , 34 education ( n = 18, 43%), 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 and medicine ( n = 20, 48%). 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 There were 26 (62%) qualitative studies, 11 (26%) quantitative studies and five (12%) mixed‐methods studies (Table S5 ). The studies were from countries across the globe, including Australia ( n = 10, 24%), the USA ( n = 7, 17%), the UK ( n = 6, 14%), Canada ( n = 4, 10%), South Africa ( n = 4, 10%), Denmark ( n = 2, 5%), Turkey ( n = 2, 5%) and others ( n = 7, 17%) (e.g. Belgium, China, Germany, New Zealand and the Philippines). The research designs varied but common approaches included qualitative interviews, surveys, documentary/bibliographic analysis, case studies and mixed‐methods studies. Study participants included academics, teachers, health care professionals, senior directors, PhD students, early‐career researchers (ECRs) and senior researchers. Table S6 lists the individual contexts, interventions, mechanisms and outcomes identified from individual papers.

Extending our initial programme theory

A key finding from our realist synthesis was that the same interventions fired either positive or negative mechanisms leading to positive or negative outcomes, respectively, depending on context. Surprisingly, the CMOCs were mostly consistent across the three disciplines (i.e. medical education, education and medicine) with local contexts seemingly interplaying more strongly with outcomes. Therefore, we present these disciplinary contexts here as merged, but we highlight any differences by disciplinary context where relevant.

Having a research strategy promoted a successful research environment when it enabled appropriate resources (including time) and valuing of research; however, it had negative consequences when it too narrowly focused on outputs, incentives and rewards. In terms of people , individual researchers needed to be internally motivated and to have a sense of belonging, and protected time and access to capacity‐building activities in order to produce research. Lack of knowledge, researcher identity, networks and time, plus limited leadership support, acted as mechanisms leading to negative research outcomes. The presence of IIF was overwhelmingly indicated as necessary for successful research environments and their absence was typically detrimental. Interestingly, a few papers reported that external funding could have negative consequences because short‐term contracts, reduced job security and the use of temporary junior staff can lead to weak research environments. 40 , 67 , 71 Finally, collaboration was crucial for successful research mediated through trusting respectful relationships, supportive leadership and belongingness. Poor communication and competitive cultures, however, worked to undermine collaboration, leading to isolation and low self‐esteem, plus decreased research engagement and productivity. Table ​ Table1 1 highlights illustrative CMOCs for each intervention extending our initial programme theory.

Positive and negative context–mechanism–outcome configurations (CMOCs) for each intervention

CMOCs indicated in bold highlight the three cross‐cutting themes of time, identity and relationships.

ECRs = early‐career researchers.

Key cross‐cutting mechanisms: time, identity and relationships

As Table ​ Table1 1 shows, the same intervention can lead to positive or negative outcomes depending on the particular contexts and mechanisms triggered. This highlights greater complexity than is evident at first glance. Cross‐cutting these four interventions were three mechanisms that were regularly identified as critical to the success (or not) of a research environment: time; researcher identities, and relationships. We now present key findings for each of these cross‐cutting mechanisms and discuss how their inter‐relations lead to our modified programme theory (Fig. ​ (Fig.3). 3 ). Note that although we have tried to separate these three mechanisms for ease of reading, they were often messily entangled. Table ​ Table2 2 presents quotes illustrating the way in which each mechanism mediates outcomes within particular circumstances.

Modified programme theory. ECR = early‐career researcher

Time, identity and relationships as cross‐cutting mechanisms mediating successful research environments

Time was identified as an important mechanism for mobilising research outcomes across our three disciplines. Time was conceptualised severally including as: protected time; workload pressures influencing time available; efficient use of time; flexible use of time; making time, and time in career. The two most commonly considered aspects were protected time and workload implications. Protected time was largely talked about in the negative across a variety of contexts and disciplines, with lack of protected time leading to lack of researcher engagement or inactivity and reduced research productivity. 32 , 35 , 37 , 41 , 44 , 47 , 49 , 61 , 62 , 63 , 67 Also across a variety of contexts and disciplines, and acting as a positive mechanism, available protected time was found to lead to increased research productivity and active research engagement. 31 , 36 , 40 , 48 , 49 , 63 , 65 With regard to workload, limitations on the time available for research imposed by excessive other workloads led to reduced research activity, lower research productivity, poor‐quality research and reduced opportunity to attend research training. 40 , 41 , 47 , 49 , 60 , 67 Juggling of multiple responsibilities, such as clinical, teaching, administrative and leadership roles, also inhibited research productivity by diminishing the time available for research. 35 , 40 , 49 The alignment of research with other non‐research work was described as driving efficiencies in the use of time leading to greater research productivity (Table ​ (Table2, 2 , quote 1).

Identity was also an important mechanism for mobilising research outcomes across our three disciplines. Interpretations included personal identities (e.g. gender), professional identity (e.g. as a primary practitioner or a primary researcher), and social identity (e.g. sense of belongingness). Researcher identity was often referred to in relation to first‐career practitioners (and therefore second‐career researchers). Sharp et al. 48 defined these as participants recruited into higher education not directly from doctoral study but on the basis of their extensive ‘first‐order’ knowledge and pedagogical expertise. These were also practitioners conducting research in schools or hospitals. Identities were also referenced in relation to early, mid‐career or senior researchers. Academic staff working in academic institutions needed to develop a sense of researcher identity, belongingness, self‐efficacy for research and autonomy to increase their satisfaction, competence and research activity. 39 , 40 , 44 , 46 , 51 , 67 For first‐career practitioners (i.e. teachers, doctors), the research needed to be highly relevant and aligned to their primary identity work in order to motivate them. 53 , 59 , 62 , 65 This alignment was described as having a strong research–teaching nexus. 40 , 48 Linked to this concept was the need for first‐career practitioners to see the impact of research in relation to their primary work (e.g. patient‐ or student‐oriented) to facilitate motivation and to develop a researcher identity (Table ​ (Table2, 2 , quote 2). 36 , 37 , 41 , 49 , 53 , 54 , 67 Where research was seen as irrelevant to primary identity work (e.g. English language teaching, general practice), there was research disengagement. 37 , 48 , 52 , 59 , 67

Relationships

For all researchers and across our three disciplines, relationships were important in the mediating of successful research environments. 31 , 34 , 38 , 39 , 41 , 44 , 57 , 60 , 66 , 67 Positive research relationships were characterised by mutual trust and respect, 40 , 41 , 42 , 43 , 54 , 66 , 72 whereas others described them as friendships that take time to develop. 51 Mutually supportive relationships seemed to be particularly relevant to ECRs in terms of developing confidence, self‐esteem and research capacity and making identity transitions. 35 , 43 , 48 , 58 , 67 Relationships in the form of networks were considered to improve the quality of research through multicentre research and improved collaboration. 33 , 60 Supportive leadership as a particular form of relationship was an important mechanism in promoting a successful research environment. Supportive leaders needed to monitor workloads, set the vision, raise awareness of the value of research, and provide positive role‐modelling, thereby leading to increased productivity, promoting researcher identities and creating thriving research environments (Table ​ (Table2, 2 , quote 3). 31 , 34 , 37 , 38 , 40 , 41 , 43 , 44 , 46 , 48 , 49 , 53 , 55 , 62 Research leadership, however, could be influenced negatively by the context of compliance and counting in current university cultures damaging relationships, creating a loss of motivation, and raising feelings of devalue. Indeed, the failure of leaders to recognise researcher identities led to negative research productivity. 36 , 37 , 38 , 43 , 46 , 48 , 49

Intersections between time, identity and relationships within successful research environments

Time and identity.

Time and identity intersected in interesting ways. Firstly, time was a necessary enabler for the development of a researcher identity. 37 , 38 , 41 , 48 , 49 , 54 , 59 , 61 , 63 , 65 , 67 , 69 Secondly, those who identified as researchers (thus holding primary researcher identities) used their time efficiently to favour research activity outcomes despite a lack of protected time. 35 , 43 Conversely, for other professors who lacked personal determination and resilience for research, having protected time did not lead to better research activity. 43 This highlights the fact that time alone is insufficient to support a successful research environment, and that it is how time is utilised and prioritised by researchers that really matters (Table ​ (Table2, 2 , quote 4).

Identity and relationships

Interventions aimed at developing researcher identity consistently focused on relationship building across the three disciplines. The interventions that supported identity transitions into research included formal research training, 44 , 48 , 52 , 68 mentoring, 41 , 48 , 57 , 65 , 72 writing groups, 72 and collaboration with peers and other researchers, 39 , 41 , 43 operating through multiple mechanisms including relationships. The mechanisms included self‐esteem/confidence, increased networks, external recognition as a researcher, belongingness, and self‐efficacy. 35 , 41 , 43 , 44 , 45 , 52 , 57 Furthermore, our data suggest that leadership can be an enabler to the development of a researcher identity. In particular, leadership enabled research autonomy, recognition and empowerment, and fostered supportive mentoring environments, leading to researcher identity development and research productivity (Table ​ (Table2, 2 , quote 5). 34 , 38 , 46 , 48

Time and relationships

Relationships were developed and sustained over time (Table ​ (Table2, 2 , quote 6). Across the three disciplines, the role of leaders (managers, directors, deans) was to acknowledge and raise awareness of research, and then to prioritise time for research against competing demands, leading to effective research networks, cohesion and collaboration. 31 , 34 , 38 , 43 , 46 , 48 , 49 , 50 , 53 , 55 , 70 Second‐career PhD students who did not invest time in establishing relationships with researchers in their new disciplines (as they already had strong supportive networks in their original disciplines) found that they had limited research networks following graduation. 48

Summary of key findings

Our initial programme theory was based on previous literature reviews 1 , 4 , 5 , 6 , 7 and on the REF2014 criteria. 10 , 21 However, we were able to develop a modified programme theory on the basis of our realist synthesis, which highlights novel findings in terms of what really matters for successful research environments. Firstly, we found that key interventions led to both positive (subjective and objective) and negative (subjective and objective) outcomes in various contexts. Interestingly, we did not identify any outcomes relating to research impact despite impact nowadays being considered a prominent marker of research success, alongside quantitative metrics such as number of publications, grant income and h‐indices. 21 Secondly, we found that disciplinary contexts appeared to be less influential than individual, local and institutional contexts. Finally, our modified programme theory demonstrates a complex interplay among three cross‐cutting mechanisms (time, researcher identity and relationships) as mechanisms underpinning both successful and unsuccessful research environments.

Key findings and comparisons with the existing literature

Our research supports the findings of earlier reviews 1 , 5 , 6 , 7 regarding the importance of having a clear research strategy, an organisation that values research, research‐oriented leadership, access to resources (such as people, funding, research facilities and time), and meaningful relationships. However, our research extends these findings considerably by flagging up the indication that a clear linear relationship, whereby the presence of these interventions will necessarily result in a successful research environment, does not exist. For example, instituting a research strategy can have negative effects if the indicators are seen as overly narrow in focus or output‐oriented. 38 , 40 , 46 , 47 , 64 Similarly, project money can lead to the employment of more part‐time staff on fixed‐term contracts, which results in instability, turnover and lack of research team expertise. 40 , 67 , 71

Our findings indicate that the interplays among time, identity and relationships are important considerations when implementing interventions promoting research environments. Although time was identified as an important mechanism affecting research outcomes within the majority of papers, researcher identity positively affected research outcomes even in time‐poor situations. Indeed, we found that identity acted as a mechanism for research productivity that could overcome limited time through individuals efficiently finding time to prioritise research through their motivation and resilience. 35 , 43 Time was therefore more than just time spent doing research, but also included investment in developing a researcher identity and relationships with other researchers over time. 37 , 38 , 41 , 48 , 49 , 54 , 59 , 61 , 63 , 67 , 69 Relationship‐building interventions were also found to be effective in supporting difficult identity transitions into research faced by ECRs and those with first‐career practitioner backgrounds. Supportive leadership, as a particular form of relationship, could be seen as an enabler to the provision of protected time and a reasonable workload, allowing time for research and for researcher identity formation. 34 , 38 , 46 , 48 Indeed, our realist synthesis findings highlight the central importance of researcher identity and thus offer a novel explanation for why research environments may not flourish even in the presence of a research strategy, resources (e.g. time) and valuing of research.

Researcher identity is complex and intersects with other identities such as those of practitioner, teacher, leader and so on. Brew et al. 39 , 73 , 74 explored researcher identification and productivity by asking researchers if they considered themselves to be ‘research‐active’ and part of a research team. Those who identified as researchers prioritised their work differently: those who were highly productive prioritised research, whereas those in the low‐productivity group prioritised teaching. 73 Interestingly, highly productive researchers tended to view research as a social phenomenon with publications, presentations and grants being ‘traded’ in academic networks. Brew et al. 39 explain that: ‘…the trading view relates to a self‐generating researcher identity. Researcher identity develops in the act of publication, networks, collaborations and peer review. These activities support a person's identification as a researcher. They also, in turn, influence performance measures and metrics.’ Although the relationships among identity, identification and productivity are clearly complex, we explored a broader range of metrics in our realist synthesis than just productivity.

Methodological strengths and limitations

This is the first study to explore this important topic using realist synthesis to better understand the influence of context and how particular interventions lead to outcomes. We followed RAMESES 20 guidelines and adopted a rigorous team‐based approach to each analytic stage, conducting regular quality checks. The search was not exhaustive as we could have ‘exploded’ the interventions and performed a comprehensive review of each in its own right (e.g. mentoring). However, for pragmatic reasons and to answer our broad research questions, we chose not to do this, as suggested by Wong et al. 20 Although all members of the team had been involved in realist syntheses previously, the process remained messy as we dealt with complex phenomena. The messiness often lies in untangling CMOCs and identifying recurrent patterns in the large amounts of literature reviewed.

Implications for education and research

Our findings suggest that interventions related to research strategy, people, IIF and collaboration are supported under the ‘right’ conditions. We need to focus on time, identity and relationships (including leadership) in order to better mobilise the interventions to promote successful research environments.

Individuals need to reflect on how and why they identify as researchers, including their conceptions of research and their working towards the development of a researcher identity such that research is internally motivated rather than just externally driven. Those who are second‐career researchers or those with significant teaching or practitioner roles could seek to align research with their practice while they establish wider research networks.

We recommend that research leaders support individuals to develop their researcher identity, be seen to value research, recognise that research takes time, and provide access to opportunities promoting research capacity building, strong relationships and collaboration. Leaders, for example, may introduce interventions that promote researcher identities and build research relationships (e.g. collaborations, networking, mentoring, research groups etc.), paying attention to the ways in which competitive or collaborative cultures are fostered. Browne et al. 75 recently recommended discussions around four categories for promoting identity transition: reflection on self (values, experiences and expectations); consideration of the situation (circumstances, concerns); support (what is available and what is needed), and strategies (personal strategies to cope with change and thrive). With the professionalisation of medical education, 76 research units are increasingly likely to contain a mixture of first‐ and second‐career researchers, and our review suggests that discussions about conceptions of research and researcher identity would be valuable.

Finally, organisations need to value research and provide access to resources and research capacity‐building activities. Within the managerialist cultures of HEIs, compliance and counting have already become dominant discourses in terms of promotion and success. Policymakers should therefore consider ways in which HEIs recognise, incentivise and reward research in all its forms (including subjective and objective measures of quantity, quality and impact) to determine the full effects of their policies on research environments.

Future research would benefit from further exploration of the interplay among time, identities and relationships (including leadership) in different contexts using realist evaluation. 77 Specifically, as part of realist approaches, longitudinal audio‐diaries 78 could be employed to explore researcher identity transitions over time, particularly for first‐career practitioners transitioning into second‐career researchers.

Contributors

RA and CER were responsible for the conception of the synthesis. All authors contributed to the protocol development. RA and PESC carried out the database searches. All authors sifted for relevance and rigour, analysed the papers and contributed to the writing of the article. All authors approved the final manuscript for publication.

Conflicts of interest

Ethical approval.

not required.

Supporting information

Table S1. Definitions of key terms.

Table S6. Contexts, interventions, mechanisms and outcomes identified in individual studies.

Acknowledgements

we thank Andy Jackson, Learning and Teaching Librarian, University of Dundee, Dundee, UK, for his advice and help in developing our literature searches. We also thank Laura McDonald, Paul McLean and Eilidh Dear, who were medical students at the University of Dundee, for their help with database searches and with sifting papers for relevance and rigour. We would also like to thank Chau Khuong, Australian Regenerative Medicine Institute, Monash University, Melbourne, Victoria, Australia, for her work in designing Figs ​ Figs1 1 and ​ and3 3 .

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Summer 2024 Internships: Apply November 1 - February 15

SERC is seeking interns to join us for summer 2024! Interns at SERC conduct independent projects over 10 -16 weeks on a wide range of topics including some of the most profound issues challenging our world today, including habitat loss, climate change, and invasive species. Choose from a variety of opportunities including research labs, environmental education, Participatory Science, and science communications. Our intern alumni have used our professional-training programs as a stepping-stone to pursue a wide range of STEM careers.

Although students will become familiar with much of the research of SERC in general, individuals will devote most of their time to an independent research project. Students will have the opportunity to expand their knowledge in a selected field of study and to learn a variety of research techniques through firsthand experience. At the conclusion of the internship, student participants will be expected to present the findings of their independent projects in a formal seminar to the SERC community.

Please submit your application by February 15, 2024, using the SOLAA web portal .

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The serc internship experience.

The Smithsonian Environmental Research Center's (SERC) Internship Program offers undergraduate and beginning graduate students a unique opportunity to gain hands-on experience in the fields of environmental research and public engagement. This program enables students to work on independent research projects under the direction of a SERC mentor. 

Since 2001 the SERC internship program has been a National Science Foundation REU (Research Experience for Undergraduates) site. With this funding, along with generous donations from sources like the Smithsonian Women's Committee and university partnerships, we are able to provide internship opportunities to qualified students looking to further their knowledge in the natural sciences.

Internship projects span the range of research conducted at SERC, including environmental chemistry, marine and estuarine ecology, molecular ecology, and terrestrial ecology. Projects are also offered in public engagement, with opportunities in environmental education, Participatory Science, and science writing. Although students will become familiar with much of the research of SERC in general, individuals will devote most of their time to an independent research project. Students will have the opportunity to expand their knowledge in a selected field of study and to learn a variety of research techniques through firsthand experience. At the conclusion of the internship, student participants will be expected to present the findings of their independent projects in a formal seminar to the SERC community. As an additional educational benefit, SERC maintains an ongoing seminar program that is designed to bring in noted outside speakers on a variety of topics in the environmental sciences. When conditions permit, we also offer experiential field trips to the Smithsonian museums and galleries on the National Mall.

The SERC community recognizes the value of diversity in promoting innovative science and creative solutions, and we strongly encourage candidates from all backgrounds to apply. Internships are designed as training and skill-building opportunities for students and recent grads still in the early stages of their careers. We recognize that each applicant will bring unique skills, knowledge, experiences and background to these positions, including experience that may not be directly related to science or research.

Pro tip for applicants: Don't just talk about your past experience. Show us how a SERC internship would give you something new! Smithsonian internships are meant to be learning experiences, especially for students who have had fewer opportunities outside schoolwork. Let your application reviewers know how this experience would benefit you beyond another line on a resume. See more tips for applying on our Internships FAQ page .

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Program Overview

Additional program details, tuition and financial aid, start your antioch journey, phd in environmental studies, find solutions to crucial environmental challenges.

Our doctoral program is founded on the conviction that theory and practice go hand-in-hand and that our most essential research questions arise from integrating professional experiences and scholarship. Approach your research with a multidisciplinary perspective, integrating science, policy, humanities, education, and service to pursue sustainable solutions to pressing local, national, and international environmental challenges. Our innovative low residency model allows you to pursue your PhD without putting your life on hold.

This degree is offered by AU New England in a low residency format.

The doctoral program in Environmental Studies is a 66-credit program that can be completed in 4-5 years. It utilizes a cohort-based low residency model to provide a rich learning experience accessible to working professionals.  

In this program, you’ll engage in coursework and seminars with a diverse and supportive group of students and faculty whose experience and wide-ranging interests will augment your own. Specialize in the research area for which you have a passion and apply the theories and methods best suited to your research interests. Study with faculty who bridge disciplinary and methodological boundaries, who model the integration of scholarship and practice, who emphasize the role of service, and who are recognized locally, nationally, and internationally.

Environmental Studies integrates a wide range of concepts and ideas and embraces multiple methodological approaches to understanding and solving critical and emerging environmental challenges. The current areas of research interest and expertise among ES PhD students and faculty overlap significantly and intentionally and indicate the richness of content, dialog, scholarship, and practice in our program. The following illustrates the research areas of our students and faculty:

• Conservation Psychology
• Ecology and Conservation Biology
• Environmental Decision-Making, Policy, and Governance
• Environmental Humanities
• Environmental and Social Justice
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• Food and the Environment
• Resilience, Climate and Environmental Change

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Our learning community encourages free and open inquiry, a sustained and challenging discourse, the consideration of diverse and multiple perspectives, issues of mutual interest, an awareness of the learning process, and room for self-reflection. Each entering class travels through the four phases of the program together as a cohort group, developing a deep interest in each others’ work, establishing lifelong bonds of friendship and collegiality, and developing measures of support and critique that are invaluable learning tools. 

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The program uses a hybrid delivery model. Students undertake their coursework through a combination of 1 on-campus residency per semester for the first three phases, along with synchronous and asynchronous online engagement. This hybrid approach allows students to participate in the program without having to uproot themselves and put their careers on hold.

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Mentoring and advising are crucial aspects of our learning community. The faculty cultivates strong mentoring relationships. During the first year of the program, students are encouraged to work closely with all of the faculty. Through coursework, they learn about each faculty member’s research interests and teaching approaches. Throughout all four phases of the program, students and faculty work very closely together in small classes, becoming intimately familiar with their common interests and ideas.

Upon entering the program, students are placed with an academic advisor who helps guide them through the initial phases of the program. During the second year, students typically chose a faculty member to serve as their dissertation chair. The chair is deeply interested in the student’s work, providing support and encouragement, helping the student develop substantive expertise, as well as exploring issues of voice and expression. Through various consultations, the student and chair become a learning team, thinking through scholarly choices and directions.

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Student Backgrounds, Goals, and Outcomes

Students who pursue AUNE’s PhD in Environmental Studies are united by the desire to research and move forward crucial environmental issues. They have diverse academic, professional, and personal experiences that add value to the comprehensive curriculum. Our students’ and graduates’ backgrounds include:

• Academic and Research Positions. Field biologists and conservation biologists who enter this program typically have extensive practical experience and have worked for state, federal, nonprofit, and non-governmental organizations in the US and abroad. They frequently seek positions in academic settings or research institutions after earning their PhD.
• Advanced Environmental Scholarship and Research. Environmentalists with significant work experience pursue this program to grow both academically and professionally. They are reflective practitioners interested in furthering their scholarship and research.
• Career Advancement. Educators, college faculty without a doctorate, independent scholars, education and policy consultants, journalists, naturalists, conservation biologists, environmental educators, and recent graduates of master’s level ecology and environmental studies programs earn their PhD in Environmental Studies from AUNE to advance their chosen careers.
• New Approaches. Independent scholars, outdoor or adventure educators, therapists, social workers, writers, and artists interested in the psycho-spiritual aspects of environmental studies pursue this program to develop new approaches to learning, teaching, healing, and organizational change.

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Environmental studies info session | aune, a talk on environmental justice by mia montoya hammersley, an environmental justice conversation with jacqui patterson, environmental justice: agency and environmental joy with gerald torres, degree requirements.

Students have a maximum limit of ten years from the date of entry to complete all degree requirements, including the dissertation, and 66 semester-hour credits beyond a Master’s. The program is organized into four phases: Foundation Courses, Research Strategies and Learning Domains, Candidacy, and Dissertation. Each phase is described below. Students must complete the Qualifying Exam and successfully defend their Dissertation Proposal before admission to the Dissertation Phase. A listing of specific courses and course descriptions can be found in the Academic Catalogue .

Phase 1 – Foundation Courses (18 credits)

The initial phase of AUNE’s doctoral program in environmental studies instills the foundations of interdisciplinary environmental studies and scholarship through intensive, integrative, theoretically oriented courses. Topics include research design, ecological thought, applied ecological analysis, global environmental change, political economy and sustainability, and environmental history.

On Campus Residencies

• Summer Semester: 6-day intensive in June
• Fall Semester: 1 weekend in October
• Spring Semester: 1 weekend in March

Phase 2 – Research Strategies and Learning Domains (24 credits)

The program’s second phase includes a series of seminars about scientific research where students focus on methodologies, literature, and theoretical frameworks to guide their research interests. They discuss their work with leading scholars and writers and learn how others frame and execute their research. Students also design and complete four individual “learning domain” courses, each with an individual mentor, that allow them to focus and deepen their knowledge and research skills in their specific area of future dissertation research.

• Summer Semester: 6-day intensive
• Fall Semester: 1 weekend
• Spring Semester: 1 weekend

Phase 3 – Candidacy (9 credits)

During the candidacy phase (or the dissertation phase), students complete a service learning project related to their academic goals. In this phase, students also write and submit their qualifying exam in the form of an integrated essay about their area of research interests. Finally, students prepare and defend their dissertation proposals. The timing and sequence of the candidacy phase will vary for each student, depending on her or his own pace.

On Campus Residency

Phase 4 – Dissertation (12 credits)

During the fourth and final phase of the program, students participate in seminars designed to support all aspects of the dissertation process. They design and conduct original research and analyses that have direct social, environmental, political, and educational impacts. Finally, they write and defend their doctoral dissertation. This phase of the program can be completed entirely online with no required residencies on campus.

Residency Dates

Faculty spotlights.

Rachel Thiet, PhD

Core faculty.

Jason Rhoades, PhD

Christa Daniels, PhD

Dawn Murray, PhD

Centers, & institutes, & student groups.

The Department’s many centers, institutes, and student groups offer students diverse and compelling opportunities to further their scholarship and practice while contributing to tangible positive change.

Antioch Spatial Analysis Lab (ASAL)

Center for climate preparedness & community resilience, institute for international conservation (iic), conservation psychology institute, the herbarium, keene community garden connections, monadnock ecological research & education project, wild treasures: sustainably, naturally, student alliance.

How to Apply

Antioch University New England processes applications for most programs on a rolling basis, so we encourage you to apply as early as possible. All application materials should be received in Admissions by the dates listed below. If you have any questions, please get in touch with the Admissions Department.

• Essay questions, admissions and program-specific
• Resume/curriculum vitae (CV)
• Non-refundable $50 application fee
• email transcripts to [email protected] , or
• mail to Office of Admissions Antioch University New England 40 Avon Street Keene NH 03431-3516
• Three letters of recommendation are required from people who are in a position to evaluate your professional or academic work. The person making the recommendation may not be related to you.
• There are additional requirements for International applicants
• Interview with a faculty member of the department to which you seek entry if selected. This can be in person, by phone, or via Skype.
• Master’s and Certificate Programs do not require the GRE or any other standardized test for admissions. We consider all of your application materials and evaluate your academic potential in a variety of ways.

Official transcripts should be emailed to [email protected] or mailed to the Office of Admissions Antioch University New England 40 Avon Street Keene, New Hampshire 03431-3516. All application materials submitted become part of an applicant’s file and cannot be returned.

As a graduate school providing doctoral-level education, Antioch University New England assesses each applicant’s academic experience and promise, personal and interpersonal competence, and professional experience and promise. Our aim is to attract a talented, committed student body marked by professional, ethnic, and cultural diversity. All doctoral students must maintain a full-time course load. Waiving required courses will be approved only in exceptional situations. Transfer coursework from another accredited doctoral program will be evaluated on a case-by-case basis.

Requirements

• A Master’s degree either in an environmentally-related field or in a field that has prepared the applicant to undertake the research required in the PhD program.
• In extraordinary circumstances, when the applicant can demonstrate significant life or professional experience, any of the aforementioned requirements may be waived by the Doctoral Admissions Committee.
• The Department of Environmental Studies does not require the GRE or any other standardized test for admissions. We consider all of your application materials and invite you to demonstrate your academic potential in a variety of ways.

The Doctoral Program in Environmental Studies requires an application portfolio, which must be received by the application deadline. The application portfolio includes seven documents:

• Application, which provides the most recent information about your education, professional experience, references, and other personal data.
• Transcripts from each college or university attended, indicating courses taken and degrees earned. Both undergraduate and graduate school transcripts must arrive at the Office of Admissions in a sealed envelope or sent via secure transcripts email service.
• Three letters of reference. These references should be from persons who are or have been in a position to evaluate your work. Your recommenders can submit their letter electronically using the online application or send a signed, sealed copy directly to Admissions.
• Personal statement
• Academic Plan. Prepare a narrative outline of your academic interests, including the principal areas of study, the seminal literature you may read, and some research ideas that flow from these interests. Briefly describe your initial ideas regarding the doctoral dissertation. We understand that these are initial ideas that will be revised throughout your program.
• Writing Sample. This should be one piece of professional or academic work that you think is representative of your finest efforts. It might be a published essay or a chapter of a book, a curriculum, a grant proposal, a business plan, a strategic plan, a newsletter, or other types of documents. The submitted document should not exceed fifteen pages in length. If your document is longer, please excerpt the most relevant section.

Doctoral education is an investment in your future. Let us help you understand the costs and explore the resources available to help make your college education even more affordable. The majority of AUNE students finance their education through some form of financial aid. You may not be sure which federal, state, public, and private aid packages – such as loans, scholarships, and grants – are right for you. Our staff is here to help you so you can focus on what’s most important: beginning your academic program at AUNE.

Tuition & Fees Financial Aid

Take your next step – talk to our admissions team to find the right program for you.

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New research reveals path to prosperity for planet and people if Earth’s critical resources are better shared

• Faculty of Environment, Science and Economy

A 'safe and just space' transformation. Science informed artwork created by Superflux for Earth Commission/Global Commons Alliance

Research published in The Lancet Planetary Health shows that the planet will only remain able to provide a basic standard of living for everyone in the future if economic systems and technologies are dramatically transformed and critical resources more fairly used, managed and shared.

The report, co-authored by over 60 leading natural and social scientists from the Earth Commission, including academic experts from the University of Exeter, builds on research into ‘Safe and Just Earth System Boundaries’ published last year in Nature , which found that most of the vital limits within which people and the planet can thrive have been surpassed.

The new report identifies the “Safe and Just Space” – within which harm to humans and nature can be minimised while everyone can be provided for – and sets out the paths to reach and stay within this space.

It finds that although it remains possible for all humans to escape poverty and be safe from the harm caused by Earth system change, the planet’s ability to provide and protect is being stretched past its limits.  

The scientists warn that future projections to 2050 show that the Safe and Just Space will shrink over time, driven by inequality, unless urgent transformations take place.  

For climate specifically they found that if significant changes aren’t made now, by 2050 there will be no Safe and Just Space left.

This means that even if everyone on the planet only had access to the resources necessary for a basic standard of living in 2050, the Earth will still be outside the climate boundary.

Inequalities and overconsumption of finite resources by a minority were found to be key drivers of this shrinking.

The report states that providing minimum resources for those who don’t currently have enough would add much less pressure on the Earth system than that currently caused by the minority who use far greater resources.

It warns that Earth systems face the risk of crossing dangerous tipping points which would cause further significant harm to people around the world – unless energy, food and urban systems are urgently transformed.

The scientists say the only way to provide for everyone and ensure societies, businesses and economies thrive without destabilising the planet is to reduce inequalities in how critical Earth system resources, such as freshwater and nutrients, are accessed and used – alongside economic and technological transformation. 

Cities and businesses can play a crucial role in this and become the stewards of our critical Earth systems, and the report provides a guide to how they can reduce their impact on the planet.

The Earth System Boundaries published last year can be seen as the “ceiling” for human extraction of natural resources and pollution, within which the Earth systems can remain stable and resilient, and people can be safe from harm.

Now, scientists have added a “foundation” by showing us what the global population needs from the Earth system to live a life free from poverty.

This is the first time scientists have quantified safety (a stable planet) and justice (people being protected from harm) in the same units – demonstrating that justice is a prerequisite for the safety of the planet and people. The paper builds on fundamental ideas of Earth System Justice, published in Nature Sustainability and Environmental Politics .

The research also looks at where on the planet the Safe and Just boundaries have been breached, and overlayed this with people living in poverty who are exposed to harm from climate change, biodiversity loss, pollution and water shortages.

The findings show that already vulnerable communities are often the most affected by Earth system change that impacts the health of people and ecosystems – but everyone, including the wealthy, is at risk.

Joyeeta Gupta, former co-chair of the Earth Commission, and Professor of Environment and Development in the Global South at the University of Amsterdam, said: “We’re beginning to realise the damage that inequality is doing to the Earth. Increasing pollution and poor management of natural resources is causing significant harm to people and nature. The longer we continue to widen the gap between those who have too much and those who don’t have enough, the more extreme the consequences for all, as the support systems which underpin our way of life, our markets and our economies begin to collapse.”

Johan Rockström, co-chair of the Earth Commission, Director of the Potsdam Institute for Climate Impact Research and Professor in Earth System Science at the University of Potsdam, said: “For the first time, scientists have quantified safety and justice using the same units in order to determine the path forward to a stable and resilient future in which we can all thrive. This paper shows that justice is a prerequisite for the safety of the planet and people. It looks at the risk for further decline of the Earth system, the harm communities are experiencing as a result, but also seeks to identify how resources need to be fairly distributed. Communities, poor and rich, across the world are already vulnerable and will become more exposed – but we have a window to act now and change course.”

University of Exeter co-authors of the report include Professor Tim Lenton, Dr Jesse Abrams and Dr David Armstrong McKay from the Global Systems Institute, and Professor Gail Whiteman from the University of Exeter Business School.

Dr Jesse Abrams said: “Our research demonstrates that justice isn’t just a moral imperative – it’s essential for the planet’s stability. We must urgently address inequality – we’ve found that providing basic resources for those in need would put far less pressure on Earth’s systems than the overconsumption by a minority. This will require formative changes to our economies and technologies to better share and manage the resources and the life support system that we all depend on. The Safe and Just Space is shrinking. However, our findings also offer hope – with concerted action from governments, businesses, and communities, we can create a world that provides for everyone.”

The Safe and Just Space is the only remaining space rich in opportunities – in which people and the planet will remain able to thrive. To reach this space, the paper calls for change in three areas:

• Firstly, a well-coordinated, intentional effort between policymakers, businesses, civil society and communities can push for changes to how we run the economy and find new policies and funding mechanisms that can address inequality whilst reducing pressure on nature and climate.
• Secondly, fundamental to the transformation is more efficient and effective management, sharing and usage of resources at every level of society – including addressing the excess consumption of some communities which is limiting access to basic resources for those who need them the most.
• Thirdly, investment in sustainable and affordable technologies is essential to help us use fewer resources and to reopen the Safe and Just Space for all – particularly where there is little or no space left.

Businesses and cities in particular have a leading role to play in reducing the pressure on the planet. By operationalising the Earth system boundaries and using them as a basis for science based targets, they can become better stewards of Earth’s natural resources. 

Xuemei Bai, member of the Earth Commission, Distinguished Professor at Fenner School of Environment and Society, Australian National University, said: “Companies and cities have a huge potential to make a difference, especially if they work towards the same goal – ensuring the planet can provide for everyone long-term. They are more nimble and flexible than states, and can reduce their pressure on the planet by setting science-based targets in line with our findings.”

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Pro tem research assistant/associate/postdoctoral pool (environmental studies) - open pool.

Apply now Job no: 534503 Work type: Faculty - Pro Tempore Location: Eugene, OR Categories: Research/Scientific/Grants, Environmental Studies

Department: CAS Environmental Studies Rank: Research Assistant (Type B) Annual Basis: 12 Month

Review of Applications Begins

Applications will be reviewed as needs arise

Special Instructions to Applicants

Please apply online with a resume/CV. Applications will be accepted on a continuous basis. Screening of applications will occur as positions become available and continue until positions are filled.

Department Summary

With 26 core faculty, more than 100 participating faculty from 30 campus departments and programs, more than 600 undergraduate majors, and a strong cohort of masters and doctoral graduate students, the Environmental Studies Program sets the standard in interdisciplinary dialogue and collaboration. Our teaching and research spans across the humanities, social sciences, natural sciences, design fields, and education. Research and graduate education in the Department of Geography focuses on the following subfields: (a) Geographic information science: cartography, GIS, data analysis and visualization, spatial analysis and modeling; (b) Human geography: political-ethnic, cultural, human-environment relations, and behavioral geography; (c) Physical geography: Quaternary studies, biogeography, climatology and climatic change, geomorphology; (d) Environmental studies: forest and ecosystem issues, river and watershed issues, biodiversity and global environmental change, policy and law, environmental applications of GIS; and (e) Geographic education

Position Summary

The Department of Environmental Studies is seeking applicants for its open research assistant, research associate, and postdoctoral scholar pool. Positions are limited-duration appointments potentially renewable. Research Assistant positions will conduct research under the direction of the Principal investigator (PI). Research Associate positions will be conducting research with only general guidance from the PI. Postdoctoral Scholar positions conduct research under the mentorship of a faculty member for the purpose of acquiring additional research experience. All positions receive supervision from the Department Head or Principal Investigator. The University of Oregon and the Department of Environmental Studies are committed to creating a more inclusive and diverse institution and seek candidates with demonstrated potential to contribute positively to its diverse community.

Minimum Requirements

Minimum qualifications by rank: • Research Assistant (Type B): Bachelor's degree in environmental studies or related field. • Senior Research Assistant I (Type B): Bachelor's degree in environmental studies or related field plus 6 years of applicable work experience post degree. • Senior Research Assistant II (Type B): Bachelor's degree in environmental studies or related field plus 12 years of applicable work experience post degree. • Research Assistant (Type C): Master's degree in environmental studies or related field. • Senior Research Assistant I (Type C): Master's degree in environmental studies or related field plus 6 years of applicable work experience post degree. • Senior Research Assistant II (Type C): Master's degree in environmental studies or related field plus 12 years of applicable work experience post degree. • Postdoctoral Scholar: Doctoral degree in environmental studies or related field. • Research Associate: Terminal degree in environmental studies or related field. • Senior Research Associate I: Terminal degree in environmental studies or related field plus 6 years of applicable work experience post degree. • Senior Research Associate II: Terminal degree in environmental studies or related field plus 12 years of applicable work experience post degree.

Professional Competencies

• Research background in environmental studies or a related field. • Ability to contribute positively to our diverse community. • Ability to work independently and as part of a team.

All offers of employment are contingent upon successful completion of a background check.

The University of Oregon is proud to offer a robust benefits package to eligible employees, including health insurance, retirement plans, and paid time off. For more information about benefits, visit https://hr.uoregon.edu/about-benefits .

The University of Oregon is an equal opportunity, affirmative action institution committed to cultural diversity and compliance with the ADA. The University encourages all qualified individuals to apply and does not discriminate on the basis of any protected status, including veteran and disability status. The University is committed to providing reasonable accommodations to applicants and employees with disabilities. To request an accommodation in connection with the application process, please contact us at [email protected] or 541-346-5112.

UO prohibits discrimination on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, gender expression, pregnancy (including pregnancy-related conditions), age, physical or mental disability, genetic information (including family medical history), ancestry, familial status, citizenship, service in the uniformed services (as defined in federal and state law), veteran status, expunged juvenile record, and/or the use of leave protected by state or federal law in all programs, activities and employment practices as required by Title IX, other applicable laws, and policies. Retaliation is prohibited by UO policy. Questions may be referred to the Office of Investigations and Civil Rights Compliance. Contact information, related policies, and complaint procedures are listed here .

In compliance with federal law, the University of Oregon prepares an annual report on campus security and fire safety programs and services. The Annual Campus Security and Fire Safety Report is available online at https://clery.uoregon.edu/annual-campus-security-and-fire-safety-report .

Advertised: September 10, 2024 Pacific Daylight Time Applications close: September 10, 2025 Pacific Daylight Time

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