Drawing upon five years of experience with an interdisciplinary initiative, colleagues in biology, literary studies, and physics offer a framework by which to understand the nature and value of interdisciplinary work. Effective interdisciplinary exchange depends on a dynamic and mutual interplay that challenges normally unexamined disciplinary assumptions. Effective interdisciplinary exchange can not only reinvigorate the disciplines but also engage them more effectively in a common intellectual enterprise, one that in turn is able to engage more effectively with a wide range (...) of human concerns beyond the academy. (shrink)

As the international academic enterprise settles into the first decade of the twenty-first century, the future of our work is in flux. Academic specializations established a century ago no longer adequately reflect the growing points of human thought, and the opening of higher education to wider populations of students has challenged the relevance of traditional disciplines for future lives and careers. In this context, teachers and scholars have been rethinking the academic enterprise and the functions it serves for their students; (...) new centers are being organized around what was once thought to mark the edge of knowledge-making. At Bryn Mawr College in the USA, where many of the contributors of this special issue teach, the Center for Science in Society has been an important locus for such restructuring. (shrink)

Paul Grobstein, Eleanor A. Bliss Professor of Biology at Bryn Mawr College, Pennsylvania, USA passed away Tuesday, June 28, 2011. Since Paul came to Bryn Mawr in 1986, he taught courses ranging from "Introductory Biology" and "Philosophy of Science" to "Evolution of Stories" and "The Brain and Education." Paul founded the Summer Institutes for K-12 Teachers, which brought hundreds of local educators to campus to consider new ways of teaching science and math. He served as chair of the Biology Department (...) and was instrumental in the establishment and success of the Center for Science in Society at Bryn Mawr College. (shrink)

Using contemporary insights from feminist critical theory and the literary image of synecdoche, we argue that transdisciplinary knowledge is productive because it “maximizes serendipity.” We draw on student learning experiences in a course on Gender and Science to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled ifor innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.