In tandem with themes sci-artistic,
The knowledge of hurdles logistic;
Curriculum-spanning
In course-schedule planning:
More prosaic characteristics.
After acknowledging many benefits of interdisciplinary endeavors and learning, my next essay in July 2025 shifts to some of the inherent challenges in such efforts, building on some of the knowledge I gained through a recently completed academic role.
In tandem with themes sci-artistic…
I finished a five-year term of directing an interdisciplinary general education program, just a few weeks ago. I greatly appreciate this program because of my interest in “themes sci-artistic” (i.e., interdisciplinary work), and I consider myself extremely fortunate to be on a campus that offers such classes. That being said, it also was instructive over the past few years to see how learning goals intersect with logistical realities, at the university level.
The knowledge of hurdles logistic; /
Curriculum-spanning /
In course-schedule planning…
The central technique from my own computational chemistry research is that of a geometry optimization, a calculation that searches for the best values for the bond lengths and angles in a given molecule, considered by evaluating the resulting energy of that molecule, looking for the optimal geometry over several iterations (attempts). More broadly and metaphorically, it can be characterized as searching for the best possible combination of a number of complex, intersecting variables.
Such an endeavor translates well to curriculum planning: optimizing which classes are offered when, via what variety of departmental contributions, to meet the curricular needs of the greatest number of students. As with computational chemistry, multiple attempts are needed to get to the best possible “structure”: in this case, via a wide array of conversations.
This curricular optimization (“curriculum-spanning in course-schedule planning”) also spotlights some of the hurdles to interdisciplinary cooperation. For instance, many departments rely on Tuesday-Thursday schedules, and many others on Monday-Wednesday-Friday schedules, for their most common courses. More interactive classes like laboratories and studios require lengthy blocks of time that create unusual conflicts across student and faculty schedules. The course schedule then impacts all other aspects of academic life: what times are available for research; who can contribute to a given committee; etc.
Truly collaborative inquiries require the expertise of researchers from multiple disciplines, whose teaching responsibilities generally correspond to multiple departments. Thus, while such collaborations are undeniably laudable goals, pursuing them in an academic setting requires an awareness of several dimensions at once.
More prosaic characteristics.
Compared to conceptual interdisciplinary overlaps, these logistical conversations are more prosaic. However, I’ve found them fascinating as well, as I’ve seen them up close. The idea of curricular “optimization” as an ongoing, iterative process is helpful; each academic year is a chance to aim for a slightly better-laid plan, while acknowledging the immense complexity of the underlying structure.
Chemphasis 