The field and practice of interdisciplinary studies benefits from a global focus. Our winter 2016 issue of Impact proves the point. Our contributors write about and from various locations: Saudi Arabia, Haiti, New England and the Midwest United States. They write about living and working in cities and countries across the globe, and they teach about and reflect upon historical occasions that have altered our world. Yet despite or perhaps because of the large issues they explore and the geographic distances between them, these Impact writers still manage to focus on something fairly narrow: what works in college and K-12 classrooms, across campuses, from state and foreign offices, and as a result of archival research.
However, do not confuse our writers’ confidence about interdisciplinary teaching and learning with complacency or unrealistic expectations. These writers know teaching and learning is hard; they know working across disciplines and colleges and personalities can be frustrating; and they are well aware of the fortitude it takes to engage in meaningful activity with people from another office or culture or continent. Yet they also believe such hard work is worth the effort; they believe that if we work together we can actually change our classrooms, our campuses, our relationships with print, and our world.
I would like to take a moment to say a special thanks to Lydia G. Fash for her help with this issue; and, as always, I thank Donna Connor and Rachel Swirsky. The Center for Interdisciplinary Teaching & Learning is honored you are taking the journey into teaching and learning with us, and we encourage you to let us know how you enjoy the ride.
Megan Sullivan, Editor