ment or school lines to allocate resources to interdisciplinary units outside the departments or schools.
Create a campuswide inventory of equipment to enhance sharing and underwrite centralized equipment and instrument facilities for use by IDR projects and by multiple disciplines.
Credit a percentage of all projects’ indirect costs to support the infrastructure of research activities that cross departmental and school boundaries.
Allocate research space to projects, as well as departments.
Deploy a substantial fraction of flexible resources—such as seed money, support staff, and space—in support of IDR.
T-1: To facilitate the work of an IDR team, its leaders should bring together potential research collaborators early in the process and work toward agreement on key issues.
For example, team leaders can
Catalyze the skillful design of research plans and the integration of knowledge and skills in multiple disciplines rather than “stapling together” similar or overlapping proposals.
Establish early agreements on research methods, goals and timelines, and regular meetings.
T-2: IDR leaders should seek to ensure that each participant strikes an appropriate balance between leading and following and between contributing to and benefiting from the efforts of the team.
For example, leaders can
Help the team to decide who will take responsibility for each portion of the research plan.
Encourage participants to develop appropriate ways to share credit, including authorship credit, for the achievements of the team.
Acquaint students with literature on integration and collaboration.
Provide adequate time for mutual learning.