Alt.Art-Sci: We Need New Ways of Linking Arts and Sciences, Roger Malina (2011)
How harnessing new couplings of science, engineering, and cultural approaches can be part of creating a sustainable society.

Art of Analysis: A cooperative program between a museum and medicine by Jacques, Andrew et al.
Art of Analysis (AoA) is a cooperative effort of the Ohio State University College of Medicine (OSUCOM) and Columbus Museum of Art (CMA) aimed at medical students who are participating in learning communities, groups formed in pre-clinical medical student education to emotionally support and encourage students through the arduous process of medical training, to develop critical thinking skills; engender empathy; increase tolerance for ambiguity; build team problem solving abilities; and consider multiple perspectives through the observation of artwork. While several medical education institutions in the past have described similar programs, AoA uses a unique critical thinking strategy called “ODIP” (Observe, Describe, Interpret, Prove). Group participants include medical students, the learning community faculty (faculty members from OSUCOM) and CMAeducators who facilitate and direct the AoA program. It is the goal of the AoA program to create abilities in teamwork, tolerance of alternate ideas, an empathy particular to the visual arts, and critical thinking skillsThe AoA program at CMAserves as an important tool in the education of physicians at OSUCOM, helping in the development of skills essential to the clinical practice of medicine.

Artscience: Creativity in the Post-Google Generation, David Edwards (2008)
Harvard Professor and founding director of Le Laboratoire in Paris and the Idea Translation Lab at Harvard discusses how contemporary creators achieve breakthroughs in the arts and sciences by developing their ideas in an intermediate zone of human creativity where neither art nor science is easily defined.

Biologically-Inspired Computing for the Arts: Scientific Data through Graphics by Anna Ursyn
Images support connections between biology, engineering, and material sciences resulting in a growing partnership among academia, laboratories, and industry. Scientists focus on biology-inspired research to understand how biological systems work, and then create systems and materials that would have efficiency and precision of living structures. The Art–Science connection has become one of prominent trends exemplified by themes presented in journals, conferences, and books.  This  work comprises a collection of authors’ individual   approaches to the relationship between nature, science, and art created with the use of computers. Themes discussed in the book relate to the use of visual language in communication about biologically-inspired scientific data, visual literacy in science, and application of practitioner’s approach. This comprehensive reference will assist programmers, scientists, engineers, computer science and science-oriented students in creating and effectively communicating their projects using science-related knowledge.

Case Studies in Interdisciplinary Research by Allen F. Repko, William H Newell and Rick Szostak
This book successfully applies the model of the interdisciplinary research process outlined by author Allen F. Repko in Interdisciplinary Research, (SAGE ©2008) to a wide spectrum of challenging research questions. Self-contained case studies, written by leaders in interdisciplinary research, and utilizing best-practice techniques in conducting interdisciplinary research shows students how to apply the interdisciplinary research process to a variety of problems.

Center Free Collaboration, Mitch Smith (2012)
The University of Virginia creates OpenGrounds, a network for both short- and long-term academic partnerships.

Changing the University Genome: a Case Study of Digital Media Kingston by Karen L. Cham
Digital Media Kingston (DMK) is a cross-faculty project at Kingston University that aims to transcend the inherited boundaries between the arts and sciences and education and industry to ensure a synergy between teaching, research and enterprise to provide an industry-focused learning experience. Vocational education in digital media must firstly be interdisciplinary, as the practice itself is a convergence of the aesthetic, social and technical, but the teaching must also be research-engaged. The field moves so fast, it is only by integrating research and innovation that you can provide a ‘future proof’ education that can arm graduates to compete within the market place.

Communicating Science Concepts Through Art: 21st-Century Skills in Practice by Sandy Buczynski, Kathleen Ireland, Sherri Reed, and Evelyn Lacanienta.
The benefits of using art to communicate science is articulated beautifully in  this book. In an article published two weeks ago, Buczynski et al. (2012) explain how it is necessary for the next generation of scientists to communicate using more than words. They explain that the scientists of the future will need to use artistic means of communication that include “illustrating, animating, videography, cartooning, and model building” (Buczynski et al., 2012).  To show how art can be used to reinforce learning in science, they cite the results of their work with students at a college prep academy. Students were taught how to use fundamental art techniques as tools to aid their comprehension of science content.  More information about the book and the courses at

Creating Interdisciplinary Campus Cultures: A Model for Strength and Sustainability by Julie Thompson Klein
With the increased support from funding agencies and in literature, an interdisciplinary culture is of growing significance. this book provides an introduction to interdisciplinary change through pragmatic strategies. Sponsored by the Association of American Colleges and Universities, this unique resource is the only book focused on creating and sustaining institutional support for interdisciplinary work. Since an interdisciplinary culture is of increasingly importance in higher education, this book gives administrators and faculty the tools they need to ensure their work is successful and sustainable.

Dare to know, dare to tell, dare to play, Helga Nowotny (2011)
At the Aboagora symposium, Helga Nowotny underlines the need for researchers
to be courageous and creative

Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills by Sheila Naghshineh, M.D., Janet P. Hafler, Ed.D., Alexa R. Miller, Maria A. Blanco, Stuart R. Lipsitz, Sc.D.,1,Rachel P. Dubroff, M.D., Sharham Khosbin, M.D., and Joel T. Katz, M.D.
Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology from careful and unbiased observation.  Training the Eye: Improving the Art of Physical Diagnosis consists of eight paired sessions of art observation exercises with didactics that integrate fine arts concepts with physical diagnosis topics and an elective life drawing session.  Twenty-four pre-clinical student participants were compared to 34 classmates at a similar stage of training.  This interdisciplinary course improved participants’ capacity to make accurate observations of art and physical findings.

Information Arts: Intersections of Art, Science, and Technology by Stephen Wilson (2002)
A comperehensive international survey of artists working at the frontiers of scientific inquiry and emerging technologies.

Interdisciplinary Research: Process and Theory, by Allen F. Repko (2008)
This book systematically guides students in how to approach and follow through on research projects that straddle disciplines. Featuring an easy-to-follow approach that is grounded in theory, it is packed with examples of interdisciplinary research from the natural sciences, the social sciences, and the humanities. Students will gain a solid foundation on how to achieve, produce, and express integration.

Medicine at the Museum by Meera Lee Sethi
According to medical education pioneer William Osler, “There is no more difficult art to acquire than the art of observation.” Today, the dizzying array of tests and scans available to doctors may make this art more difficult to practice than ever. A common complaint within the profession is that technology-enabled “diagnosis at a distance” discourages physicians from developing what should be a keen eye for physical signs of disease.  Some believe it’s not more rigorous medical training doctors need—it’s more arts education. Since 2004, Harvard Medical School has offered the 10-session elective, “Training the Eye: Improving the Art of Physical Diagnosis.” The course includes drawing lessons and pilgrimages to the nearby Museum of Fine Arts, where students analyze art using simple observation exercises borrowed from an arts education curriculum developed for elementary schools. The exercises are designed to heighten students’ awareness of subtle clinical clues, like skin discolorations or a droopy eyelid. Artwork is chosen to match medical topics, so observing the spatters and swirls in a Jackson Pollack painting may precede a lecture on recognizing texture and pattern in dermatological diagnoses.

The Lab: Creativity and Culture, David Edwards (2010)
David Edwards presents a blueprint for revitalizing labs with “artscience” creative thought that erases conventional boundaries between art and science to produce innovations that otherwise might never see the light of day.

Visual Thinking Strategies: A New Role for Art in Medical Education by Jo Marie Reilly, MD; Jeffrey Ring, PhD; Linda Duke
The use of humanities in medical education has become increasingly popular. Art, dramatic plays, poetry, narrative essays, and music all strive to facilitate awareness of the art of medicine, increasing compassion and empathy. Medical schools and residency programs increasingly incorporate various works from the humanities as tools to stimulate dialogue, discussion, and awareness among their medical learners, particularly in areas of doctoring, the experience of illness, and end-of-life issues. One humanities teaching strategy that has been less often incorporated in medical education, however, is the communal viewing of artistic paintings as a modality to increase sensitivity, team building, and collaboration amongst medical trainees.