The individual articles in this issue may all be viewed within the broader context of changes that have altered the role of interdisci plinary studies in American higher education. Over the latter half of the twentieth century, interdisciplinary studies has undergone a transition from peripheral experiments to a complex set of ac tivities that are increasingly regarded as central to the academy. The resulting structural transformation that is already underway will have profound consequences for the ways that faculty carry out their professional lives, what students learn and how they learn, as well as the ways colleges and universities are administered. We examine here the changes that have occurred over the past three decades, the variety of structural responses to those changes and some of their implications, as well as continuing impediments to change.
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