In an interdisciplinary project-based course, the topic of ‘drones’ served as an essential boundary object both for the students themselves and instructors. Instructors developed the course to facilitate productive exchanges between students from schools of engineering and peace studies involved. In this critical participation paper, we use an experimental reflection and analysis method to explore the instructors’ experience with this class. We demonstrate how this boundary object both facilitated some of the most desirable outcomes related to interdisciplinary partnerships and interfered with them by making collaboration without consensus – or explicit disagreements – possible. The kinds of troublesome surprises that instructors reflect on might be understood as indicative of ecologies of ideas, priorities, and practices that students and instructors bring to the classroom. We suggest that other instructors might also benefit from reflecting on their experiences with interdisciplinarity in the way that we have here.

在跨学科的基于项目的课程中，“无人机”主题既是学生本身，也是教师的重要边界对象。讲师开发了该课程，以促进所涉及的工程与和平研究学院的学生之间的富有成果的交流。在这份重要的参与论文中，我们使用一种实验性的反思和分析方法来探索教师在这堂课上的经验。我们证明了这个边界对象既可以促进跨学科伙伴关系的一些最理想的结果，又可以通过在没有共识（或明确分歧）的情况下进行协作来干扰它们。讲师反映的那些令人惊讶的意外事件可能被理解为思想，优先事项，和学生和讲师带到教室的实践。我们建议其他教师也可以通过我们在这里所讲授的跨学科经验而受益。