Using the lens of social physics, this study aims to examine how, if at all, one graduate training program fostered collisions or meaningful interactions, between students and faculty from different disciplinary backgrounds.,Qualitative, ethnographic case study methods.,The University of Maryland’s National Research Traineeship program fostered collisions between students and faculty from different disciplinary backgrounds by facilitating exploration, idea flow and engagement within an interdisciplinary scholarly community. These collisions generated productive opportunities for student learning, development and collaborations, but at times also produced non-generative outcomes.,This study names specific, strategic activities (e.g. regular research talks, physical space) that graduate programs can use to facilitate interdisciplinary collaborations among students and faculty and considers the extent to which such activities contribute to organizational change.,This paper applies new theories (collisions and social physics) to understanding interdisciplinary collaboration and identifies aspects of graduate training programs that may be replicable in other institutional settings.

中文翻译：

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培养跨学科研究生教育中的碰撞

本研究旨在利用社会物理学的视角，研究一项研究生培训计划如何促进来自不同学科背景的学生与教职员工之间的碰撞或有意义的互动。定性，人种学案例研究方法，马里兰大学国家研究实习计划通过促进跨学科学术界的探索，思想流动和参与，促进了来自不同学科背景的学生与教师之间的冲突。这些冲突为学生的学习，发展和合作带来了生产性机会，但有时也产生了非生成性的成果。这项研究为具体的战略性活动（例如定期的研究报告，