This article explores how interdisciplinarity is constructed and enacted in a Liberal Arts and Sciences (LAS) educational environment, when self-tailored personal academic development is intertwined with collaborative group work involving various disciplinary input. A case study taking a grounded theory approach analyzed how interdisciplinarity emerged from collaborative groupwork dynamics in which students' academic identities manifest and interact. Academic identity in LAS contexts is complex: Individuals' disciplinary identities intersect with a generic program-bound identity shared by all students. Disciplinary identity was not only unique for each student, but also showed diverse configurations among the LAS population, as revealed in three disciplinary profiles: disciplinary specialists, topic experts, and identity explorers. Interdisciplinarity, accordingly, has different meanings and entails different journeys of academic growth. The interplay between and among the intersectional academic identities constitutes different groupwork dynamics and leads to different learning experiences. Comparing three patterns of groupwork experience—non-disciplinary, monodisciplinary and interdisciplinary—the article argues for two key concepts crucial for experiencing interdisciplinarity: disciplinary enablement and disciplinary transaction. To make sense of interdisciplinarity in LAS contexts, the article further looks into tensions perceived by students regarding specific groupwork as well as long-term academic development. The tensions reflect two dimensions of knowledge and knowledge work that both LAS students and LAS education in general need to reconcile, namely, specification and specialization versus generalization and integration.

本文探讨了当自我定制的个人学术发展与涉及各种学科投入的协作小组工作交织在一起时，跨学科性是如何在文科和理科 (LAS) 教育环境中构建和实施的。一项采用扎根理论方法的案例研究分析了跨学科性如何从学生的学术身份体现和互动的协作小组动态中出现。LAS 背景下的学术身份很复杂：个人的学科身份与所有学生共享的通用项目身份相交。学科身份不仅对每个学生来说都是独一无二的，而且在 LAS 人群中也表现出不同的配置，这在三个学科概况中有所揭示：学科专家、主题专家和身份探索者。因此，跨学科具有不同的含义，并且需要不同的学术成长历程。交叉学术身份之间的相互作用构成了不同的团队合作动力，并导致不同的学习体验。比较三种团队合作经验模式——非学科、单学科和跨学科——本文提出了两个对体验跨学科至关重要的关键概念：学科支持和学科交易。为了理解 LAS 背景下的跨学科性，本文进一步研究了学生对特定小组合作以及长期学术发展的紧张感。这种紧张关系反​​映了 LAS 学生和 LAS 教育总体上需要调和的知识和知识工作的两个方面，即