INSI testimonials


Tom Tritton, president

Tom Tritton, president

"We seek to find common modes of inquiry, shared approaches to problems, and collaborative discovery across chemistry, physics, biology, mathematics, computer science, and psychology. In fact, this is happening in disciplines throughout the campus, so ultimately our reach will also extend to the humanities and social sciences. Our entire community is rich with practitioners who seek interdisciplinary frameworks for their own work, drawing together both students and faculty in new ways of thinking about and representing knowledge."


Ted Love '81

Ted Love '81, Senior VP, Advanced Medicine, Inc.

"As I look back on my career, the most important event has been the education I received at Haverford. The experience at Haverford, particularly in the natural sciences, was 'cutting-edge.' As a result, I have been fortunate enough to have a chance to ask and answer questions in science and medicine.

"The explosion of advances in biological sciences and technology requires Haverford to make major investments in its facilities and faculty to remain competitive. The new INSC is not only an exciting new opportunity for Haverford, but its a vital step in our quest to remain a place where leaders in science and medicine are born."


Jenny Punt

Jennifer Punt, assistant professor of biology


"Fundamental connections among mathematics, physics, chemistry, and biology have probably been recognized for hundreds of years. However, the means to articulate the connection -- educationally and experimentally -- haven't been accessible until recently. Our technology and approaches are increasingly shared and our questions are converging in exciting and 'paradigm-challenging' ways."








Julio de Paula

Julio de Paula, associate professor of chemistry

"I think the best kind of pedagogy capitalizes on common aspects in the human condition, and what could be more common than curiosity? You can teach anything if you spark someone's curiosity, and that is what Haverford's discovery-based, research oriented curriculum does.

We are also seeing the dawn of an age where the sciences will coalesce and redistribute themselves because of this curiosity. By providing a research-based curriculum that emphasizes interdisciplinary thinking, we will teach our students how to do science properly in the 21st Century."



Jerry Gollub

Jerry Gollub, professor of physics




"Of course most science majors already take courses in two or three science departments. The question is whether we can offer something far better."









"Since the time I entered Haverford as a Freshman, the divisions between the various branches of the natural sciences have become more and more fuzzy, and many of the most interesting and important problems lie at the interface between two or more of the traditional disciplines.

I am extremely excited by the prospects of the new natural sciences building at Haverford. By consolidating the science departments on campus, the integrated natural sciences building will facilitate interactions between students and faculty in the physical and biological sciences. In addition, this consolidation should help to address one of the challenges many of my colleagues and I have encountered in teaching chemistry: getting the students to use ideas and concepts from their math, physics or biology courses and applying them to problems encountered in the chemistry curriculum.

By taking advantage of the new building and setting up a more interdisciplinary curriculum, the faculty at Haverford should have greater success in breaking down these artificial boundaries and in encouraging students to think beyond rigid course and departmental boundaries."

Anne McCoy '87, assistant professor of chemistry, Ohio State University


"What has happened in the past 20 years is that biology has become centered on molecular biology, which draws a lot of its insight from chemistry. Our discipline is increasingly important to the biological sciences. Knowledge of biology is becoming more important to chemists....If you came into my chemistry lab, you would see a lab that is fairly similar to the one that you would see in biology."

Robert Scarrow, associate professor of chemistry

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