to build America’s capacity to compete and innovate by investing in critical skill sets and basic research. Institutions as well as government agencies have failed to sustain and nurture innovation in our colleges and universities. The commission finds that the results of scholarly research on teaching and learning are rarely translated into practice, especially for those working at the grassroots level in fields such as teacher preparation and math and science education" (15). Although the report does not point this out, the accepted practice of research in higher education requires scholars to fit their research in with pre-existing scholarly conversations, which can limit the development of new ideas and risky experimentation. Additionally, universities and government officials enacting policy and controlling monetary resources have been slow to adapt to the future and reluctant to provide the resources necessary for creative ventures: "with the exception of several promising practices, many of our postsecondary institutions have not embraced opportunities for innovation, from new methods of teaching and content delivery to technological advances to meeting the increasing demand for lifelong learning. We also find that for their part, both state and federal policymakers have failed to make supporting innovation a priority by adequately providing incentives for individuals, employers, and institutions to pursue more opportunities for innovative, effective, and efficient practice" (16). If universities were re-structured according to interdisciplinary emphases and topics, we would foster innovation more efficiently: "At a time when innovation occurs increasingly at the intersection of multiple