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Abstract Transdisciplinary research is increasingly important for solving complex societal problems. Institutions aim to train graduate students to engage in transdisciplinary research. However, limited evidence exists regarding the process by which students learn transdisciplinary thinking. This qualitative study explored graduate students’ pathways of growth toward transdisciplinary thinking during one semester. The students were enrolled in a professional development course as part of a training grant. We examined artifacts from the course through multiple rounds of thematic coding. We used a grounded theory approach to gain insights into how graduate students navigate their journey toward transdisciplinary thinking. We propose a model of this journey. It traces students’ trajectories from prior experiences, through reflexive thinking about several crucial skills and dispositions, towards a transdisciplinary “prism” that transforms their thinking. We conclude that becoming a transdisciplinary researcher is not a matter of acquiring competencies, but a life-long process. Fostering this process may require fundamental reimagining of graduate education. 

Purpose:Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses a challenging problem for CSD practitioners: meeting the needs of young children with speech and language disabilities for screening and intervention using artificial intelligence–augmented technologies. Method:The article draws from the research literature on the science of team science to describe common challenges faced by interdisciplinary teams and recommended practices to resolve the challenges. Throughout, we provide examples from the National Artificial Intelligence Institute for Exceptional Education to illustrate team science challenges and how they can be addressed. Conclusions:Readers are encouraged to embrace interdisciplinary teamwork to advance the science of CSD. We recommend seeking out training in team science, advocating for professional development opportunities, and institutional support for team science to maximize its benefits for the field.