Often at both the SciTS conference and within the SciTS literature, collaborations within the arts and humanities receive little attention. However, arts and humanities collaborations exist within the academic ecosystem, are receiving attention from funding agencies (1), are the focus of team-based research (2), and are supported and enabled by individuals in a variety of Intereach-style roles (3). By bringing team arts and humanities into the discussion at SciTS and suggesting a future of “team scholarship,” the presentation hopes to open pathways to a more inclusive future both for and to support those working on complex projects.

This presentation, delivered by a former science of team science researcher who now supports team arts and humanities, will focus on examples of using SciTS tools and concepts in supporting team arts and humanities collaborations while also highlighting observed differences from team science and suggestions/opportunities for practitioners at the ideation, pre-, during, and post-award stages.

In terms of tools, collaboration plans are also useful tools for team arts and humanities. In this presentation, a focus will be placed on expanding the use of a collaboration plan from STEM teams to academic teams in general, starting with a shift from away from rationale where “Scientific considerations should be primary when determining, first, whether an individual or team-based approach is best” (4, p. 591) to a more general and context-dependent rationale. Strategies for introducing the concept of and building collaboration plans during the pre-award and recently approved award strategies will also be discussed. In terms of differences from team science, those in the arts and humanities face a challenging funding landscape which includes smaller grants from a diffuse set of organizations (5). Discussion of the funding aspect of collaboration plans will also touch on differences in funding sources, requirements, and strategies for team arts and humanities, as well as the impact of these differences on practitioners, those who work in roles supporting practitioners, and academic units.