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This paper presents interdisciplinary research exploring the development of inclusive multisensory science books, communicating immunology data for blind, low‐vision and diverse‐needs audiences. The research adopted an inductive theory‐building approach, practice‐based art methods and music and design methods, leveraging the lived experience of a legally blind artist. The research also involved designers and scientists in a cocreation process, producing books that incorporate tactile artworks, Braille‐inspired protein models, image sonification and interaction. Two multisensory book titles, "The Heroes Within You: A Multisensory Exploration of Infection and Immunity" and "My Goodness: A Multisensory Exploration of Nutrition and Immunity", were developed for the Monash Sensory Science 2023 Exhibition Day. The books offer an innovative way to make science and art more accessible and engaging, addressing the limitations of traditional museum methods. Feedback from audiences has been positive, emphasizing the fascination, sensory engagement and ease of understanding. This paper highlights the potential for an interdisciplinary and inclusive approach to science and art, demonstrating the value of multisensory books as tools for science communication. The findings highlight the positive reception of this novel approach and suggest its potential for broader applications, promoting inclusivity and accessibility. [ABSTRACT FROM AUTHOR]

Art is a powerful tool for conveying scientific discovery. Despite the perceived gap between art and science, as highlighted by CP Snow and others, examples of art communicating science can be found in the ancient world, the Renaissance and contemporary data visualization, demonstrating an enduring and historic connection. However, much of science relies on visual elements, excluding those with blindness, low vision and diverse needs, resulting in their low representation in STEM discourse. This paper introduces a novel science and art collaboration in the form of an exhibition program exploring the concepts of Immunology and Biomedicine to blind and vision‐impaired audiences, capitalizing on the lived experience of a legally blind artist. Employing multisensory design, art and co‐creation methodologies, it transcends traditional vision‐based science communication, showcasing the potential for multisensory art to bridge the gap at the intersection of science and inclusion. [ABSTRACT FROM AUTHOR]

In this Commentary article, as part of the 100‐year celebrations of the journal, we reflect on the contribution of articles published in ICB in the field of tumor immunology. A highlight is a series of interviews conducted with three Australian‐based ICB authors who have contributed key papers over the years: Rajiv Khanna, Delia Nelson and Ian Frazer. [ABSTRACT FROM AUTHOR]

Pathways to tenured teaching positions are fraught with obstacles and require a combination of luck, perseverance and a competitive track record. Despite this, there are strategies that one can employ to increase your chances of success but, first and foremost, one must be an excellent communicator. Excellent communicators make for talented teachers, but one must also enjoy teaching or risk energy, i.e. your students will lack (co)stimulation. Academics who are new to teaching immunology need support from their community of practise (such as ASI Education Special Interest Groups) given that immunology can be challenging to teach. For every rule that we teach our students, there are equally many exceptions that confuse and confound. The complexity of our discipline also owes to the highly conceptual curriculum and abstract discipline language. To this end, this work seeks to provide advice to current and aspiring early‐career immunology educators, utilising lessons learnt from my experience as an academic over the last decade. Topics include: understanding the needs of the student cohort; active learning strategies to engage students; ethical dilemmas for publishing pedagogical papers and the attainability of tenure. Like exogenously processed antigens, there is no hard and fast rule about one's pathway to academia; some take the canonical road (MHC class II) and others break the rules (cross‐presentation). Whichever the path, teaching is a rewarding career and as long as you view your students as collaborators you have nothing to lose. [ABSTRACT FROM AUTHOR]