Examinations of trust have advanced steadily over the past several decades, yielding important insights within criminal justice, economics, environmental studies, management and industrial organization, psychology, political science, and sociology. Cross-disciplinary approaches to the study of trust, however, have been limited by differences in defining and measuring trust and in methodological approaches. In this chapter, we take the position that: 1) cross-disciplinary studies can be improved by recognizing trust as a multilevel phenomenon, and 2) context impacts the nature of trusting relations. We present an organizing framework for conceptualizing trust between trustees and trustors at person, group, and institution levels. The differences between these levels have theoretical implications for the study of trust and that might be used to justify distinctions in definitions and methodological approaches across settings. We highlight where the levels overlap and describe how this overlap has created confusion in the trust literature to date. Part of the overlap – and confusion – is the role of interpersonal trust at each level. We delineate when and how interpersonal trust is theoretically relevant to conceptualizing and measuring trust at each level and suggest that other trust-related constructs, such as perceived legitimacy, competence, and integrity, may be more important than interpersonal trust at some levels and in some contexts. Translating findings from trust research in one discipline to another and collaborating across disciplines may be facilitated if researchers ensure that their levels of conceptualization and measurement are aligned, and that models developed for a particular context are relevant in other, distinct contexts.

Washington University in St. Louis served as the backdrop for many scientific discoveries, including that of nerve growth factor (NGF). Many of the accomplishments in embryology at Washington University can be attributed to the influence of Viktor Hamburger. He served as chair of the zoology department for twenty-five years. One of the few Nobel Prizes given for embryological research was awarded to faculty members Hamburger hired; Rita Levi-Montalcini and Stanley Cohen won for their role in the discovery of nerve growth factor.

The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific investigators along with students and instructors for courses. From the beginning, the lab had the dual mission of teaching and research, and from the beginning leading biologists have found their way to this small village on the "heel" tip of Cape Cod.

The Marine Biological Laboratory (MBL) in Woods Hole, Massachusetts, began in 1888 to offer opportunities for instruction and research in biological topics. For the first few years, this meant that individual investigators had a small lab space upstairs in the one wooden building on campus where students heard their lectures and did their research in a common area downstairs. The lectures for those first years offered an overview of general biology with a focus on zoology, and they were intended for teachers and graduate students interested in acquiring the background for teaching about and/or actually doing laboratory work. As the lab quickly grew, it added sets of lectures that made up courses in zoology, then botany, then physiology, and in 1893 what became the first Embryology Course.

In 1888 when students and investigators arrived in Woods Hole for the inaugural session of the Marine Biological Laboratory (MBL), they recognized the need for a library collection of books and journals. The one wooden building on campus, later known as Old Main, housed everything, with researchers upstairs and the student laboratory downstairs. Lectures were held in one corner, and shelves held what books and journals were contributed. As the first MBL Director Charles Otis Whitman noted in his 1888 Annual Report, having a library was absolutely essential for the success of the lab and would have to be provided somehow. The initial core volumes should include reference works and textbooks, and also the important journals in the four languages thought to be essential at the time.