During the most recent workshop, Mansilla rst gave an overview of what interdisciplinary teaching means and why it is important. Next, the faculty was divided into groups according to which disciplines they felt most comfortable with. An important part of this workshop was to tease out de nitions or mission statements for each discipline before being able to build interdisciplinary connections between them. These mission statements were encouraged to be “content-based” rather than “disposition-based.” Mr. Robinson explained the distinction well, leaning on his experience both as a history teacher and as an Honorary Fellow at Harvard University’s Future of Learning Conference, “The point of taking history is not to memorize a thousand facts. The point of taking history is to think like a historian, to acquire the disposition, the mindset, the critical thinking skills of a historian, to understand the kinds of questions historians ask, how they answer them, what counts as good evidence in the historical discipline, how the conversation about history has evolved over time.” After gaining a better sense of each discipline, the afternoon was dedicated to learning ways to make connections and form collaborations between disciplines.