"In this workshop we will work collectively to contemplate the question “How can signature assignments be designed to promote student autonomy and agency, while also being intellectually rigorous to advance interdisciplinary reasoning?” As the University of Arizona rehauls the general education curriculum, increased emphasis is being placed on students’ interdisciplinary learning. This transition has resulted in timely discussions around how to both advance and assess students' interdisciplinary learning. As part of this curricular overhaul, all instructors are being asked to incorporate a core signature assignment into each interdisciplinary course that will provide students an opportunity to practice and demonstrate interdisciplinary reasoning and approaches. While challenging, this presents an exciting opportunity for educators to rethink how their classroom and assessment practices can better promote student agency while simultaneously demanding deep intellectual engagement. In this workshop we will first provide an overview of signature assignments (e.g., what they are and why they are meaningful for educators and students), and then share how signature assignments are being conceptualized and used at the University of Arizona to promote interdisciplinary learning goals and outcomes. Participants will then be guided to reflect on how to adapt existing assignments and/or design new signature assignments that highlight student learning in interdisciplinary courses in their own courses. "