"A proposal of 200 words or less, explaining what you intend to present and how you will present it The problem of “learning loss” has recently come into the spotlight, with all sorts of stakeholders warning that more than a year of emergency online instruction has pushed students behind an idealized learning trajectory they would have received through in-person instruction. At the same time, the scholarship of teaching and learning has also begun to push back against this deficit-based approach and highlight the gains students and educators have made over the last year. These scholars note that students learning remotely have been challenged to learn and hone self-regulation and metacognition skills, while educators teaching remotely have been challenged to think past content delivery and build meaningful but flexible student-centered learning objectives and assessments. These challenges have always been a part of interdisciplinary studies, so in many ways, the last year provided us a natural experiment to try new solutions for old problems. In our own practice, the participants of this roundtable have developed and honed skills in self-regulation, a/synchronous digital communication labor-based (un)grading, and universal design for learning. Combining students, advisor, and faculty participants, this roundtable will collectively reflect on how our learning and teaching were impacted by the pandemic with a focus on the gains we have made in our metacognition and pedagogical praxis as it relates to the goals of interdisciplinary studies. "