Metacognition – awareness of one’s own thought process: learning about learning, knowing about knowing – is vital for interdisciplinary experts (Keestra, 2017). Ideally, curriculum components include both content and metacognition. At the undergraduate programme Liberal Arts and Sciences of Utrecht University, The Netherlands, we strive to educate “disciplined interdisciplinarians” through deep learning, broad learning, integrative learning and reflective learning. Students keep a portfolio throughout their undergraduate journey, in which they reflect on their academic and personal development, based on five roles: the researcher, the specialist, the intellectual, the professional and the citizen. We have also included explicit metacognitive assignments in three of our four core courses. In the first course, on creative reading and writing, students reflect on their development as a writer, resulting in an author’s biography. In the second course, on disciplines and the university, students reflect on their first year at university and the disciplines they have encountered, resulting in a letter to a future student. In the third course, an introduction to the interdisciplinary research process, students reflect critically on interdisciplinarity. We will discuss how we developed the assignments, how students approach the assignments and how we and the students evaluate the assignments.