While research about both design-based and code-based instruction suggests that students can gain and develop numerous academic skills (critical thinking, logical organizing) and social skills that impact academic work (collaboration, working across numerous differences), few studies have yet taken up the issue of “gaming across the curriculum” in higher education or have attempted to inquire about what happens when different disciplines, with different methodological frameworks, assumptions, and questions, approach computer gaming as an object of study. What does a multi-disciplinary approach to gaming offer students, both in terms of their ability to think critically about games as games, but also in terms of their ability to reflect critically about complex contemporary communication practices and how different disciplines might use awareness of those literacy practices to build and communicate knowledge production?