In this article, we show how discussions of creating high-impact learning experiences led to the Undergraduate Videogame Symposium, a public venue where students from all disciplines presented their disciplinary learning to a non-disciplinary audience. After providing an introduction to the learning principles emphasized by the Interdisciplinary Writing Program (IWP), the sponsor of the symposium, we use research studies on critical literacy, game theory, and digital media literacy, and work on self-motivation to provide the foundations for our decision to choose gaming as the topic for the symposium. We then provide primary research data collected through interviews and participant observations to show that an undergraduate video game symposium draws on student personal and academic interests, and allows students to research a wide range of topics connected to such fields as education, anthropology, gender studies, rhetoric, psychology, science, art, music, engineering, political science, writing, business, and health sciences. Finally, we discuss our conclusions from hosting the interdisciplinary videogame symposium, and how events addressing interdisciplinary topics can be used as the stepping-stone for increasing interdisciplinary writing, research, design, and presentation spaces.