My graduate thesis utilized movement workshops to access the embodied knowledge of young women regarding their experiences with formal and informal sex education. While facilitating these workshops, I realized that I was not the only one learning from my research, the participants in my workshops were also learning incredible amounts for/about themselves. So, for my B21 project, I have decided to continue to utilize the concept of embodied knowledge. I will move from using movement as a method of inquiry to using movement as a method of instruction for a cross-discipline course curriculum that I will be creating for my project. The topic of this soon-to-be curriculum is self-awareness. Understanding oneself in relation to the work/studying that one does is necessary for deep and meaningful learning. Thus, I hope to push the boundaries of traditional academia/higher education pedagogy by reattaching the historically severed mind back to the rest of the body (through movement-based embodiment exercises) to allow for deeper and more meaningful learning. This will, in turn, result in more connected, whole, attentive students who are ready and able to succeed in their various disciplines (or so I hope to prove!).