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The Engineering Communication Program at the University of Toronto has recently begun using engineering graduate students as Communication Instructors (CIs) in the Mechanical Engineering portfolio courses and our work in the Mechanical and Industrial Engineering capstone design courses. The move was an attempt to bridge the discipline chasm between communication and disciplinary expertise; this paper begins to document the impact of this interdisciplinarity. Through an analysis of narratives ofdoi:10.24908/pceea.v0i0.4646 fatcat:3u4tjpo7y5h4lnkjhk7vvyabv4