Sustaining credible disciplinary boundaries in undergraduate studies is a fundamental cornerstone for quality education, as students require specialized baseline knowledge that, by definition, cannot be generic or transversal to other fields. Certain interdisciplinary, often soft skills-based courses may provide cohesiveness to an academic journey by supporting the acquisition of specific competences. The ensuing practical implications are manifold and positive to a large degree yet also generate barriers in collaborative situations. An area in which such complications are common is that of the archaeosciences and, more precisely, in geophysical surveys applied to archaeology. This is illustrated through a practical example with sociocultural ramifications, namely at two Portuguese sites.