Merging engineering and art: What are the real lessons?

One of the current trends in engineering education is the completion of design projects by multi-disciplinary teams, as being representative of the work environment students will inhabit upon graduation. As a stimulus for creativity, partnerships with truly diverse disciplines are touted as an avenue for innovation and divergent thinking. But are they? In order to explore this concept, two mechanical engineering professors partnered with a clinical art professor, whose specialty is three-dimensional kinetic sculpture. The goal was to conduct a mass collaboration exercise with approximately 60 students over two art projects in a junior-level design class, with the outcome a finished version of the artist´s vision. Reflective summaries from both mechanical engineering professors contrast both the strengths and weaknesses from a developmental perspective for the students involved in this pedagogical exercise. Additionally, the artist provided summative feedback that was analyzed, as well as answers to specific questions provided by the individual student groups regarding their own reflections on the experience and their personal growth. In closing, both professors offer suggestions for best practice for reaching across disciplines, as well as revisions of the current practice for enhanced pedagogical success.