Communication boundaries are meant to be crossed

How may everyone's learning be increased and enhanced by crossing the typical communication boundaries of roles, goals, interests and values, and the more specialized borders of professional discipline and methodology? How may the improvement of technical communication in engineering environments connect to teaching strategies such as collaborative and experiential classroom learning? How could traditional curricula at a Midwestern engineering technology college make room for such "nonessentials"? This paper illustrates what may be possible within traditional academic constraints and asserts that everyone involved learns from the adventure. Course assignments suggest some ways to bridge faculty, student and disciplinary boundaries nside classrooms and across communities, countries and cultures.