As the evidence of the benefits of multidisciplinary education accumulates many schools and instructors are finding ways of hybridizing courses to include substantial components of what are otherwise distinct sciences. Often, such course development is done with an eye toward industry, which requires a workforce capable of synthesizing varied fields of information. The biotech industry is on the forefront of this movement, and its requirements are pushing universities to educate students to be fluent in multiple sciences (Dahms 2001). In particular, the author states that a bridge is urgently needed between the biomedical/biotechnology and the mechanical engineering disciplines (Schrof 1999) to facilitate the development of improved medical devices and safer surgical procedures and for the characterization of biotissues and biotransport processes. In this article, a course integrating the fields of engineering and biology was developed to teach students to solve real-world problems that included aspects from both disciplines. Computer simulations were also developed and carried out, and findings were presented in a formal report format. Thus, the author states that such courses encourage interdepartmental cooperation between students and provide a broad view of the multidisciplinary nature of scientific exploration. (Contains 4 figures.)