The main achievement of the project was restructuring the UARTS150 course successfully, as evidenced by positive student feedback and as proven by the results of our rigorous assessment. We created a new course structure that comprised of (chronologically): a writing unit that introduced important first-year writing concepts; two creative projects rotations, focused on engineering/art and music/architecture; a conclusive writing unit that had students reflect on their creative process and create a mixed-media, interdisciplinary product. The engineering/art rotation assigned students with identifying important problems to solve, and creating an engineering prototype that would solve the problem and an art artifact that represented the problem. The music/architecture rotation assigned students with translating sound between audio and visual media. This new course structure was assessed with pre- and post-course surveys that included both Likert scale items and open-ended survey questions. From statistical analysis of the closed-ended questions and coding of the open-ended responses, it is clear that the course positively impacted students. There were significant increases in students’ understanding of and confidence in applying the creative process to each of the course disciplines; students’ understanding of their own creative process; and students’ views of the overlap between the engineering/art disciplines and music/architecture disciplines. When qualitatively analyzing the students’ open-ended responses, students’ definitions of creativity and interdisciplinarity grew more complex and incorporated more mentions of various elements of creative process that were discussed in class. (A full assessment report is available for distribution if needed.)