Manufacturing-oriented engineering degree programs have traditionally emphasized strong scientific content but without a robust curriculum dedicated to communication across national, cultural, contextual and disciplinary boundaries. The interconnected economic environment of modern manufacturing requires graduates with the communication skills to thrive in an environment of entrepreneurially driven innovation and collaboration. The emphasis on socio-technical communication within the manufacturing-oriented engineering curriculum remains sparse. This calls for the need to develop innovative pedagogies that can help enhance the employability of students. In response to this need, an exploratory study was conducted at a satellite campus of a large, Midwestern research-focused university. The intervention included the implementation of an entrepreneurially minded and communication-focused project, developed by the instructor of an upper-level undergraduate manufacturing course. Post-completion of the project, a metacognitive reflection assignment was administered to the participants and subsequently, data was collected. Participant responses were qualitatively analyzed using thematic analysis which led to the discovery of three themes:(1) identifying value in nature-inspired design,(2) confidence in communication and self-expression, and (3) benefitting from peer feedback. The study aims to supplement traditional teaching techniques with an entrepreneurial and multidisciplinary-minded project that helps students reinforce skills that are relevant for the globally connected world. The findings of this study showcase the effectiveness of entrepreneurially minded and communication-focused projects that engineering instructors should consider integrating into mid-level discipline specific engineering coursework.