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This is a Lessons-Learned paper. During the past years the Mechanical Engineering program at XXXX has made numerous curricular changes that focus on cultivating a culture of “engineering with engineers” and developing strong engineering identities in their students. The four major changes in the curriculum include implementing an integrated electrical engineering and data acquisition (DAQ) course sequence, adding a vertically integrated design projects (VIDP) course sequence, modifying an existing design sequence, and adding real engineering into existing courses. Many of these changes rely on hands-on labs and on creating connections between students and industry. In the spring of 2020, the pandemic forced the program to offer all of its courses online and challenged the department to rethink how it could continue its strong hands-on, industry-focused program. Most courses were quickly flipped and online class time via Zoom focused on community building and small group discussions. New checks and activities helped to keep students engaged and provided regular feedback to instructors on student progress. Lab assignments were modified so that all lab work could be done remotely. This paper details these changes, describes successes and failures, and discusses lessons learned. A summary of the paper will be presented as a lightning-talk during the 2021 ASEE Annual Conference. 

WIP: The Mechanical Engineering (ME) Department at Seattle University was awarded a 2017 NSF RED (Revolutionizing Engineering and Computer Science Departments) grant. This award provided the opportunity to create a program where students and faculty are immersed in a culture of doing engineering with practicing engineers that in turn fosters an identity of being an engineer. Of the many strategies implemented to support this goal, one significant curricular change was the creation of a new multi-year design course sequence. This set of three courses, the integrated design project (IDP) sequence, creates an annual curricular-driven opportunity for students to interact with each other and professional engineers in the context of an open-ended design project. These three courses are offered to all departmental first-, second-, and third-year students simultaneously during the spring quarter each year. Each course consists of design-focused classroom instruction tailored to that class year, and a term design project that is completed by teams of students drawn from all three class years. This structure provides students with regular design education, while also creating a curricular space for students across the department to interact with and learn from one of another in a meaningful way. This structure not only prepares students for their senior design experience, but also builds a sense of community and belonging in the department. Furthermore, to support the "engineering with engineers" vision, volunteer engineers from industry participate as consultants in the design project activities, giving students the opportunity to learn from professionals regularly throughout their entire four years in the program. This course sequence was offered for the first time in 2020, and while the global pandemic impacted the experience, the initial offering was by all accounts a success. This paper provides an overview of the motivation for the three IDP courses, their format, objectives, and specific implementation details, and a discussion of some of the lessons learned. These particulars provide other engineering departments with a roadmap for how to implement this type of a curricular experience in their own programs.