The most obvious realization as I began teaching the project-based engineering course was students’ desire and passion for hand-on applications of the math and science they were learning in their curricular classes. For those first few years, I simply didn’t know what I was doing, and would often set goals far beyond those that an experienced engineering teacher would give a group of high school students. However, in those early years of the program, I also learned that my students would rise to the occasion, meeting or exceeding even my most unrealistic goals.
