Abstract
In order to find ways to address problems of motivation and engagement in civil engineering students, and provide students with a space to develop sense of belonging and engage with their peers through a co-curricular experience, the School of Civil Engineering at [BLINDED FOR REVIEW] in 2015 developed the Icarus program. The purpose of this exploratory study is to present preliminary information about the implementation of Icarus, as an engineering education experiment. The program's goal was to provide students with a different space to develop the competencies and skills desired while simultaneously they form their identity as engineers. The sample was 116 civil engineering students, 49 of them enrolled in the Icarus program in its first semester. Results showed that the main motivation to join the Icarus program was to apply theory from class into engineering real world issues, and to work and engage with peers. In addition, Icarus students have higher levels of aspirations on how well they will do in their engineering courses, and higher levels of deep learning when compared to other non-Icarus engineering students in the same year. Further Implications are provided.
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