This Innovative Practice Category Full Paper presents synergy between energy-based courses, and the optimization of student involvement within a project-based learning environment; concepts that have only recently gained traction within today's educational system. A continuous curriculum along with teaching theoretical concepts using hands-on applications transforms the learning experience from dry lecture type courses to those that enhance student learning potential. Students provided feedback through survey responses, indicating their learning experiences and topic competency before and after implementing new course materials. Engineering technology students thrive within enhanced learning environments utilizing hands-on methods to teach theoretical concepts. Such environments significantly increase motivation and conceptual retention for students within technical fields. A large body of knowledge exists focusing on changes regarding course delivery to the engineering student population. However, little is known about similar effects on engineering technology students. In this work, research-based learning theory applied to project-based and team-based learning, allowed course developers to further understand how changes affect the learning environment for engineering technology students. Early indications show a transformed class effectively motivates engineering technology students, enhancing both classroom culture and student learning potential. Experiential learning improved the students' understanding of concepts taught through project-based learning methods.
