Broadening participation in STEM education programs and boosting the STEM workforce, specifically increasing interest in engineering, has been a growing focus of the U.S. education system (Lawrence & Mancus, 2012; Strimel, Grubbs, & Wells, 2017). The Bureau of Labor Statistics projects overall STEM employment to grow by 8.9% from 2014 to 2024, compared to just 6.4% of non-STEM occupations--with careers related to engineering being one of the fastest growing areas (Noonan, 2017). However, this is happening while the interest in and preparation for post-secondary engineering studies has continued to struggle (Becker, 2010; Change the Equation, 2016). Furthermore, females have typically been the least engaged in STEM careers--often as a result of societal and cultural influences--and are therefore underrepresented in engineering careers (Girl Scout Research Institute, 2012). The National Research Council (2013) reported that only 12% of practicing engineers are women. The American Society of Engineering Education (ASEE) (2016) reported a total of 664,911 students, both full-time and part-time, were enrolled in an engineering major in 2015, with women representing only 21.4% of those students. Additionally, ASEE stated that only 12.5% of those enrolled in an engineering technology program were female. As a result, gender is heavily skewed in some of the highest-earning undergraduate majors required for critically needed STEM jobs. In this article, the authors discuss the advantages of engaging all students in engineering as a social responsibility, exposing them to potential engineering-related careers.