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The Adapting an Experiment-Centric Teaching Approach to Increase Student Achievement in Multiple STEM Disciplines is a sponsored experiment-focused hands-on teaching pedagogy developed to promote motivation and academic achievement across seven STEM disciplines. The program is a large educational program with multi-Department STEM projects comprising approximately 200 tasks and 40 personnel. To facilitate the successful implementation of this STEM program, an efficient project management tool called Smartsheet was adopted to manage all the tasks to be carried out and the activities involved. Smartsheet software has helped facilitate efficient project coordination, scheduling deliverables, communicating with and assigning tasks to project team members, monitoring performance, and evaluation. The Smartsheet is a project management tool developed for coordinating and monitoring project activities, promoting productive guidance, efficient communication, appropriate supervision of the project team, optimization of the necessary allocated inputs, and their application to meeting the program's objectives. The paper describes the effectiveness of the team as we utilized project management tools in managing this large group of STEM projects over the past three years. Additionally, the paper elaborates on the social management theoretical framework on which the project management principles are hinged. The impactful outcomes of the STEM program in increasing academic performance as well as improving key constructs associated with student success such as motivation, epistemic and perceptual curiosity, engineering identity, and selfefficacy through the team effectiveness metrics and the results of the Strength, Weakness, Opportunities, and Threats (SWOT) analysis presented in the paper revealed an efficient management strategy anchored on the social management theoretical framework and facilitated by the project management tool. [ABSTRACT FROM AUTHOR]

Motivation is a strong factor in effective learning, and it has an impact on learning outcomes. Students' motivation can impact their ability to grasp abstract concepts that are taught in civil engineering. When learners are motivated to study, they tend to persevere and put in more effort to perform better in class tasks, assignments, hands-on experiments, and standardized tests. This study is designed to answer the following questions: (i) What is the difference between the motivation of civil engineering undergraduates pre- and postimplementation of experiment-centric pedagogy? (ii) What is the difference between civil engineering undergraduates' motivation pre- and postimplementation of experiment-centric pedagogy based on gender? The motivation of participants was measured using five (5) subscales. Undergraduates' responses were collected using 7-point Likert scales, and statistical analyses were performed using Statistical Package for Social Scientists (SPSS 25.0) at a statistical significance level of 0.05. The self-identified gender binary revealed that 28.8% were females and 71.2% were males. At the pretest, 50.9% of the participants had a high level of motivation, which increased to 55.9% at the posttest. At the posttest, it was found that more females had high motivation than males (58.8% vs 54.8%), which was not significantly different (p>0.05). The study therefore concludes that ECP has the capacity to improve undergraduate motivation and increase engagement among learners. [ABSTRACT FROM AUTHOR]