Researchers have established improved methods for undergraduate science and engineering education, yet these efforts often overlook the personal meaning students find in their work. Institutions of higher learning should support the creation of personal meaning along with content mastery, aspects that are both included in arts education. The authors argue that STEM educators must work to overcome student perception that content mastery and personal meaning sit at odds. The authors provide an example of a technical course that achieves these goals as well as evidence that it is possible to foster connection while developing content mastery.

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