As understanding of STEM education pedagogy deepens, traditional lecture-based courses evolve to include new philosophies, such as active learning, project-based learning, and inquiry-based learning (IBL). Additionally, hands-on educational experiences at the early stages of an undergraduate program are seminal in propelling students into the field long-term. This paper discusses the need for IBL and hands-on learning in engineering education and how three faculty at different universities incorporated IBL pedagogy in the classroom.