Graduation date: 2008What are the most effective ways to improve the engineering curriculum? Improvements should result in increased student retention, undergraduates who are more industry-ready and graduates who are better prepared to be leaders. Current research suggests that the best predictor of persistence is a person’s self-efficacy. The focus of this thesis is a practical application of the theory of self-efficacy in an integrated effort to improve the engineering curriculum. The School of EECS at Oregon State University has already been making an effort to improve the undergraduate educational experience via the introduction of the TekBots® program in labs. Labs should be designed and implemented in such a way that the undergraduates have a beneficial experience which may increase their self-efficacy and hence, likelihood to persist in the engineering program as well as better prepare them for industry. A redesign, implementation and evaluation of integration of the TekBots program into a junior-level course, Electronics II, is presented. Another important factor in improving retention is providing undergraduates with role models who model success and give encouragement. TAs are prime candidates to be mentors. One solution is to rethink the traditional philosophy behind the position of TA. Leadership training for TAs is an innovative and efficient solution because it encompasses more than simple teaching techniques and draws on other disciplines. A design, implementation and evaluation of a leadership training course for TAs is presented. Preliminary results show that the course is effective for the purpose of increasing teaching self-efficacy.