Students in the Department of Engineering at James Madison University choose the program for opportunities to build close relationships and experience high impact teaching. The shift to online learning due to COVID-19 resulted in a potential loss of these opportunities and a decrease in student motivation. In my Statics and Dynamics course I wondered: How might I replicate the mentored learning experience while maintaining student motivation through the uncertainty of COVID-19? I crafted a half-semester project where students proposed to analyze a real-world problem requiring techniques from Dynamics. The student response was overwhelmingly positive and suggested they were intrinsically motivated.