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The COVID-19 pandemic has impacted society and engineering education as a whole. This paper describes the strategies and improvements that were implemented post COVID-19 pandemic to a two-credit hour engineering course targeted for first-year engineering and exploratory studies students at a Southeastern Public Research One Institution. It introduces the Grand Challenges and a corresponding scholars program defined by the National Academy of Engineering (NAE) that link society and engineering to improve and maintain quality of life for the twenty-first century. This course was developed to enhance student development in the essential engineering mindset and interdisciplinary system thinking to address the prescribed global engineering grand challenges. It interweaves engineering with the social and political sciences, encouraging students to explore the interactions between society and technology, including the influences of human behavior, culture, economics, ethics, and policy on the development and implementation of technologies. The course delivery is hybrid in nature, where students meet and actively engage face-to-face once a week and participate in an asynchronous meeting in the other half of the week. The curriculum includes invited speakers and experts in the various engineering disciplines, recorded videos, a midterm research essay, and a final group poster presentation and one-minute video on one of the Grand Challenges. The final presentation encompasses the four themes of the NAE's Grand Challenges and showcases the students' gained and applied knowledge for exploring opportunities to solve complex engineering challenges. The course is offered in the fall and summer semesters to over 1,500 students per academic year. All students who take this course and matriculate into their engineering major then can apply to the Grand Challenges Scholars Program (GCSP) to participate in the program as early as their sophomore year. Approximately 30 students are accepted into the university GCSP and may begin participating in the GCSP as soon as the summer prior to their sophomore year and have three years to complete the five required competencies of this program. Approximately 90 scholars actively participate in this program every year (sophomore, junior and senior engineering students). The five competencies include talent, multiculturalism, multidisciplinary studies, entrepreneurship and social cognition. Typically, the scholars start taking engineering classes and start working with research mentors to assist with the completion of the five competencies that prepare them to solve these challenges. Most incoming scholars lack experience in identifying specific research mentors. This program assists with that task. Through the first competency, also known as talent, the scholars engage in hands-on projects to help design innovative solutions through deep immersion in an academically rigorous environment. This paper describes the improvement efforts post COVID-19 to the course goals, structures, designs, and targeted recruitment efforts for the GCSP during the face-to-face and online course delivery, focusing on engineering research and introducing interested students to how to identify a research topic and choose a mentor. In addition, it includes reflections and insights gained from the course design, development, and facilitation, and offers future recommendations for improvements. [ABSTRACT FROM AUTHOR]