STEM undergraduates are an underserved population in archival outreach and instruction. This case study, conducted at New York University's Polytechnic School of Engineering using the Poly Archives and Special Collections at Bern Dibner Library, aims to demonstrate the benefits of integrating archival research into the undergraduate STEM curriculum. Archivist and faculty collaboration during a semester-long course not only resulted in student gains in archival intelligence, but also allowed students to practice critical thinking, reasoning about uncertainty, and working collaboratively in teams, all competencies recognized as integral to engineering design and the Accreditation Board for Engineering and Technology's guidelines for developing engineers for the twenty-first century.

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Hack Dibner is a library competition for engineering students focused on information literacy, technology, and user experience. The challenge statement was "To enhance user experience in the library through technology." Students were allowed to participate as individuals or as teams, and were required to submit three deliverables throughout the semester: an initial concept, a written proposal, and a presentation. These deliverables required the students to perform a literature review to support their project ideas and to practice crafting and delivering effective presentations. To hold the students' interest throughout the semester, the library scheduled five engagement activities. These ranged from librarian-hosted information literacy workshops to faculty research presentations. The written proposals and presentations were scored by a committee of judges to determine the contest winner. The success of the competition was evaluated through a focus group of student participants. In this paper we present an overview of Hack Dibner, as well as a starter kit for other libraries. A timeline of the competition, marketing materials, and contest templates are presented to help librarians organize their own version of the contest.