All instructors visualize goals and, to use recent vernacular, learning objectives for their courses. In this presentation, the authors formalize both, distinguish between them, consider a unified thread informing a mechanics curriculum and illustrate it through applications. Taken piecewise, the elements employed here are not new, but taken together, as an integrated, systematic process, the ... [Show full abstract] curriculum differs markedly from traditional mechanics curricula. Students learn theory and apply it to do mechanical design and learn about project engineering, manufacturing and more. Because applications must be current, the curriculum remains vibrant and practicable. This is a work in progress.