Introduction: It is theorized that improving the connectivity in engineering educational networks by strengthening the student–student and instructor–student relationships enhances the spread of knowledge, and results in an improved objectively assessed educational outcomes. Objectives: In this study, a structured semester-long educational experiment is conducted to strengthen connectivity and social relationships among engineering students in three undergraduate courses. Methods: Students are divided into mentoring groups, each associated with a homework assignment. The assignment is then solved for the mentor students, whereby nonmentor (mentee) students should discuss with at least one mentor student. The students then report their friendship level with each classmate on a scale from 0 to 4 with each submitted homework. Furthermore, the mentor students report the number of interactions with nonmentor students and the duration of each interaction. Results: The collected data points are analyzed using social network analysis tools, where an impressive improvement in the number and quality of relationships is achieved. Compared to the beginning of the semester, where an assortative mixing based on local features was dominant, the number of friendship through network-wide connections between students has increased by a factor of 20. Conclusion: Engaging the students in social learning environment improves the quantity and quality of student–student and student–instructor relationships, which facilitates the spread of knowledge and tackles social problems, such as isolation.