Improv activities have been shown to increase student engagement, enjoyment, and confidence in higher education classrooms. However, there are few examples of STEM courses designed with dedicated and repeated time allotted to improv activities. We sought to determine the effects of scheduled improv activities on engagement and learning in an upper-level biomedical engineering course. The engineering course was modified to include dedicated class time for implementing improv activities. Student perception of this format and of the activities was assessed via pre- and post-implementation surveys. These surveys focused on student engagement, self-confidence, communication, and comfortability in the classroom in prior courses (pre-implementation survey) and after 4 weeks of improv activities (post-implementation survey). Based on survey feedback, most students thought that the improv activities were helpful in facilitating an engaging and collaborative classroom experience. Students indicated that the improv activities helped improve their general communication skills, and many positively remarked on how the activities brought some energy to the classroom and helped them get to know their peers. Overall, this study suggested that students responded favorably to the improv activities, with several remarking that the activities should be used more in STEM courses. These results demonstrate that improv activities can be successfully implemented in engineering classrooms and could become an important part of the engineering education curriculum.