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Abstract.

This paper uses a case study methodology to describe the impact of a course that was designed to introduce graduate students and early career faculty to the scholarly literature, effective practitioners, engineering education research, and other relevant resources regarding the practice of teaching and learning engineering at the college level. The course focuses on skills, strategies, and issues common to university teaching in general and to engineering specifically. This paper explores responses of course alumni to the following question: What has been the impact on their teaching and learning for both the students and instructors over the 25-year history of the course? The method of data collection was open-ended interviews by instructors of alumni. Several common themes emerged during those interviews including seeing teaching as another form of scholarship, learning the “nuts and bolts” of teaching and learning, being introduced to a life-long learning community, growing in their professional identity and confidence in their teaching role, career exploration, development, and facilitation of future success in higher education and beyond. The paper also presents the initial motivation for offering the course; the evolution of course topics, context, and technologies; and concludes with instructor reflections and recommendations