2026 ASEE Annual Conference & Exposition

In this lessons-learned paper, we examine how to engage faculty in engineering education research (EER) in a research-intensive university where EER has limited institutional history or visibility. Specifically, we describe our experience with involving faculty in supervising undergraduate summer research projects that focus on EER.

ELATE (Enhancing Learning and Teaching in Engineering) is a Faculty-specific initiative at McGill University whose objective is to promote excellence in the learning and teaching experience amongst staff and students within the Faculty of Engineering. One of the strategies ELATE has used to cultivate engagement in EER involves creating opportunities for faculty to pursue education-focused research projects through the existing summer research in engineering program. While the summer research in engineering program typically supports faculty-led projects in traditional disciplinary engineering research, ELATE has broadened the scope of undergraduate research by funding projects that are specifically focused on engineering education. Over the past four years, ten such projects involving seven faculty members (both those that are teaching-only or teaching and traditional engineering research) and twelve undergraduate students have been funded.

In institutions where EER is not formally recognized as a research domain or does not have a dedicated unit/academic program, engaging faculty in EER presents unique challenges. These include limited time, lack of institutional incentives, and absence of a scholarly community. ELATE’s support of EER-based summer research in engineering projects offers a low-barrier entry point for faculty to get involved in a context that aligns with their existing academic responsibilities and interests. By mentoring undergraduate students in EER, faculty participate in pedagogical scholarship, deepen their understanding of educational research methods, and develop a greater interest and enthusiasm for EER through hands-on, collaborative inquiry.

Based on the feedback gathered from both faculty and students, we identified the following lessons learned: (1) accessible resourced opportunities like the summer research in engineering program and the supportive environment provided by ELATE can encourage faculty engagement in EER, (2) mentoring undergraduates in EER promotes reflective practice and professional growth, (3) initial involvement can spark shorter-term interest, but sustained engagement requires longer-term support, and (4) programs should invest in training, e.g., research methods used in engineering education, and encourage interdisciplinary collaboration.

We describe the implementation of this strategy, the types of projects that have been supported, and reflect on its potential as a means to interest faculty in EER. We hope that our findings contribute to ongoing conversations about faculty development, the role of communities of practice, and strategies to promote EER in research-intensive environments.

The preferred presentation format is a talk.