2026 ASEE Annual Conference & Exposition

Professional development (PD) plays a critical role in equipping educators with the skills, confidence, and strategies needed to implement interdisciplinary teaching approaches. A targeted PD initiative trained educators from a variety of STEM backgrounds, including marine science educators, to incorporate engineering design principles into their existing curricula. The study examines the experiences of two marine science teachers, Bryant and Lowell, who had no prior formal engineering training. Using thematic analysis of the interview data, four key themes emerged: (1) growth in instructional confidence and pedagogical innovation, (2) engineering integration through hands-on learning, (3) fostering inclusive classrooms, and (4) lasting impact on student engagement and teacher-student relationships. Findings reveal that targeted PD can empower educators to incorporate engineering into non-engineering contexts, enhance student-centered learning, and address the need to ensure opportunities for students to participate in STEM education. The study underscores the transformative potential of professional development in fostering interdisciplinary skills, improving teaching practices, and promoting meaningful student engagement in K-12 classrooms.

Keywords: Professional Development, Interdisciplinary Teaching, Engineering Integration, Teacher Self-Efficacy, Student Engagement, STEM Ed