
Comprehensive, systemic, and systematic improvement of student learning in the undergraduate engineering education system will require change across numerous elements in the system. The Del- phi study and the subsequent workshop clustered major issues related to these numerous elements into four themes: (1) change the organizational culture, (2) research effective assessment practices, (3) promote adoption of research-based teaching practices, and (4) characterize successful faculty development. For each of the four themes, we present a rationale to support selection of the theme and offer categories to organize the research questions. We expect these questions will catalyze scholars to generate new areas of research, will inspire engineering instructors to pursue ideas for improving teaching and assessment in their classrooms, and will galvanize administrators to apply insights to change institutional policies, teaching and assessment activities, faculty development initiatives, and, ultimately, their organizational cultures.
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