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In the next five years, we will:

• Be a trusted source of knowledge that informs improvements in engineering education across the learning continuum from pre-K, primary, secondary, post-secondary, graduate, and professional.
• Be a vibrant research community that informs improvements in engineering education within our college and beyond the campus boundaries.

To enable this vision, we will:

• Support teaching and learning excellence across the college by sharing best practices and the latest engineering education research.
• Engage in engineering education research and/or Scholarship of Teaching and Learning (SOTL).

In the next five years, we will:

• Be a transformative engineering educational program that provides a strong technical background and cultivates the critical thinking ability, creative problem-solving skills, and professional ethics that well-prepare graduates to make significant contributions to society.
• Be recognized as a student-centered program that allows students autonomy to create a curriculum pathway that matches their unique interests and goals.
• Be a key partner in supporting first-year engineering and PES students in successfully transitioning into their chosen plan of study through our course offerings.
• Be leaders in the application of best practices in engineering education, including active learning and hand-on experiences.
• Be a key facilitator of interdisciplinary interactions among students and faculty from different CEAS disciplines as well as non-engineering disciplines across the campus.

To enable this vision, we will:

• Develop Bachelor’s Accelerated Maters (BAM) articulation agreements between IDE and other CEAS departments/programs offering MS degrees; yearly revisions as needed to accommodate curriculum changes within CEAS.     
• Increase IDE's participation in the college's recruiting activities/events to increase the number of incoming first-year IDE students. 
• Increase IDE's participation in the college's first-year experience and outreach to open option and PES students.
• Provide yearly Professional Development for IDE faculty around Engineering Design and implement it into IDE courses. 
• Identify needs for new courses and/or the incorporation of new topics (e.g., sustainability) into existing courses.
• Contribute to establishing a vibrant academic community that supports the productivity and retention of Engineering Education doctoral students by actively participating in ENED operations (e.g., recruiting, seminar series) and community building events.

In the next five years, we will:

• Be an educational program that provides personalized engineering pathways that align with the unique needs of individual students.
• Be leaders in the application of inclusive teaching practices through creating a culture of accountability.
• Be a vibrant educational program, that fosters an intentional interdisciplinary learning community that embraces whole-person development, ensuring a holistic approach to community building.

To enable this vision, we will:

• Design and host IDE community-building events (e.g., celebrating the identities and accomplishments of our community members, sharing opportunities, and lived experiences/pathways).
• Provide faculty and staff trainings in Inclusive Teaching topics such as Universal Design for Learning, Cultural Competency, Ally Training and/or others (one topic per year). 
• Provide mentoring for faculty and staff, including exploration of strengths assessments and communication styles of faculty and staff to facilitate better working and teaching relationships.