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In this paper, we introduce two sets of instruction al principles that can be valuable for new engineering educators, and provide illustrations of how these principles have been embodied in our teaching activities. Our emphasis is not on de monstrating the success of the activities we describe, but rather on using them to illustrate th e principles. A key message to be taken from our analysis is that the link to these principles l i not only in the starting activity, but also in how the instructional activity is facilitated over time. In the discussion, we note the relevance of these principles to the current educational climate wi h its focus on helping larger groups and more diverse groups of students to be successful.

Occasioning the Emergence of Knowledge and Promoting Motivation for All Students: Applying Instructional Principles to Engineering Situations