Despite 20 years of focus on organizational change and effective educational best practices in STEM higher education, significant research findings have had minimal influences on practice.  In 2016, the U-M BME Department sought to disrupt engineering education. Informed by organizational change theory, we asked: 1) Is there potential for change; 2) what strategies facilitate change; and 3) how can these strategies be implemented? As a result, we developed an Instructional Design Sequence, a new approach to instruction in which students, post docs, and faculty create short Modules that use evidence-based teaching practices to expose BME students to BME professional practice.  This talk describes how the Sequence was conceived of and demonstrates how organizational theory, entrepreneurship, and design can be used to inform education practice. The resultant Sequence has the potential to be a transferrable model for transforming engineering education, offering a new mechanism for integrating career relevant curriculum into undergraduate curriculum in real-time, while training future educators in instructional evidence based practices.

This lecture is offered as part of the Lecturers’ Seminar on Teaching and Learning.