initial honors offerings have subsequently become UPTs for the recitation sections. The RW-E project funding includes support for an assistant professor and a PhD level graduate student from the College of Education and Human Resources. These two project participants have drafted a training program for the UPTs and GTAs to be held prior to each semester, and they convene the instructional team on a weekly basis to share experiences, share additional learning resources and discuss plans for the following week. They assist the engineering professors in charge of the course to incorporate student-centered learning strategies in line with design principles of the How People Learn1 framework. They also conduct research on the course design and its effectiveness in achieving learning goals, emphasizing critical thinking, effective communication skills, learning from peers, and issues awareness. The RW-E project is highly beneficial to development of the ENGR 101 course. Involving learning scientists in the course design and planning has greatly enhanced its value to students