This dissertation explored STEM faculty description of using a Student Response System (SRS) in higher education engineering classrooms, aimed to understand their experiences, practices, and perceptions of SRS as a pedagogical tool for enhancing student engagement and learning outcomes. The research questions driving this qualitative study focused on how faculty described the use of SRS to support active learning, the specifics of their SRS implementation in engineering classrooms, and the influence of SRS on active learning. Employing a qualitative descriptive approach, the study involved a questionnaire and semi-structured interviews with STEM faculty members who have integrated SRS into their teaching practices, representing diverse higher education engineering institutions. Thematic analysis of the gathered qualitative data revealed recurring themes, patterns, and variations in faculty perspectives. The research contributed to the literature on educational technology adoption in engineering education by providing in-depth insights into faculty experiences and reflections on SRS implementation. The findings offered valuable information for engineering educators, administrators, and instructional designers, informing them about the benefits, challenges, and effective strategies associated with using SRS in engineering classrooms. Ultimately, this study seeks to enhanced pedagogical practices and improve student learning experiences in STEM education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]