A shortage of science and engineering professionals has led to an effort to engage and retain higher education students in science, technology, engineering, and mathematics (STEM) majors in the United States. School reformers call on faculty members to shift their teaching practices towards evidence-based instructional strategies that involve students in the learning process. Professional developers provide awareness of innovative strategies, but support during implementation is rare. This case study research examined how one unique professional learning partnership (PLP) between a School of Engineering and School of Education in the Pacific Northwest supported an instructional change. Faculty members supported by the PLP created, implemented, and assessed curriculum in an undergraduate engineering program through training, ongoing coaching, and local and national engineering education networks. In aggregate, 19 faculty member surveys, six interviews, and 42 artifacts and were collected for this study. Key findings revealed that faculty members desire more pedagogical training with their colleagues and implement evidence-based instructional strategies if they see value in the changes. While the COVID-19 pandemic disrupted instruction, faculty members continued to implement strategies that connected students to the real-world using problem-based learning. Conditions that led to continued implementation included support from colleagues, pedagogical coaching, and ongoing feedback. Data evidenced an educational-related research component for faculty development could improve participation and application of new initiatives. [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.]