Curricular innovations are difficult to implement and sustain. Many innovations were developed through the NSF-funded Engineering Education Coalitions in the early 1990's; however, few survived the end of funding or the loss of the key innovators. This paper considers the experience of one institution and the long-term success of one of these curricular innovations. In this paper, we argue that the long-term survival and success of this curriculum can be traced to the general framework presented in the foundational course in the curriculum and its positive influence on the faculty members who have taught (and are teaching) the course. To support this argument, we will present the results from a survey of the faculty members who have taught this foundational course.
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