Increasing the adoption of research-based theories and materials continues to be a long-standing problem within engineering education. To alleviate this issue, past research has stressed the involvement of instructors in the co-development of curricular materials. However, to have a real impact on adoption rates, we must first understand the co-development process and what components support or hinder these collaborations. Observing these collaborations revealed that storytelling is frequently used to transmit ideas in the co-development process. Specifically, we are interested in the significance of stories told by instructors during co-development, an area in which no previous research has been conducted.
