This paper describes how future physics teachers' involvement in annual Family Math and Science Day-a public outreach event at the University of British Columbia, Canada-has a potential to transform them as physics demonstration experts and amateur video producers. These science demonstration videos serve as teaching and learning resources not only for their own coursework, practicum, and postgraduation, but also as a useful resource for their peers and other educators. The production of demonstration videos was framed around studies that support physics and general science teachercandidates' engagement in handson science, science communication, and deliberate use of technology to promote active learning.

is a professor of teaching in Mechanical Engineering and the Chair of First Year Engineering at the University of British Columbia in Vancouver, Canada. He teaches introduction to the engineering profession and practice, and design in mechanical engineering. He has extensive experience in Team-Based Learning (TBL), curriculum development, and teaching innovation.

Background For engineers who aim to address sustainability challenges, participating in transdisciplinary teams is key. Yet developing transdisciplinary knowledge, including systems thinking, metacognition, and empathic thinking, is not well supported in traditional engineering programs. Purpose The extent to which selected learning activities in the introduction to engineering courses support student development of systems thinking, metacognition, and empathic thinking is investigated. Design/Method Focus group discussions with instructional teams and student interviews are examined to elucidate how course activities improved student transdisciplinary knowledge. Threshold concepts frame the qualitative analysis of the collected data. Implications for teaching and learning are discussed. Findings Results suggest the investigated learning activities support student development of transdisciplinary knowledge as indicated by changes in systems thinking, metacognition, and empathic thinking. Where prior quantitative exploratory studies revealed little change in transdisciplinary knowledge indicators pre‐ and post‐course, deeper qualitative analysis uncovers students manifested improvements in transdisciplinary knowledge indicators as narrated by the students themselves and as observed by instructors and teaching assistants. Conclusions Integrating transdisciplinary knowledge development into engineering programs, starting with appropriate learning activities in first‐year engineering courses, may provide new pathways for transforming curricula aimed at educating the 21st‐century engineer.

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