Tareq Daher

Contact Information:

City Campus (Lincoln)
KH A405N
(402) 472-4761

Assistant Professor of Practice, Engineering Education
Director, Engineering and Computing Education Core

About Me:
  • Develop, implement, and deliver professional development for Engineering faculty and Graduate students. 
  • Oversee Instructional Design, Learning Assessment, SOTL, Learning Spaces, and other professional development offered through the ECEC at the College of Engineering.
  • Serve as an operational lead for the Complete Engineer® Program

PhD (2014), Educational Studies, with an emphasis on Instructional Technology, University of Nebraska- Lincoln 
MA (2008), Educational Studies, with an emphasis on Instructional Technology, University of Nebraska - Lincoln 
BS (2005), Computer Science, Mutah University


Tareq Daher earned his Bachelors in Computer Science from Mutah University in Jordan. He pursued a Master’s of Instructional Technology at the University of Nebraska –Lincoln while working as the coordinator for the Student Technology Program on the UNL campus. Currently, Dr. Daher works as the Director for the Engineering and Computing Education Core at the University of Nebraska – Lincoln. Dr. Daher collaborates with engineering faculty to document and research the integration of innovative instructional strategies and technologies in their classrooms and designs and delivers professional development programs for faculty in the college. Tareq contributes to the College’s mission of providing excellent post-secondary education through ABET-Accredited programs and high-quality graduate programs. 


My research focuses on the integration of online technologies for teaching and learning. More specifically, it examines how teaching and learning theory combined with study systems developed with sound empirical research can improve learning in STEM fields. In addition, I explore and research the role of implementing online, blended, and flipped models in enhancing instruction and learning in Engineering programs. My work bridges quantitative and qualitative methods.



Daher, T., & Peteranetz, M. S. (2020). Bridging the Gap: Preparing Future Engineering Faculty for Post-secondary Teaching Excellence. In 2020 ASEE Virtual Annual Conference Content Access.

Gilmore, A., Daher, T., & Peteranetz, M. S. (2020). A multi-year case study in blended design: Student experiences in a blended, synchronous, distance controls course. In 2020 ASEE Virtual Annual Conference Content Access.

Ryu, S., Zhang, H., Peteranetz, M., & Daher, T. (2020). How fast can Evangelion run? Application of aerodynamics and scaling laws to the Super Robot. Superhero Science and Technology2(1), 5-12.

Baer, S., Cavill, W., & Daher, T. (2020). Zip Sass and Spitfire: Understanding What Administrators Want to See in Art Teacher Candidate Portfolios. Professional Educator43(1), 1-14.

Immethun, C. M., Daher, T., & Saha, R. (2019). Applying Blended Learning Techniques: Perspectives from Chemical Engineering Computation. Chemical Engineering Education, 53(3), 193.

Ketsman, O., & Daher, T. (2018). An investigation of effects of instructional videos in an undergraduate physics course. E-Learning and Digital Media 15(6): 267–289.

Daher, T., & Babchuk, W. Perez, L., & Authors, L. (2018). Exploring Engineering Faculty Experiences with COPUS: Strategies for Improving Student Learning. American Society of Engineering Education Proceedings.

Daher, T., & Loehring, M. (2016) Shaping the Engineering Freshman Experience through active learning in a Flipped ClassroomAmerican Society of Engineering Education proceedings

Li, Y., & Daher, T. (2016) Integrating Innovative Classroom Activities with Flipped teaching in a Water Resources Engineering ClassJournal of Professional Issues in Engineering Education and Practice, 05016008

Daher, T. , Bernstien, S. & Meyer B (2016) Using Blended Learning to Address Instructional Challenges in a Freshman Engineering CourseAmerican Society of Engineering Education proceedings. 10.18260/p.27133

Daher, T. & Lazarevic, B. (2014) Emerging Instructional Technologies: Exploring the Extent of Faculty use of Web 2.0 Tools at a Midwestern Community CollegeTechTrends. 58,6, 42-50