Most engineering PhD programs focus heavily on research and technical expertise, often neglecting formal training in pedagogy and instructional methods. As a result, many graduates enter academia unprepared for the teaching responsibilities that come with faculty positions. This gap in training affects their ability to design effective courses, engage diverse learners, and assess student outcomes. While some institutions offer teaching workshops or certificate programs, these opportunities are often optional and insufficient. Addressing this gap will enhance the quality of engineering education and support the professional development of new faculty.