How do we teach modelling and model-driven engineering?

Understanding the experiences of instructors teaching modelling and model-driven engineering is of great relevance to determining how MDE courses should be managed in terms of content, assessment, and teaching methods. In this paper, we report the results of a survey of 47 instructors in this field. Questions address course content, tools and technologies used, as well as positive and negative factors affecting learning outcomes. We analyse the results and summarise key findings with the potential of improving the state of teaching and learning practices. The survey is a preliminary effort in giving a structured overview on the state-of-the-practice within teaching modeling and model-driven engineering (from the point of view of the instructor).