2026 ASEE Annual Conference & Exposition

Sustaining Faculty Engagement in the Scholarship of Teaching and Learning (SoTL): Long-Term Impacts of an Engineering-Focused SoTL Accelerator

Presented at FDD Technical Session 7: Students, Systems, and Scholarly Communities

As engineering education increasingly emphasizes evidence-based teaching and curricular innovation, faculty development programs that build capacity for the Scholarship of Teaching and Learning (SoTL) play a critical role in sustaining this transformation. This paper examines the long-term outcomes of a professional development initiative designed to train engineering professors to (1) develop new curriculum, (2) assess the curriculum through scholarly inquiry, and (3) disseminate results through peer-reviewed conference proceedings. The program engaged 30 engineering faculty from diverse institutions across the United States. Using a mixed-methods, longitudinal design, this study explores participants’ sustained engagement in SoTL-related activities one to two years after program completion, including continued curriculum innovation, dissemination practices, collaborations, and institutional leadership roles. Findings reveal patterns of persistence and diffusion, illustrating how initial professional development experiences can yield lasting cultural and scholarly impacts within engineering departments. Implications are provided for designing faculty development programs that foster sustainable growth in SoTL engagement and scholarly teaching practices.

Authors

Dr. Lisa Bosman Purdue University (West Lafayette, IN, USA) [biography]

Dr. Lisa Bosman, PhD in Industrial Engineering, is an Associate Professor in the Purdue Polytechnic Institute at Purdue University. Her engineering education research interests include entrepreneurially minded learning, interdisciplinary education, and faculty professional development.
Dr. Katey Shirey http://orcid.org/0000-0003-1782-6493 EduKatey [biography]

As the founder of eduKatey, Dr. Katey Shirey supports science and math educators worldwide to bridge their content areas and bring engineering design and creativity to their students. Dr. Shirey earned her BA in physics, BA in studio arts, and MT in secondary science education at the University of Virginia, followed by her PhD in science teaching, learning, policy, and leadership at the University of Maryland. Building on her background in physics, sculpture, art history, and high-school physics teaching, Dr. Shirey is passionate about using integrative-STEAM education to reach more students, engaging students in real-world explorations using science and math content, and helping teachers and students to grapple with complex problems in novel ways.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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