Bosman, L., & Shirey, K., & Duval-Couetil, N., & Dutta, R. (2024, June), Scholarship of Teaching and Learning (SoTL) Accelerator Program:  Overview, Results, and Lessons Learned  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47957

\bibitem{asee_peer_47957}
  Bosman, L., \& Shirey, K., \& Duval-Couetil, N., \& Dutta, R. (2024, June), \emph{Scholarship of Teaching and Learning (SoTL) Accelerator Program:  Overview, Results, and Lessons Learned}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47957

Lisa Bosman, Katey Shirey, Nathalie Duval-Couetil, and Rhea Dutta.  "Scholarship of Teaching and Learning (SoTL) Accelerator Program:  Overview, Results, and Lessons Learned".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47957 Internet.  30 Jul, 2024

\bibitem{asee_peer_47957}
  Lisa Bosman, Katey Shirey, Nathalie Duval-Couetil, and Rhea Dutta.
  "Scholarship of Teaching and Learning (SoTL) Accelerator Program:  Overview, Results, and Lessons Learned".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47957 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47957
author = "Lisa Bosman, Katey Shirey, Nathalie Duval-Couetil, and Rhea Dutta"
title = "Scholarship of Teaching and Learning (SoTL) Accelerator Program:  Overview, Results, and Lessons Learned"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47957}
}

TY  - CPAPER
AB  - According to the 2021 Engineering by the Numbers Report: ASEE Retention and Time-to-Graduation Benchmarks for Undergraduate Engineering Schools, Departments and Programs [1], the overall average retention rate for obtaining an engineering degree within 6 years was 55.9%. According the 2021 NSF National Survey of College Graduates [2], only 65% of science and engineering college graduates had an occupation related to their highest degree. Putting this into perspective, if 100 students enrolled in an engineering program, about 55.9% (~56 students) will complete the degree within six years. Of those ~56 students, 65% (~36 graduates) will enter the engineering workforce. In summary about one-third (1/3) of students who enroll in engineering programs will complete the degree within six years AND enter the engineering workforce. What about the other two-thirds (2/3)? Why are they leaving engineering education and/or not entering the engineering workforce? The literature suggests teaching and learning plays a large role in these extreme attrition rates [3-5]. 

In response, the Scholarship of Teaching and Learning (SoTL) Accelerator program (a new engineering faculty professional development program) was created, implemented, and assessed; funding was provided by the Kern Entrepreneurial Engineering Network and Arizona State University Mentorship 360 Program. The SoTL Accelerator program had two core parts: (1) New Curriculum Development, Implementation, and Assessment, and (2) Reflection and Dissemination of Findings. The SoTL Accelerator program was delivered in a virtual, structured, cohort manner to promote accessibility, accountability, and a sense of belonging. The purpose of this paper is to provide an overview, results, and lessons learned from 30 engineering faculty participants who completed the SoTL Accelerator program. Program details can be found here: https://www.sotlaccelerator.com/ 
AU  - Lisa Bosman
AU  - Katey Shirey
AU  - Nathalie Duval-Couetil
AU  - Rhea Dutta
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Scholarship of Teaching and Learning (SoTL) Accelerator Program:  Overview, Results, and Lessons Learned
UR  - https://peer.asee.org/47957
ER  -