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ASEE Student Chapter Longevity and Programming

Rebecca Reck
Rebecca Reck
Rebecca ReckAssistant Professor at Kettering University

Paper presentation from the 2015 ASEE Annual Conference. Full paper at https://peer.asee.org/23575.

ASEE Student Chapter Longevity and Programming

1 of 19
Matthew Priddy, Student Chapter President, Georgia Institute of Technology
Rebecca Reck, Student Chapter President, University of Illinois at Urbana-Champaign
Anastasia Rynearson, Student Chapter President, Purdue University
ASEE Student Chapter
Longevity and Programming
History of Student Involvement in ASEE
2
1993
1st Student Chapter
Opens at Purdue1
2007
Student Constituent
Committee formed at
ASEE Annual
Conference2
2011
Student Division
formed2
1Mullenax, C., "Student involvement in ASEE–past, present, and future", 2005 American Society for Engineering Education Annual
Conference & Exposition, Portland, OR: American Society for Engineering Education, 2005.
2"Student chapters", ASEE Student Division: A blog for the students in the American Society for Engineering Education: ASEE
Student Division. Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
General Student Chapter Mission
Each chapter works toward the goals listed below through a variety of activities
that include, but are not limited to newsletters, seminars, workshops, and
conferences.
1. To develop relationships with local schools (K-12) and aid them in fostering student interest in
future careers and study in engineering and engineering technology,
2. To encourage engineering undergraduate students to continue their studies on the graduate
level,
3. To increase the interest of engineering graduate students in careers in engineering education,
4. To assist and encourage minorities and women to study and seek careers in the fields of
engineering and engineering technology,
5. To promote scholarships, fellowships, and post-doctoral opportunities for ASEE student
members, and
6. To provide opportunities for students to gain insight into academic careers and teaching
practices.
3Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
Previous Work
• Interests of ASEE Membership1
o Engineering education research
o Academic jobs
o Engineering education in general
• Benefits of ASEE Membership2
o Networking
o Access to publications
o News on engineering education
o National conference
4
1Carberry, A. R., Bumblauskas, D. P., Coso, A. E., and Torres-Ayala, A. T., "Student satisfaction with ASEE activities and its impact on SEE
student membership", 2011 Annual Conference & Exposition, Vancouver, B.C., Canada: American Society for Engineering Education,
2011.
2Torres-Ayala, A., Bumblauskas, D., and Verleger, M., "ASEE student members' needs analysis: Implications for the ASEE student
constituent committee", Midwest Section Conference of the American Society for Engineering Education, Lawrence, KS: American Society
for Engineering Education, 2010.
Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
Research Question
What are best practices for sustaining
ASEE student chapters?
5Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
Method
● Survey
o Voluntary
o None of the questions required a response
o ~20 minutes to complete
● Participant recruitment
o E-mail sent to all members of the student division
o E-mail sent through student chapter email lists
o Posts to social media
6Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.

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Dr. NN Chavan Keynote address on ADNEXAL MASS- APPROACH TO MANAGEMENT in the...
 

ASEE Student Chapter Longevity and Programming

  • 1. Matthew Priddy, Student Chapter President, Georgia Institute of Technology Rebecca Reck, Student Chapter President, University of Illinois at Urbana-Champaign Anastasia Rynearson, Student Chapter President, Purdue University ASEE Student Chapter Longevity and Programming
  • 2. History of Student Involvement in ASEE 2 1993 1st Student Chapter Opens at Purdue1 2007 Student Constituent Committee formed at ASEE Annual Conference2 2011 Student Division formed2 1Mullenax, C., "Student involvement in ASEE–past, present, and future", 2005 American Society for Engineering Education Annual Conference & Exposition, Portland, OR: American Society for Engineering Education, 2005. 2"Student chapters", ASEE Student Division: A blog for the students in the American Society for Engineering Education: ASEE Student Division. Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 3. General Student Chapter Mission Each chapter works toward the goals listed below through a variety of activities that include, but are not limited to newsletters, seminars, workshops, and conferences. 1. To develop relationships with local schools (K-12) and aid them in fostering student interest in future careers and study in engineering and engineering technology, 2. To encourage engineering undergraduate students to continue their studies on the graduate level, 3. To increase the interest of engineering graduate students in careers in engineering education, 4. To assist and encourage minorities and women to study and seek careers in the fields of engineering and engineering technology, 5. To promote scholarships, fellowships, and post-doctoral opportunities for ASEE student members, and 6. To provide opportunities for students to gain insight into academic careers and teaching practices. 3Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 4. Previous Work • Interests of ASEE Membership1 o Engineering education research o Academic jobs o Engineering education in general • Benefits of ASEE Membership2 o Networking o Access to publications o News on engineering education o National conference 4 1Carberry, A. R., Bumblauskas, D. P., Coso, A. E., and Torres-Ayala, A. T., "Student satisfaction with ASEE activities and its impact on SEE student membership", 2011 Annual Conference & Exposition, Vancouver, B.C., Canada: American Society for Engineering Education, 2011. 2Torres-Ayala, A., Bumblauskas, D., and Verleger, M., "ASEE student members' needs analysis: Implications for the ASEE student constituent committee", Midwest Section Conference of the American Society for Engineering Education, Lawrence, KS: American Society for Engineering Education, 2010. Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 5. Research Question What are best practices for sustaining ASEE student chapters? 5Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 6. Method ● Survey o Voluntary o None of the questions required a response o ~20 minutes to complete ● Participant recruitment o E-mail sent to all members of the student division o E-mail sent through student chapter email lists o Posts to social media 6Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 7. Student Chapters 7 Active student chapters and had at least 1 member respond to the survey Dormant Chapters Active student chapters that did not have any respondents in the survey Respondents from schools without student chapters Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 8. Survey Response Demographics 8 ● 90 participants ○ 72 completed the entire survey ● 69 are ASEE members ● 78 attend(ed) schools with student chapters ○ 60 have attended student chapter events ● 27 currently hold leadership positions Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 9. Overall Satisfaction 9Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 10. What they want... 10Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 11. Teaching 11Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 12. Research 12Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 13. Job Search 13Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 14. Academic Assistance 14Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 15. General Student Chapter Mission Each chapter works toward the goals listed below through a variety of activities that include, but are not limited to newsletters, seminars, workshops, and conferences. 1. To develop relationships with local schools (K-12) and aid them in fostering student interest in future careers and study in engineering and engineering technology, 2. To encourage engineering undergraduate students to continue their studies on the graduate level, 3. To increase the interest of engineering graduate students in careers in engineering education, 4. To assist and encourage minorities and women to study and seek careers in the fields of engineering and engineering technology, 5. To promote scholarships, fellowships, and post-doctoral opportunities for ASEE student members, and 6. To provide opportunities for students to gain insight into academic careers and teaching practices. 15Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 16. Best Practices • Partner with other organizations as appropriate or make ASEE programming unique • Share between chapters • Collect feedback from members 16Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 17. Still need work • Recruitment • Retention • Funding 17Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 18. Conclusions and Future Work • Value in student chapters • Common themes between campuses • Differences also need to be addressed • Look more directly at recruitment and retention of members 18Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.
  • 19. Additional Resources ● Student Chapter Chair ● http://students.asee.org/wp-content/pdfs/ASEE- StudentChapterGuidebook.pdf ● Student Chapter E-mail list ● Event sharing spreadsheet 19Copyright 2015, M. Priddy, R. Reck, and A. Rynearson. All rights reserved.

Editor's Notes

  1. 2005 – 549 student members 2010 – 728 2014 – 798 32 student chapters have formed since 1993, around ½ are now dormant
  2. Key – previous work was more about the interests and benefits of the national organization
  3. Talk about history of Student Chapters
  4. The survey had 90 participants, with 72 completing the entire survey (80% completion rate) and a range of item response rates between 23% and 98%. Participant demographics included 42% males (n = 29) and 58% females (n = 40), 88% reported as domestic (n = 49) while 13% reported international student status (n = 7), 78% held national ASEE memberships (n = 69), 93% had Student Chapters available at their institution (n = 78), and 67% attended Student Chapter meetings (n = 60). Half of respondents (50%) respondents are currently in leadership positions in their Student Chapter (n = 35), while 77% had been officers in past years (n = 27). The majority of respondents were graduate students (68%, n = 48) as seen in Figure 1. Based on these demographics, the respondents are likely highly involved in their ASEE Chapters; this self-selection is a limitation of the study.
  5. Overall, survey participants are satisfied (62%, n = 46) or very satisfied (24%, n = 18) with their experiences with ASEE Student Chapters, as shown in Figure 2. A total of 14% of respondents reported either dissatisfied (11%, n = 8) or very dissatisfied (3%, n = 2) with their ASEE Student Chapters.
  6. Student Chapters offer various types of programming that can increase the interest of engineering graduate students in engineering education careers (Mission III). Types of programming were categorized into four general areas: (1) teaching preparation, (2) research, (3) academic assistance, and (4) job search. Within the survey, respondents were asked (a) which types of programming were currently being offered and (b) which types of programming would they like to see in the future. The results are shown in Figure 3. The majority of respondents indicated that their Student Chapter offers teaching preparation (63%, n = 42) and research (72%, n = 48) programming, while academic assistance (40%, n = 27) and job search (37%, n = 25) programming was less likely to be offered. The majority of respondents also indicated interest in programming being offered from all four general areas.
  7. The majority of respondents (88%, n = 52) stated that their institutions offer teaching assistant (TA) training and/or teaching certificates for graduate students, which address Mission VI. Additionally, many Student Chapters also offer programming focusing on academic careers and teaching practices, as shown in Figure 4.
  8. Research is another area of programming that is commonly offered by ASEE Student Chapters, Figure 5 shows the various programming topics in this area. Figure 5 indicates that respondents would like to see more programming offered for all research-related categories, which isn’t all that surprising. Since engineering education research is still a niche research field on most engineering campuses, we believe students are unsure of how to navigate the professional landscape when it comes to research and conference preparation.
  9. While almost 90% of the respondents reported having some campus-level teaching programming, at least 65% reported that they are interested in ASEE providing programming in this area. STEM-focused or more in-depth discussions may be a way for ASEE Student Chapters to meet this need. These unique approaches may also be a way to meet the job preparation need found through the survey. There seems to be a significant interest in a venue for job talk practice and teaching portfolio preparation, needs that may not be met in campus-level programming. Outreach was not specifically addressed in the survey, however from the authors’ experience STEM outreach to the community is sufficiently covered by other organizations on campus.
  10. Acquiring and retaining new members has been the biggest challenge for most Student Chapters. Many campuses do not have a strong engineering education community, so many of our members have been individuals that are interested in a career in academia. The key to obtaining new members is to identify your target audience and programming of interest. This can be through TA training or e-mail lists, engineering graduate student organizations, and departments or faculty that engage with the engineering education community. Member retention can be increased through providing programming that both interesting and useful. Leadership of ASEE Student Chapters should be aware of programming available on their campus and may consider surveying their members (and prospective members) to better understand what offerings would be desirable at their campus. For survey ideas, the survey used for this study is found in the Appendix.