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Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference Program

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

SD Technical Session: Tricks of the Trade

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Page Count


Page Numbers

24.487.1 - 24.487.11



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Paper Authors


Gurlovleen K. Rathore Texas A&M University

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Gurlovleen Rathore is pursuing her Ph.D. in Interdisciplinary Engineering at Texas A&M University. Her research interests include problem-based learning, design creativity and innovation, design education and future faculty professional development. She received her B.S. in Engineering Physics from the University of Michigan and a M.S. in Mechanical Engineering from Texas A&M University.

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Alexandra Coso Strong Georgia Institute of Technology Orcid 16x16

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Alexandra Coso is a Ph.D. candidate in the Cognitive Engineering Center at Georgia Tech, where she is pursuing a doctorate in Aerospace Engineering. She is expected to graduate in May 2014. She received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include the integration of stakeholders into the engineering design process, development and evaluation of interdisciplinary engineering courses and programs, mixed methods research designs, and graduate student experiences in engineering programs.

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Adam R. Carberry Arizona State University Orcid 16x16

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Adam R. Carberry, Ph.D., is an Assistant Professor at Arizona State University in the Fulton Schools of Engineering. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. Dr. Carberry was previously the Student Division Zone Liaison and currently sits on the Student Division Advisory Board.

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Expanding the Influence of ASEE Divisions on ASEE Student Membership through the Creation of a Graduate Student- Inclusive ASEE Conference ProgramThe American Society for Engineering Education (ASEE) continues to see growth in its studentmembership. The student membership, which has increased by approximately 20% since thecreation of Student Division (SD) in 2007, currently exceeds the Global, K-12, Retired and Lifemembership types within ASEE. This increase in student membership has not coincided withgreater student affiliation within ASEE divisions. Beyond SD, where student representation was83% in June 2013, students comprise between 1% and 22% of the membership in divisions. Themajority (88%) of divisions have less than 11% student members. The 7% decline in ASEEprofessional membership since 2007 makes it critical to consider ways to engage and supportprofessional development of ASEE student members. This may enable ASEE (divisions) tobetter serve and retain student members, who are future professional members and potentialleaders in academe and industry, as professional members in the society.This ASEE SD initiated research study was conducted to understand the professionaldevelopment needs and priorities of current ASEE student members. A survey research designwas used to identify ways to successfully integrate student members with professional membersin various ASEE divisions. The research questions explored in this study were: (1) What are the professional development needs of ASEE student members? (2) How do student members rank their professional development needs from ASEE?A 14 item survey that consisted of categorical, Likert-type, rank-order and open-ended items wasdesigned to collect data for this study. The online survey sent to student members through the SDlist-serve received a response rate of 13% and a survey completion rate of 81%.This paper will summarize survey results and illustrate how ASEE divisions can use the surveyresults to create a conference program that meets student members’ professional developmentneeds. Results will include demographics of the participating student population (e.g. gender,ASEE division affiliations, education level, research expertise, and expected graduation date),feedback on current ASEE student offerings (e.g. student paper and poster sessions), interest inmentoring and other leadership opportunities, and desired professional development sessions(e.g. grant and proposal writing, college teaching and navigating the job market). An exampledivision conference program will be presented to demonstrate how collected student memberfeedback can inform future decisions of ASEE divisions in creating a graduate student-inclusiveASEE conference program. The authors expect this inclusiveness to expand the influence ofASEE divisions on current ASEE student membership.Keywords: graduate students, professional development, conference program

Rathore, G. K., & Strong, A. C., & Carberry, A. R. (2014, June), Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference Program Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20378

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015