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

\bibitem{asee_peer_20378}
  Rathore, G. K., \& Strong, A. C., \& Carberry, A. R. (2014, June), \emph{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

Gurlovleen K. Rathore, Alexandra Coso Strong, and Adam R. Carberry.  "Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference Program".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20378 Internet.  25 Apr, 2024

\bibitem{asee_peer_20378}
  Gurlovleen K. Rathore, Alexandra Coso Strong, and Adam R. Carberry.
  "Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference Program".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20378 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_20378
author = "Gurlovleen K. Rathore, Alexandra Coso Strong, and Adam R. Carberry"
title = "Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference Program"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20378}
number = {10.18260/1-2--20378}
}

TY  - CPAPER
AB  -           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
AU  - Gurlovleen K. Rathore
AU  - Alexandra Coso Strong
AU  - Adam R. Carberry
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Engaging ASEE Student Membership through the Creation of a Student-Inclusive ASEE Conference Program
UR  - https://peer.asee.org/20378
DO  - 10.18260/1-2--20378
ER  -