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How To Maximize The Impact Of Asee Student Chapters

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Graduate Student Experiences

Tagged Division

Graduate Studies

Page Count

6

Page Numbers

13.674.1 - 13.674.6

DOI

10.18260/1-2--4195

Permanent URL

https://peer.asee.org/4195

Download Count

60

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Paper Authors

biography

Elizabeth Van Ruitenbeek University of Illinois at Urbana-Champaign

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Elizabeth Van Ruitenbeek is a graduate student in the Department of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign. She joined ASEE as an undergraduate student at the University of Texas at Austin.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

How to Maximize the Impact of ASEE Student Chapters

Abstract

With the approval of the Board of Directors for the new Student Constituent Committee, the American Society for Engineering Education is inviting more student involvement. One goal of the Student Constituent Committee will be to promote the development of ASEE student chapters on college campuses. These ASEE student chapters have the opportunity to significantly influence the future of engineering education through current engineering students.

Current graduate students are understood to be the future educators, so many campuses already provide at least some resources for students interested in academic careers. In light of those existing resources, how can a new ASEE student chapter maximize its impact on campus?

Using a strategic planning process, an ASEE student chapter can maximize its impact on engineering education and bring additional value to ASEE student members. To begin, we identify the goals of the ASEE student chapter. Then, we assess the resources currently offered by other campus entities that could overlap with ASEE student chapter activities. Finally, we develop strategic ASEE student chapter events and activities that further the goals of ASEE and that provide value beyond what other campus organizations already provide.

Identify ASEE Student Chapter Goals

The first step in maximizing the effectiveness of an ASEE student chapter is to identify its goals. While the exact goals may vary between campuses, the fundamental goals of an ASEE student chapter are to encourage engineering students to pursue academic careers, to increase pedagogical understanding (i.e., knowledge of how to teach), to encourage excellence in teaching among graduate teaching assistants, and to provide a network for those considering and searching for faculty jobs. ASEE student chapters may also strive to promote engineering to K-12 students and to promote engineering graduate school to undergraduate students.

In short, ASEE student chapters aim to (1) disseminate information, (2) teach skills, (3) promote engineering and engineering education, and (4) foster community.

First, ASEE student chapters can disseminate information to many audiences. They show K-12 students what engineering is. They inform undergraduate students about engineering graduate school. They introduce graduate students to careers in academia. All this information enables students to make informed decisions.

Second, ASEE student chapters teach skills to equip graduate students to be successful as future engineering educators. These vital skills include preparing a curriculum vitae (CV), applying and interviewing for a faculty position, writing research funding proposals, starting and maintaining a research laboratory, teaching effectively, and balancing teaching and research responsibilities. Equipping graduate students to be successful educators is the most direct way to impact the future of engineering education.

Van Ruitenbeek, E. (2008, June), How To Maximize The Impact Of Asee Student Chapters Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4195

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