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How To Start An Asee Student Chapter

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1997 Annual Conference


Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997



Page Count


Page Numbers

2.219.1 - 2.219.6



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Paper Authors

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Tracy Vogler

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Nelson Jaramillo

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Lia F. Arthur

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Jeff Gray

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Irem Y. Tumer

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Frank Serpas

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Eric Matsumoto

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Ronald Barr

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

Session 2312

How to Start an ASEE Student Chapter

Eric Matsumoto, Lia Arthur, Irem Tumer, Jeff Gray, Frank Serpas, Tracy Vogler, Nelson Jaramillo, and Dr. Ronald Barr College of Engineering, The University of Texas at Austin


This paper outlines the steps taken at the University of Texas at Austin (UT) to establish an ASEE student chapter. The most important stages in the development of the UT student chapter are traced chronologically, emphasizing the approach taken in each step and the lessons learned.

The primary steps taken to establish the UT student chapter were: 1) initiating a student chapter and establishing the student core, 2) developing the chapter framework, 3) electing officers and ratifying the constitution, 4) garnering faculty support, and 5) starting up events. These steps have been accomplished in the seven month period between August 1996 and February 1997.


Why establish an ASEE student chapter? The significant benefits for students interested in academia, as well as for academic institutions and National ASEE, make it rather easy to understand why a student chapter is desirable. Benefits already enjoyed by students at existing ASEE chapters include: preparation for successfully entering the competitive academic job market, mentoring by genuinely interested faculty, participation in regular seminars, lunches, forums and workshops with interested faculty, access to up-to-date resources such as library files, web resources, and PRISM, and participation and networking opportunities at regional and national conferences. These services are focused on a wide range of academic issues, from effective teaching methods to initiating research programs to obtaining academic positions.

Academic institutions and National ASEE also profit from an ASEE student chapter. In addition to the distinction of producing well-prepared academics, institutions can use an ASEE student chapter as a means to help current faculty develop professionally in engineering education. For example, the chapter creates many more opportunities for faculty to function as ASEE members. Undoubtedly, National ASEE benefits directly by having their mission carried out locally.

Despite these benefits, student chapters are still relatively rare. Prior to 1997, there were only six chapters nationally: Purdue University, North Carolina State University, University of Michigan, University of Washington, Virginia Tech, and University of Wisconsin at Madison.1 The UT student chapter is the seventh in the nation. We hope to contribute to the establishment of new ASEE student chapters by outlining the steps taken at UT (see Figure 1) and the lessons learned in the process.

Vogler, T., & Jaramillo, N., & Arthur, L. F., & Gray, J., & Tumer, I. Y., & Serpas, F., & Matsumoto, E., & Barr, R. (1997, June), How To Start An Asee Student Chapter Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6597

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