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Session 2312

Issues Confronting Campus Representatives

Sun-Chai Lee Lamar University

Abstract

A campus representative acts as a direct link between the ASEE and other faculty on campus. His or her role is vital in assisting the ASEE to improve its services and to accomplish its goals. Besides his or her busy profession as a university professor, a campus representative must be willing to commit time and energy to the growth of ASEE and its mission of promoting excellence in engineering education. The first issue confronting the campus representative is his or her willingness to dedicate himself or herself to fulfilling the role of the campus representative. Engineering faculty usually siphon most of their effort toward activities that can lead to their tenure and promotion. Time spent on carrying out service related duties is always minimal. When one is willing to spend time and energy, the next issue is to get the maximum response from all of his or her professional colleagues. Usually, a campus representative who is a senior faculty member can get good response from junior faculty members at the college or department level. In contrast, a campus representative who is a non-tenured junior faculty might get a low response from senior faculty, especially dealing with members who have allowed their membership to lapse. Another issue confronting a campus representative involves getting the support and cooperation from the engineering dean. The dean can facilitate the tasks and activities that a campus representative pursues in the college or department. To be effective in the role of a campus representative, one must have full support and cooperation from the dean.

Introduction

As the American Society for Engineering Education (ASEE) began to take root in 1893 as the Society for the Promotion of Engineering Education, much of the initiative was carried out by engineering educators who were dedicated to promoting quality engineering education. These educators realized the need to promote excellence in engineering education for the younger generations of engineers and the society continued to grow both in membership and assets. In June 1946, the name of the society was officially changed to the American Society for Engineering Education with a vision to promote excellence in all aspects of engineering and engineering education1. There were only 70 individual members in 18931. The membership in 1996 totaled more than 10,0002. The growth of this society cannot be realized if not for those who are committed in their time and energy to the society. This commitment is necessary from all of its staff and members if the society is to continue to grow.

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Lee, S. (1997, June), Issues Confronting Campus Representatives Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6656