Asee peer logo

Student Satisfaction with ASEE Activities and its Impact on ASEE Student Membership

Download Paper |


2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Graduate Student Experience

Tagged Divisions

Graduate Studies and Student

Page Count


Page Numbers

22.1340.1 - 22.1340.13



Permanent URL

Download Count


Request a correction

Paper Authors


Adam R. Carberry Arizona State University Orcid 16x16

visit author page

Adam R. Carberry is a Postdoctoral Research Associate in the College of Technology and Innovation, Department of Engineering at Arizona State University. 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. His research interests include conceptions of modeling in engineering, engineering epistemological beliefs, and engineering service-learning.

visit author page


Daniel P. Bumblauskas University of Missouri, Columbia

visit author page

Daniel Bumblauskas is an Assistant Teaching Professor of Management at the University of Missouri, Columbia and has been employed-by or affliated with ABB Inc. since 2003. His most recent role with ABB was as a Group North American Account and Marketing Manager for the Power Products Division Transformer Business Unit. Prior to this Dan was with ABB High Voltage Products circuit breaker service and ABB utility front end sales organizations. Before joining ABB, Dan was with the web center team as a communication and product specialist. Dan received his Ph.D. in industrial engineering from the department of Industrial and Manufacturing Systems Engineering at Iowa State University, Ames, Iowa, where he has been conferred B.S. and M.S. degrees in Industrial Engineering. Dan is also a masters degree candidate at Harvard University, Cambridge, Massachusetts, in general management. Dan is a senior member of IIE, a member of IEEE, and has received numerous academic awards and honors.

visit author page


Alexandra Emelina Coso Georgia Institute of Technology Orcid 16x16

visit author page

Alexandra Coso is a graduate student in the Cognitive Engineering Center at Georgia Tech, where she is pursuing a Ph.D. in Aerospace Engineering. 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 interdisciplinary engineering education, mixed method research, and cognitive engineering.

visit author page


Ana T. Torres-Ayala University of South Florida

visit author page

Ana T. Torres-Ayala is a doctoral candidate in Higher Education at the University of South Florida. She holds a B.S. degree in Computer Engineering from the University of Puerto Rico, Mayagüez and a M.Eng. degree in Computer and Systems Engineering from Rensselear Polytechnic Institute. She has experience in the telecommunications industry where she worked for Lucent Technologies. Before beginning her doctoral studies, Ana was also an Information Technology instructor. Her research interests include: preparing future engineering faculty, improving teaching and learning, distance education, and underrepresented student success.

visit author page

Download Paper |


The Impact of Student Activities on the ASEE Student MembershipAbstractThe future success of the engineering education field hinges on the interest of today’sundergraduate and graduate students. It is reassuring to see that as the field has grown, so havethe number of students participating in engineering education research, reform, and practice. Aclear indicator of increased student interest has been the steadily growing student membership ofthe American Society for Engineering Education (ASEE).Increased student involvement is likely due in part to the creation of graduate programs awardingdegrees in engineering education; yet according to a 2010 needs analysis of ASEE studentmembers, the majority of student members are not interested in strictly conducting engineeringeducation research. One possible source for the boom in student membership is the emergence ofstudent-focused activities associated with ASEE. From the first [ASEE] student chapter formedat Purdue University in 1993 to the establishment of the [ASEE] Student Constituent Committee(SCC) in 2007, there has been a marked increase in student participation in the field ofengineering education. Student chapters have provided a local platform for growth on collegecampuses, while the SCC has provided a national presence and voice for student members. Thenumber of student chapters, student members, and SCC members show evidence of significantand consistent growth encouraging continual development of student-focused activities includingfull division status of the SCC.The purpose of this study is to build upon the 2010 student member needs analysis by assessingthe impact of ASEE student-focused activities. Our study analyzes the impact the SCC andstudent chapters have had on the student membership. To accomplish this goal we intend toexamine why the current student members joined ASEE and whether or not their involvement inthe SCC or a student chapter had any bearing on their participation. To gain a betterunderstanding of the composition of the student membership, student members will becharacterized using academic year (undergraduate or graduate students), department (engineeringor non-engineering), and university (proximity and focus – research or teaching). Through thisstudy we hope to shed some light on the trends in student recruitment to the field of engineeringeducation and the impact of ASEE student groups.

Carberry, A. R., & Bumblauskas, D. P., & Coso, A. E., & Torres-Ayala, A. T. (2011, June), Student Satisfaction with ASEE Activities and its Impact on ASEE Student Membership Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18723

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: © 2011 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