Relation Between Institutional Support and Student Chapter Achievement

Abstract

A survey of 230 ASCE Faculty Advisors was conducted to identify the level of institutional support available to Student Chapters; the degree of academic credit awarded to Faculty Advisors; and the environmental characteristics associated with successful Chapters. The survey reveals that Chapter Advisors are most concerned about the relatively low level of faculty colleague involvement in Student Chapter activities and the academic community's perception of Faculty Advisor service as a “committee‐type” rather than a “teaching” activity. A comparison of award‐winning and non‐award‐winning Student Chapters reveals that successful Chapters are characterized by a much higher degree of faculty involvement in Chapter activities, a perception that Faculty Advisor service is indeed a “teaching” activity, and a more satisfactory degree of academic recognition of the Faculty Advisor's efforts.