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By Donovan Swift
Aug 29, 2025
In 2020, ASTM International opened its first student chapter at Florida International University. The student chapter program was developed to introduce students and emerging professionals to ASTM and the standards-development process, as well as create a pipeline for those students to remain part of that process once they enter their respective fields. By engaging with ASTM’s student chapters, students can get direct experience working with standards and learning how they apply to their chosen industry.
“Initially, the goal was to simply introduce and expose students to ASTM and the role of standards in the nuclear decommissioning field,” says Joseph Sinicrope, chair of the subcommittee on radiological protection (E10.03) and faculty advisor for the FIU student chapter. “As a research scientist leading the nuclear decommissioning research profile, we would integrate ASTM standards extensively. Consequently, I had a steady pool of students to recruit from for the student chapter, and more importantly, they were able to apply standards on a daily basis to their research projects.”
The student chapter at FIU has since grown in scope and size, says Mellissa Komninakis, FIU student chapter member and member of the committee on nuclear technology and applications (E10). “What began as a small group of five students has expanded to over 20 active members, including both undergraduate and graduate students from disciplines like engineering, chemistry, and environmental science,” she says. “One of the most exciting developments has been the creation and beta testing of a six-module ASTM standards curriculum designed to help students gain a deeper understanding of why standards are developed, implemented, and applied. Looking ahead, we hope to share this curriculum with other universities, support the launch of new student chapters, and continue encouraging our members to play an active role in the standards-development process.”
“Our main goal has always been to bridge the gap between academia and the standards community by offering students learning opportunities that connect directly to the real-world impact of standards,” Komninakis says.
READ MORE: ASTM Launches Central Philippine University Student Chapter
ASTM now has five student chapters across five universities and four countries. The chapters are at Florida International University, U.S.; the University of Engineering and Technology, Lima, Peru; the University of Central Lancashire, U.K.; Florida Institute of Technology, U.S.; and Central Philippine University, Republic of the Philippines. Each chapter has a unique focus and offers unique opportunities.
“The student chapter at the University of Central Lancashire [UCLan] was established to give students greater exposure to the world of standards, testing, and materials science areas that are critical to engineering, manufacturing, and innovation within the exoskeleton industry,” says Matthew Dickinson, chair of the subcommittee on maintenance and disposal (F48.04) and the faculty advisor for UCLan’s student chapter.
Similarly, the student chapter at the Central Philippine University (CPU) is focused on packaging. “CPU is the first and only school in the Philippines to offer packaging engineering as a formal academic course,” says Ron Adrian Dionaldo, faculty advisor for the CPU chapter and member of the committee on packaging (D10). “The student chapter is also the first in Asia, and the program is also the first student chapter to be involved in two committees: the committee on packaging and the committee on primary barrier packaging (F02).”
While other chapters focus on packaging and exoskeletons, the student chapter at the University of Engineering and Technology (UTEC) in Lima, Peru, is partnered with the committee on precast concrete products (C27). Students at this chapter work on engineering challenges and developing standards to help that industry.
Florida Institute of Technology (FIT) established their student chapter as a joint venture with the committee on additive manufacturing technologies (F42). The chapter was launched after faculty from the FIT Department of Mechanical and Civil Engineering expressed an interest in growing FIT’s academic and research programs in the additive manufacturing space.
Ultimately, the student chapter program was designed to help students and emerging professionals get involved in the standards-development process. And each chapter offers several avenues for students to gain experience.
At FIU, students have many ways to get involved with standards. According to Komninakis, some of these opportunities include “participating in an advanced standards curriculum developed by FIU in collaboration with ASTM; getting involved in technical subcommittees that align with their academic and research interests; developing leadership and communication skills through chapter events and initiatives; and receiving mentorship from professionals directly involved in standards development.”
ASTM opened its first student chapter at Florida International University.
The UCLan chapter also offers students a range of opportunities, says Dickinson, “from networking with industry professionals and accessing ASTM resources to taking part in ASTM Exo Games, webinars, and standards-development projects. There are also opportunities to participate in technical committees and even travel to ASTM meetings, giving students real-world insight and connections beyond the classroom.”
“Students have contributed to discussions on exoskeleton safety standards, which is an emerging area where their input helped shape thinking around user protection and testing methods,” Dickinson says. “For those pursuing careers in advanced manufacturing, construction, or biomedical engineering, this kind of experience is invaluable. Some UCLan students have also submitted papers or proposals that were later cited in committee discussions, showing that student voices really can make a difference.”
The chapter at CPU also focuses on getting students involved in their chosen field. “During class work, the standards are being used in several discussions and laboratory activities,” Dionaldo says. “This culminates in their capstone research thesis and final package-development project, which rely heavily on the standards for guidance and testing. Finally, when they do their internship or graduate and work, this foundation in ASTM has proven useful in their respective companies.”
Student participation in the standards-development process is not just beneficial for the students themselves, but for industry as well.
Sinicrope says he saw the direct effect students have on industry and standards firsthand. “Most of our students in the chapter were graduate students, and they began using ASTM standards not just in their research work but also in developing the basis and foundation for new technical standards,” he says. “They included these in professional presentations at industry conferences, integrated them into peer-reviewed publications, and used them as the basis for their thesis and dissertations. As the E10.03 subcommittee chair, I introduced some of them to our subcommittee and we proceeded to evaluate them as potential future standards. In other words, the students were not just getting exposed to existing standards and their role in nuclear decommissioning, they were making real contributions to new standards and shaping the future role of standards in industry and research.”
FOR YOU: The Power of ASTM Membership
Komninakis agrees. “Students bring fresh ideas, emerging research, and new perspectives, which can drive innovation and make standards more reflective of today’s evolving technologies,” she says. “Early exposure to standards also helps build a pipeline of future professionals who are already familiar with the value of standards and ready to contribute meaningfully from day one. By including students, ASTM and the broader industry are helping build a more diverse, informed, and future-ready standards community.”
“Students are the professionals of the future,” Dionaldo adds. “They are also receptive to change and innovation, able to see which parts of a standard need changes or when new standards might be needed for a new trend or technology. By involving students in the standards-development process, the industry is assured of skilled and learned professionals later on. Student involvement also makes the process more open, holistic, and inclusive.”
Student engagement with standards is especially important in fields with emerging technology, according to Dickinson. “Student input helps keep the standards community agile and responsive to new technologies and societal needs,” he says. “In short, student involvement supports continuity, innovation, and relevance across the board.”
The benefit of student involvement in the standards-development process is clear: The more voices that get involved, the more robust standards become. And that’s why ASTM student chapters are committed to educating and engaging the standards leaders of the future. ●
September / October 2025
