Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes

In this research paper, we explore the outcomes of the one-time engagement of engineering students in different co-curricular activities during an identical period in time. There is a reported participation gap and uneven engagement of engineering students in co-curricular activities. We compare how student engagement in different co-curricular activities might vary in terms of the self-reported time spent, curricular courses utilized, and professional competencies developed. We use de-identified records data that were collected from a professional development survey at a large North American University. We specifically compare experience between groups of engineering students who reported participating in one unique co-curricular during 2017-18 and completed a professional development survey at the end of the year (between measures/co-curricular activities). Results of non-parametric analysis (Kruskal Wallis, p < .05) show students consistently self-report gaining more skills per engagement from Technical work experiences as compared to other co-curricular activities. However, students are spending a significantly larger portion of their time on the Non-technical, Services and Clubs as compared to Technical experiences and comparatively utilize a significantly lower number of curricular courses. Findings may suggest the need to identify and educate the contribution of each co-curricular, make technical work experiences more accessible to all, or infuse its attributes into other co-curricular to better support student practice of engineering skills.