Simmons, D. R., & Groen, C. J. (2018, June), Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29935

\bibitem{asee_peer_29935}
  Simmons, D. R., \& Groen, C. J. (2018, June), \emph{Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--29935

Denise Rutledge Simmons P.E. and Cassandra J. Groen.  "Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/29935 Internet.  15 Apr, 2024

\bibitem{asee_peer_29935}
  Denise Rutledge Simmons P.E. and Cassandra J. Groen.
  "Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29935 Internet.  15 Apr, 2024

@INPROCEEDINGS{asee_peer_29935
author = "Denise Rutledge Simmons P.E. and Cassandra J. Groen"
title = "Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29935}
number = {10.18260/1-2--29935}
}

TY  - CPAPER
AB  - Existing literature has shown that out-of-class activities provide undergraduate students with significant learning experiences that positively impact their academic and career pathways. However, despite these positive impacts, undergraduate engineering students are less likely to take advantage of such experiences than their non-engineering counterparts. This lack of participation in out-of-class activities is problematic for the retention of a talented and diverse engineering workforce; student participation in out-of-class activities has been shown to promote persistence toward graduation and entrance into the engineering workforce, particularly for women and other underrepresented groups in engineering. 

In this paper, we provide a brief overview of work conducted to-date as part of a project funded by the National Science Foundation titled, “Investigating Co-Curricular Participation of Students Underrepresented in Engineering.” The purpose of this mixed methods study is to explore the influence of out-of-class activity participation on underrepresented students’ persistence, learning outcomes, and workforce entry. Here, we present findings from two quantitative studies that utilize the Postsecondary Student Engagement (PosSE) Survey to 1) examine the popularity of specific out-of-class activities and outcomes; and 2) identify the incentives for and barriers to participation. To highlight programmatic implications of this work, we then introduce the Building Undergraduate Interventions for Learning and Development (BUILD) Model, which can serve as a design framework for the modification and implementation of out-of-class interventions intended for undergraduate engineering students. We conclude this paper with a discussion of areas for continued work to increase the impact of out-of-class activities as a hidden curriculum.


AU  - Denise Rutledge Simmons P.E.
AU  - Cassandra J. Groen
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities
UR  - https://peer.asee.org/29935
DO  - 10.18260/1-2--29935
ER  -