Li, T., & Holloway, E., & Douglas, K. A., & Martin, J. P., & Bill, V., & Guanes Melgarejo, G. (2023, June), Board 347: NSF Grantee Poster Session Undergraduate’s Social Capital and Engineering Professional Skills: Comparison between Different Types of Institutions  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42973

\bibitem{asee_peer_42973}
  Li, T., \& Holloway, E., \& Douglas, K. A., \& Martin, J. P., \& Bill, V., \& Guanes Melgarejo, G. (2023, June), \emph{Board 347: NSF Grantee Poster Session Undergraduate’s Social Capital and Engineering Professional Skills: Comparison between Different Types of Institutions}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42973

Tiantian Li, Eric Holloway, Kerrie A Douglas, Julie P Martin, Victoria Bill, and Giselle Guanes Melgarejo.  "Board 347: NSF Grantee Poster Session Undergraduate’s Social Capital and Engineering Professional Skills: Comparison between Different Types of Institutions".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42973 Internet.  02 May, 2024

\bibitem{asee_peer_42973}
  Tiantian Li, Eric Holloway, Kerrie A Douglas, Julie P Martin, Victoria Bill, and Giselle Guanes Melgarejo.
  "Board 347: NSF Grantee Poster Session Undergraduate’s Social Capital and Engineering Professional Skills: Comparison between Different Types of Institutions".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42973 Internet.  02 May, 2024

@INPROCEEDINGS{asee_peer_42973
author = "Tiantian Li, Eric Holloway, Kerrie A Douglas, Julie P Martin, Victoria Bill, and Giselle Guanes Melgarejo"
title = "Board 347: NSF Grantee Poster Session Undergraduate’s Social Capital and Engineering Professional Skills: Comparison between Different Types of Institutions"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42973}
number = {10.18260/1-2--42973}
}

TY  - CPAPER
AB  - Background
Our research team has received funding to study how engineering students utilize their relationships and social capital both on- and off-campus to develop vital non-technical professional skills. Prior research revealed that the professional skill development occurs both in and outside traditional curriculum activities. Therefore, it is important for researchers to capture the opportunities students have to practice these skills from multiple aspects, i.e., in curricular, co-curricular, and extra-curricular activities. Research also shows that students’ involvement in co- and extra-curricular activities helps them develop professional skills because it allows them to build social relationships with peers, professionals, faculties, industrial partners, etc. As such, the students’ professional development opportunities will vary depending on their engagement in co- and extra-curricular activities and the social support they build during participation. It is important for researchers to study the relationship between social support and professional skill development opportunities to better support students from diverse backgrounds in their journeys of becoming professionals.

Purpose
The purpose of this poster paper is twofold: 1) to give an overview of our research project and plan; 2) to present preliminary results using data collected from 13 different institutions. We will compare survey results on students’ opportunities to practice professional skills and their social support for different types of institutions including Undergraduate/Teaching institutions, Research institutions, HBCUs, and MSI/HSIs.

Methodology/approach
We distributed the Professional Skill Opportunities (PSO) survey and the Undergraduate Student Support (USS) survey to 13 institutions in April 2022 using a probabilistic stratified cluster sampling approach. In total, 1,234 data points were collected. Students who completed our surveys were incentivized with Amazon gift cards. We will compare student responses between different types of institutions using analysis of variance. Mean comparisons will also be conducted among students from different demographic groups.

Future Work & Implications
This poster is part of our effort to understand how students leverage their social relationships (in terms of social capital) to gain opportunities to develop professional skills. We will conduct additional quantitative analysis as well as qualitative interviews to explore the underlying relationship between social capital and professional skill development opportunities and compare how students’ experiences differ across demographic groups. Ultimately, we hope to inform students, educational institutions, and educators of ways to support students, establish and maintain social supports and help them become professionals who are fluent in vital non-technical skills.

AU  - Tiantian Li
AU  - Eric Holloway
AU  - Kerrie A Douglas
AU  - Julie P Martin
AU  - Victoria Bill
AU  - Giselle Guanes Melgarejo
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 347: NSF Grantee Poster Session Undergraduate’s Social Capital and Engineering Professional Skills: Comparison between Different Types of Institutions
UR  - https://peer.asee.org/42973
DO  - 10.18260/1-2--42973
ER  -