Olewnik, A., & Memarian, B. (2022, August), Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41005

\bibitem{asee_peer_41005}
  Olewnik, A., \& Memarian, B. (2022, August), \emph{Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41005

Andrew Olewnik and Bahar Memarian.  "Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41005 Internet.  30 Apr, 2024

\bibitem{asee_peer_41005}
  Andrew Olewnik and Bahar Memarian.
  "Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41005 Internet.  30 Apr, 2024

@INPROCEEDINGS{asee_peer_41005
author = "Andrew Olewnik and Bahar Memarian"
title = "Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41005}
number = {10.18260/1-2--41005}
}

TY  - CPAPER
AB  - This research paper explores the outcomes from 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 2018 and completed a professional development survey in the same 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 higher time on 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.
AU  - Andrew Olewnik
AU  - Bahar Memarian
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Comparison of Unique Co-curricular Engagement of Engineering Students and Self-reported Outcomes
UR  - https://peer.asee.org/41005
DO  - 10.18260/1-2--41005
ER  -