Yu, R., & Simmons, D. R. (2015, June), Synthesis of  Engineering Undergraduate Students’ Out-of-Class Involvement  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24787

\bibitem{asee_peer_24787}
  Yu, R., \& Simmons, D. R. (2015, June), \emph{Synthesis of  Engineering Undergraduate Students’ Out-of-Class Involvement}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24787

Rongrong Yu and Denise Rutledge Simmons PE.  "Synthesis of  Engineering Undergraduate Students’ Out-of-Class Involvement".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24787 Internet.  11 Feb, 2025

\bibitem{asee_peer_24787}
  Rongrong Yu and Denise Rutledge Simmons PE.
  "Synthesis of  Engineering Undergraduate Students’ Out-of-Class Involvement".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24787 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_24787
author = "Rongrong Yu and Denise Rutledge Simmons PE"
title = "Synthesis of  Engineering Undergraduate Students’ Out-of-Class Involvement"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24787}
number = {10.18260/p.24787}
}

TY  - CPAPER
AB  -    Synthesis of Undergraduate Engineering Students’ Curricular, Co-              curricular and Extra-curricular InvolvementBackgroundThe learning that occurs outside of the formal classroom environment plays importantroles in students’ cognitive and affective development and professional preparation.However, it is not clear how undergraduate students decide to participate in suchactivities and how involvement impacts their learning outcomes, persistence, and careerdevelopment.PurposeIn order to understand the current literature and develop an instrument to measureoutcomes from curricular-related (associated with a class), co-curricular (associated withschool, but not with a class) and extra-curricular (not associated with school)involvement, we conducted an integrative synthesis of the literature published on thistopic. Two research questions guided the analysis: what factors influence students’decisions to participate or not to participate in co-curricular and extra-curricularactivities? What are the positive and negative outcomes stemming from curricular-related, co-curricular and extra-curricular involvement?MethodsA mixed methods research synthesis approach was used to integrate research findingsrelated to curricular-related, co-curricular and extra-curricular activities reported in theliterature. Mixed methods research synthesis refers to an approach that systematicallyintegrates the findings of empirical qualitative, quantitative, and mixed methods studieson a specific topic by using a combination of qualitative and quantitative analyticalstrategies. In the data collection phase, we identified a sample of 51 articles on the topic.Data analyses were conducted in two steps. In the first qualitative phase of the study, wegenerated descriptive codes through a process of open coding and then organized theinitial codes into groups and developed categories with a higher level of abstraction. Inthe quantitative phase, the categories developed through the open coding process werecompared to those produced through cluster analysis generated by NVIVO10. Thestrategies of establishing inter-rater reliability during the coding process, inviting amethodological expert to supervise the research process, and critically discussing resultswith the research team were utilized to enhance the validity of this study.ResultsTwelve factors emerged as affecting students’ decisions to be involved in co-curricularand extra-curricular activities: prepare for future career, gain field-specific knowledgeand/or skills, interact with peers and faculty, fulfill personal interests and benefits, seekactivities beyond courses, change perception of race/ethnicity, break down a race/ethnicbarrier, role-modeling, acculturation of institution, encouragement from advisor andfaculty, and information about the activity. Four barriers preventing students’participation were: schedule issue, gender issue, lack of the information, and culture ofindividualism.Eleven categories emerged as outcomes of involvement: intellectual development,personal and social development, civic engagement, cross-culture awareness,communication skills, leadership skills, career development, satisfaction with collegeexperience, academic and social engagement, persistence in the major, and schoolbelongingness.ConclusionThis study made a significant contribution to the literature on curricular-related, co-curricular and extra-curricular activities by demonstrating a systematic procedure tosynthesize the results of qualitative, quantitative, and mixed methods articles. Resultsprovide a comprehensive list of reasons and outcomes that relate to students’participation decisions and involvement in these activities that can now be extended touse in survey design.  
AU  - Rongrong Yu
AU  - Denise Rutledge Simmons PE
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Synthesis of  Engineering Undergraduate Students’ Out-of-Class Involvement
UR  - https://peer.asee.org/24787
DO  - 10.18260/p.24787
ER  -