Work in Progress: Developing a Guide to Support Engineering Student Out-of-Class Participation and Professional Learning

Cassandra Sue Ellen Jamison; Jeffrey Stransky; Cheryl A. Bodnar

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 10
DOI: 10.18260/1-2--44212
Permanent URL: https://peer.asee.org/44212
Download Count: 105

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Paper Authors

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Cassandra Sue Ellen Jamison Rowan University orcid.org/0000-0002-0253-1636

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Cassandra (Cassie) Jamison is an Assistant Professor in the Experiential Engineering Education Department at Rowan University (Glassboro, NJ). Her research interests focus on understanding and improving the learning that occurs in experiential, out-of-class activities for engineering students. Cassie previously received a B.A. in Engineering Sciences at Wartburg College (Waverly, IA) and her M.S. and Ph.D. degrees in BME from the University of Michigan (Ann Arbor, MI).

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Jeffrey Stransky Rowan University

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Jeffrey (Jeff) Stransky, PhD, is a post-doctoral research associate in the School of Applied Engineering and Technology at the New Jersey Institute of Technology. He holds an M.S. in Mechanical Engineering from Rowan University (2021) and a Ph.D. in Engineering Education from Rowan University (2023). Dr. Stransky’s research interests involve differences between engineering students’ intents (from perspectives of ethics and beliefs) and the outcomes of their judgment in contexts where poor engineering decisions contribute to incidents in industry. To document intents, has developed semi-structured interview protocols and a validated instrument, and to document behaviors, he has used immersive digital games for their ability to yield authentic decisions.

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Cheryl A. Bodnar Rowan University

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Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship.

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Abstract

This work-in-progress research paper describes the progress of a study exploring students’ out-of-class, co-curricular participation and professional learning at one engineering college. Within engineering education, engagement in co-curricular activities has been implicated as critical for the development of professional engineering graduates. However, navigating the many co-curricular opportunities students have to engage with can be difficult or overwhelming, and relatively few comprehensive tools exist to help students with this process. Furthermore, many of the tools developed have overlooked incorporating multiple engagement factors as decision making tools for students, and the reasoning students use to make choices about engaging in these co-curricular activities is much less explored. In this study, we explore questions about what students report engaging in, what outcomes they link to their engagement, and what factors they consider when choosing co-curricular activities for participation.

We are currently recruiting undergraduate engineering students to participate in a survey that collects data on their engagement with co-curricular activities, their perceived professional learning from engagement, and reasons for engaging in these activities (along with possible barriers to engagement). Survey items have been adapted from previously established survey instruments that explore affective engagement in co-curricular activities, categorize co-curricular engagement, and describe professional outcomes of engagement. Our goal is to recruit approximately 10% of the college of engineering population (120-200 students) to participate in the survey.

We anticipate using findings from the survey to develop an initial version of an engagement guide for students interested in participating in co-curricular activities. To improve the usability of the guide, we will employ stakeholder interviews with students to explore how they might use the tool and get feedback on ways to improve it.

We would like to use the work-in-progress nature of this paper and presentation to gain feedback from the community on ways to structure the stakeholder interviews and improve the use of the guide once shared with the broader undergraduate engineering student population at the study institution. The long-term goal of this work is to establish a context-conscious approach to understanding student engagement that other institutions can use to create resources that can guide student co-curricular engagement specific to their students’ unique needs.

Citation
Format

Jamison, C. S. E., & Stransky, J., & Bodnar, C. A. (2023, June), Work in Progress: Developing a Guide to Support Engineering Student Out-of-Class Participation and Professional Learning Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44212

TY  - CPAPER
AB  - This work-in-progress research paper describes the progress of a study exploring students’ out-of-class, co-curricular participation and professional learning at one engineering college. Within engineering education, engagement in co-curricular activities has been implicated as critical for the development of professional engineering graduates. However, navigating the many co-curricular opportunities students have to engage with can be difficult or overwhelming, and relatively few comprehensive tools exist to help students with this process. Furthermore, many of the tools developed have overlooked incorporating multiple engagement factors as decision making tools for students, and the reasoning students use to make choices about engaging in these co-curricular activities is much less explored. In this study, we explore questions about what students report engaging in, what outcomes they link to their engagement, and what factors they consider when choosing co-curricular activities for participation.

We are currently recruiting undergraduate engineering students to participate in a survey that collects data on their engagement with co-curricular activities, their perceived professional learning from engagement, and reasons for engaging in these activities (along with possible barriers to engagement). Survey items have been adapted from previously established survey instruments that explore affective engagement in co-curricular activities, categorize co-curricular engagement, and describe professional outcomes of engagement. Our goal is to recruit approximately 10% of the college of engineering population (120-200 students) to participate in the survey. 

We anticipate using findings from the survey to develop an initial version of an engagement guide for students interested in participating in co-curricular activities. To improve the usability of the guide, we will employ stakeholder interviews with students to explore how they might use the tool and get feedback on ways to improve it. 

We would like to use the work-in-progress nature of this paper and presentation to gain feedback from the community on ways to structure the stakeholder interviews and improve the use of the guide once shared with the broader undergraduate engineering student population at the study institution. The long-term goal of this work is to establish a context-conscious approach to understanding student engagement that other institutions can use to create resources that can guide student co-curricular engagement specific to their students’ unique needs.

AU  - Cassandra Sue Ellen Jamison
AU  - Jeffrey Stransky
AU  - Cheryl A. Bodnar
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Work in Progress: Developing a Guide to Support Engineering Student Out-of-Class Participation and Professional Learning
UR  - https://peer.asee.org/44212
DO  - 10.18260/1-2--44212
ER  -