Academic Journal
What Affects Student Outcomes More: GPA or Participation in Co-curricular Activities?
| العنوان: | What Affects Student Outcomes More: GPA or Participation in Co-curricular Activities? |
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| المؤلفون: | Joanna Mirecki Millunchick, Yixian Zhou |
| المصدر: | 2020 ASEE Virtual Annual Conference Content Access, Virtual On line |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2020 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| الوصف: | Out of classroom experiences in college are known to have significant impact on student success in college and in life. In order to investigate how student backgrounds, pre-college experiences, and engagement once in college affect student outcomes, we developed a survey based on the theories of Astin and Weidman. While there are many factors that affect outcomes, in this paper we examine how grade point average (GPA) and student participation in co-curricular activities contribute to social, academic, and professional outcomes. We invited 4,022 third and fourth year undergraduate engineering students at a large public Midwestern R1 university to complete the survey, and received 998 responses. It asked questions regarding student pre-college resources, experiences once on campus, and social, academic, and professional outcomes. Each student was also asked to list up to five engineering-related co-curricular activities that we classified into four types of organizations: identity-based, competition and design teams, professional societies, and college-run organizations. The survey adapted several scales related to social, academic, and professional outcomes. The two social outcomes scales measure the amount of social capital held by individual students, either within their social circle (Bonding Social Capital) or between social circles (Bridging Social Capital); the academic outcome scale measures the degree to which students are satisfied with their academic major (Major Satisfaction), and the two professional outcomes scales are related to professional identity, the degree to which they identify as engineers (Engineering Identity) and intend to continue within the profession (Intent to Persist). Confirmatory Factor Analysis shows excellent construct validity for all except for the Intent to Persist scale, which was removed from further analysis. We also study an additional academic outcome, GPAs of individual students, which were taken from the institutional database. As previously demonstrated in the ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--35496 |
| الاتاحة: | http://peer.asee.org/35496 https://doi.org/10.18260/1-2--35496 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.BC2F815B |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--35496 |
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