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首页> 外文会议>IEEE Frontiers in Education Conference >Co-curricular experiences link to nontechnical skill development for African-American engineers: Communication, teamwork, professionalism, lifelong learning, and reflective behavior skills
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Co-curricular experiences link to nontechnical skill development for African-American engineers: Communication, teamwork, professionalism, lifelong learning, and reflective behavior skills

机译：课外经验与非裔美国人工程师的非技术技能开发相关：沟通，团队合作，专业精神，终身学习和反思性行为技能

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摘要

We present an analysis of the influence of co-curricular experiences on the development of communication, professionalism, lifelong learning, teamwork, and reflective behavior skills for African-American engineering students. Astin's Inputs-Environments-Outputs, or I-E-O, model and the modifications made by Terezini and Reason provide the conceptual framework for this study. This framework supports out-of-class experiences as environments that develop student outcomes. While many studies have shown that co-curricular experiences are linked to student outcomes, this research offers specific insight into outcomes on African-American engineering students. With pervasive calls for diversity, investigating student outcomes for specific ethnic groups is imperative for educators to ensure that all students are properly prepared to enter the workforce. Driven by the National Academy of Engineers' Engineer of 2020 recommendations, our research utilizes two distinct data sets to investigate students' perceptions regarding five learning outcomes. This research offers nuanced insight into co-curricular experiences given broad categories of involvement (e.g. university-level organizations) and specific experiences (e.g. National Society of Black Engineers, NSBE). Results show that students who only participate in one type of experience may miss opportunities to develop additional skills. Additionally, results suggest that skill development enhances as the level of involvement increases.
机译：我们分析了针对非裔美国工程专业学生的课外经历对沟通，专业，终身学习，团队合作和反思行为技能发展的影响。 Astin的“投入-环境-产出”模型或I-E-O模型以及Terezini和Reason所做的修改为这项研究提供了概念框架。该框架支持课外体验，因为这些环境可以提高学生的学习成绩。尽管许多研究表明，课外经历与学生的学习成绩有关，但这项研究提供了对非裔美国工程专业学生学习成果的特定见解。随着对多样性的普遍呼吁，教育者必须调查特定种族群体的学生成绩，以确保所有学生都为进入劳动力市场做好了充分的准备。在美国国家工程师学会2020年工程师建议的推动下，我们的研究利用两个不同的数据集来调查学生对五种学习成果的看法。这项研究提供了广泛的参与类别（例如大学级别的组织）和特定经验（例如美国黑人工程师协会（NSBE））对联课体验的细微见解。结果表明，仅参加一种体验的学生可能会错过发展其他技能的机会。此外，结果表明，随着参与水平的提高，技能发展也随之增强。

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