Paper Title
Amalgmation of Engineering Students’ Co-Curricular Activities

As engineering educators prepare more high-quality engineers for the global workforce, more emphasis has been placed on developing students’ professional skills, increasing student persistence, and improving diversity in the engineering workforce. Co-curricular activities have been considered as a unique way to improve these outcomes. In order to better understand the role of co-curricular activity in engineering education and to accurately identify future research areas, the present study synthesized the findings on two domains: what factors are related to engineering students’ participation in cocurricular activities and what are the outcomes of student participation. The results indicate that female and minority students are more likely to engage in co-curricular activities. Some institutional characteristics influence student participation. In general, co-curricular activities support engineering students’ cognitive development, affective development, persistence in engineering, and career preparation. Different types of co-curricular activities are associated with different outcomes. These findings suggest that educators should encourage and support students to participate in co-curricular activities and point to the need for additional research. Keywords – engineering educator, engineering students, co-curricular activity