The Role of Extracurricular Activities in the Professional Preparation of Engineering Students Odesma Dalrymple Department of Engineering Education Purdue University Demetra Evangelou Department of Engineering Education Purdue University ABSTRACT The term Renaissance Engineer can be used to describe an engineer, who in addition to mastering the technical competencies required of the profession, also has a command of other disciplines beyond those of mathematics and science. Engineering practitioners with a broader knowledge base will be better able to cross disciplines to understand the context in which problems exist, and evaluate the consequences of their solutions on the social and economic fabric of society. Recommendations to cultivate a new generation of renaissance engineers centre on the recognition of individual talent and the customization of engineering education accordingly. Such curriculum reform initiatives will not be visible in the immediate future; however more immediate results can be attained by considering alternative complementing ideas such as the use of extracurricular activities, to develop students’ other intrinsic interests. The summary that follows describes a study that sought to examine students’ perceptions of the role of extra curricula activities in their professional preparation. In the aftermath of September 11, 2001, there has been a greater awareness of the vulnerabilities that exist in the world, particularly in the United States. In turn, this awareness has lead to the re-examination of the roles of engineers in the society. Emerging from this re- examination, a compelling argument has been made for the training of modern day renaissance engineers. According to Akay (2003), a renaissance engineer is a globalist; possessing the ability to think and strategize creatively. He / she understands the holistic needs of society through the study of politics, world history and economics, in addition to science and engineering; he/ she is better equipped to apply his / her technical skills to solving problems because he/ she understands the context in which the problems exist. With respect to the required education needed to produce a renaissance engineer, Akay (2003) suggests an individualistic approach, where the engineering education is customized according to the talents and needs of the individual student. This approach refutes the notion that all engineering students be required to pass a significant number of classes, of similar type, in order to fulfil graduation requirements. The nationwide curriculum reform that Akay and other like minded engineering educators are recommending will be an ongoing process with long term impact. This process can however be complimented by exploring alternative ideas with possibly more immediate results. One possible alternative is the use of extracurricular activities that can be pursued outside of the scheduled class time. Since involvement in extracurricular activities is usually based on the intrinsic interest of the participant (Mahoney, Cairns & Farmer, 2003), it can serve as an avenue for the individual to develop other interests and talents, independent of the engineering curriculum. Extracurricular activities found their niche in the American college system during the nineteenth century. It refers to the wide range of activities not covered in the college curriculum that take place outside of the regular scheduled class time. Among the first types of extracurricular activities pursued on the American college campuses were literary societies, debate clubs, athletics, and Greek letter fraternities and sororities. Involvement in these activities is voluntary; and not a requirement for graduation, although many colleges today use it as criteria for admission. Motivation to participate stems from the inherent interests of the students. There are many theories to support and negate the benefits of extracurricular involvement to positive student development; however there is little or no theory developed around the relationship between extracurricular involvement and student developments in specific disciplines such as 1