Unveiling the Hidden Synergy Between Extra-Curriculars and Engineering Education within the Framework of CEAB Graduate Attributes: A Personal Reflection

Navigating undergraduate engineering education can be a challenging process, with students facing a multitude of expectations and pathways towards graduation. While core elements like courses are central, the significance of "extra-curricular" opportunities in enriching the learning experience is often undervalued. This paper challenges the notion of these activities as "extra" by examining their role in developing skills aligned with the 12 Canadian Graduate Attributes. Through an analysis of literature and a case study of a first-in-the-family female engineering student, this paper explores the skills that engineering students can acquire through extra-curricular involvement through a personal reflection. Furthermore, it investigates the relationship between these skills and the Canadian Engineering Graduate Attributes, aiming to redefine the connection between curricular and extra-curricular activities. Preliminary findings suggest a link between extra-curricular engagement and students' personal and academic development, yet there is a gap in understanding how these activities align with the Canadian Engineering Graduate Attributes. This study aims to bridge this gap, continuing the conversation on the importance of extra-curricular activities in engineering education. By redefining the role of extra-curricular activities, this research seeks to promote their integration into the curriculum, encouraging broader student participation and fostering learning beyond the classroom.