Through engagement in activities outside of the classroom, students are given the opportunity to experience the engineering discourse community. For students to become coherent members of their desired field, they must first “learn to use the common language of engineers (Winsor 8).” If a student acquires the academic knowledge necessary for engineering, but is deficient in the language of engineering, his or her “saying-doing-being-evaluating-believing combination” is inconsistent (Gee 28). According to James Paul Gee, mastery of a Discourse occurs through “enculturation into social practices… and sustained interaction with people who have already mastered the Discourse (29).” Thus proving that if a student simply attends classes without participating in real-life engineering applications, they know how to engineer but cannot be engineers. Students will learn that “most of what they learn in class is not important until they apply it outside [of the classroom] (Akpabio, Ini).” Because “discursive communities share assumptions about which objects are appropriate for examination and discussion,” participation in clubs will allow students to develop first-hand experience with the projects engineers are currently working on (Porter 82). Be an active member in the engineering industry