Spence, C., & Nyberg, L., & Chasmar, J., & Nelson, J., & Tsugawa, M. (2022, August), Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering Program  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41119

\bibitem{asee_peer_41119}
  Spence, C., \& Nyberg, L., \& Chasmar, J., \& Nelson, J., \& Tsugawa, M. (2022, August), \emph{Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering Program}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41119

Catherine Spence, Luke Nyberg, Justine Chasmar, Jodi Nelson, and Marissa Tsugawa.  "Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering Program".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41119 Internet.  15 Dec, 2024

\bibitem{asee_peer_41119}
  Catherine Spence, Luke Nyberg, Justine Chasmar, Jodi Nelson, and Marissa Tsugawa.
  "Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering Program".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41119 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41119
author = "Catherine Spence, Luke Nyberg, Justine Chasmar, Jodi Nelson, and Marissa Tsugawa"
title = "Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering Program"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41119}
number = {10.18260/1-2--41119}
}

TY  - CPAPER
AB  - The purpose of this research paper is to describe how stress manifests in undergraduate engineering students who are working in paid engineering positions while completing their upper-division coursework, through the analysis of reflective prompts on wellbeing, and engineering belongingness.  Previous research has identified the culture of “suffering and shared hardship” where heavy workloads and stressful situations are expected in engineering programs and engineering as a discipline. Stress, specifically feelings of being overwhelmed with workload, has far reaching implications for an individuals’ wellbeing beyond academic performance. 

We focus on the frameworks of self-determination theory, engineering belonging, identity, to better understand undergraduate engineering students’ wellbeing. Our population for this study is approximately 70 students at a large, public, primarily undergraduate institution in an off-campus co-op based learning program. In this upper-division program, students complete their BS in Engineering in five semesters after completing their lower division coursework at community colleges across the nation. For four semesters, students complete technical, professional, and design coursework while working as paid engineering interns. As part of their coursework, students regularly complete reflections on technical, professional, and design topics.

The reflections of 24 undergraduate engineering students on health, wellbeing, and belongingness were analyzed using an open coding, thematic approach. Each student has completed 3 reflections on health, wellbeing, and belongingness. The results identify stressors and coping strategies utilized by engineering co-op students. Strategies such as establishing a stable routine is identified as a critical coping mechanism. Further connections of wellbeing and belonging are described. Students identified relatedness as key to feelings of belonging in engineering and imposter syndrome as a key barrier to belongingness.
AU  - Catherine Spence
AU  - Luke Nyberg
AU  - Justine Chasmar
AU  - Jodi Nelson
AU  - Marissa Tsugawa
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering Program
UR  - https://peer.asee.org/41119
DO  - 10.18260/1-2--41119
ER  -