Engineering Stress Culture in Project-based Engineering Programs
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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9
- DOI
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10.18260/1-2--40526
- Permanent URL
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https://strategy.asee.org/40526
- Download Count
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233
Paper Authors
Lin Chase Minnesota State University, Mankato
Dr. Lin Chase is an experienced “tech” executive with an extensive track record in the successful development and delivery of artificial intelligence, data, and networking technologies in complex business environments. She spent 35 years applying emerging software technologies around the world in the US, Europe, the Middle East, India, and East Asia before joining the faculty at Minnesota State University, Mankato as the Director of the entirely project-based Computer Science undergraduate program.
Catherine Sleezer
Rob Sleezer Minnesota State University, Mankato
Rob Sleezer serves as an associate professor in the Department of Integrated Engineering at Minnesota State University, Mankato. As an active member in ASEE and IEEE Rob works to connect the learning of engineering to the practice of engineering. He supports learning across the breadth of electrical engineering and facilitates a seminar where student engineers engage in design and professional learning.
Michelle Soledad Minnesota State University, Mankato
Michelle Soledad is an Assistant Professor in the Iron Range Engineering - Bell Program at Minnesota State University, Mankato. She holds degrees in Electrical Engineering (BS, MEngg) from the Ateneo de Davao University in Davao City, Philippines, and in Engineering Education (Ph.D.) from Virginia Tech. Her research interests include teaching and learning experiences in fundamental engineering courses, and data-informed reflective practice. Michelle's professional experience includes roles in industry and academia, having worked as a software engineer, project lead and manager for Accenture before serving as Assistant Professor and Department Chair for Electrical Engineering at the Ateneo de Davao University. She has also served in administrative and teaching faculty roles at Virginia Tech and The Ohio State University.
Abstract
Background: This research paper examines engineering stress culture in the context of project-based learning engineering programs at the university level. Multiple authors have reported that the culture of engineering and engineering education can be stressful and exclusive. A study conducted by Jensen and Cross [9] found that measures of inclusion such as "Department Caring" and "Department Pride" were negatively correlated with stress, anxiety, and depression. We used the approach developed by Jensen and Cross to examine stress culture in the context of three project-based learning engineering programs.
Purpose: Our goal was to establish a baseline of measures of mental health (stress, anxiety, and depression), professional identity, and inclusion among students in entirely project-based engineering and computer science programs.
Design/Method: Our study used the instruments developed by Jensen and Cross to gather data from the perspective of students pursuing integrated engineering and computer science degrees in entirely project-based learning environments. Data collection and analysis for this study were informed by the methodology used by Jensen and Cross, allowing us to establish baseline measures for stress culture within the context of project-based learning environments in engineering and computer science.
Results: We present results from statistical analyses reporting measures of mental health (stress, anxiety, depression), professional identity, and perceptions of inclusion among students pursuing engineering and computer science degrees in entirely project-based learning environments. Students in the project-based programs reported less stress and depression and a stronger vision of an engineering career than students in the Jensen and Cross study. The anxiety and professional identity results were comparable with the original Jensen and Cross results.
Conclusions: Although the sample size for this study is smaller than that of the original Jensen and Cross study, the results show the strong potential impact of project-based engineering programs. Future work will examine performance changes as a function of time and population size, as well as triangulating and supporting quantitative results with qualitative data.
Chase, L., & Sleezer, C., & Sleezer, R., & Soledad, M. (2022, August), Engineering Stress Culture in Project-based Engineering Programs Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40526
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