Engineering school, life balance, and the student experience

Abstract

Students who pursue engineering undergraduate degrees in Science, Technology, Engineering, and Math-intensive (STEM) institutions experience imbalance unlike most other undergraduates in co-educational institutions. The curricular demands on those enrolled are particularly intense and focused, leaving little opportunity for pursuits aside from studies.[1] As engineering education seeks to broaden its enrollment, it becomes important to better understand the student experience. This paper explores the question: What is the role of life balance in satisfaction and persistence of engineering students? Our data indicate that engineering students have a desire for more balance than their academic environment will allow. If engineering education wants not only to recruit but to retain a larger population, it must find ways to expand its offerings and climate conditions to meet the needs of those who could be good engineering students and practicing engineers if provided the right environment and opportunities to maintain balanced lives in engineering college. © American Society for Engineering Education, 2006.