2025 ASEE Annual Conference & Exposition

In this research paper we seek to identify the relationship between engineering identity and belonging and neurodiversity in a co-op based program. Work experiences such as cooperative (co-op) education have been shown to have many positive outcomes for engineering students. In work-based learning, and more specifically a co-op based learning model, these co-op experiences are taken a step further to connect “classroom” learning to applications in work experiences, and incorporate that into students’ curriculum. However, little is known about the experiences on engineering co-ops for neurodivergent students.

Neurodivergent characteristics, such as attention to detail, creativity, and pattern recognition, align well with careers in STEM (Science, Technology, Engineering, Mathematics), yet they are more likely than their neurotypical peers to drop out of engineering programs. Those who do graduate or attempt to enter the workforce in a STEM discipline face bias and decreased success rates in job attainment after graduation. By exploring neurodiverse engineering students’ engineering identity and sense of belonging in a co-op based engineering program, we can identify potential pathways towards an engineering career for neurodiverse individuals and identify ways to better support neurodiverse students in their pathway to graduation.

Engineering students in a co-op based learning program, Program X, complete two years of engineering coursework in community colleges across the nation, join Program X for a one-semester intensive preparation towards industry-readiness, including design, technical, and professionalism preparation, and complete their bachelors of science in Engineering in an additional 2 years of coursework while working in paid engineering co-op positions.

In this study, we explore the research question: "Is there a significant difference in engineering identity and sense of belonging between neurodivergent and neurotypical engineering students in a work-based learning program?" N=130 students in Program X completed an end-of-semester survey. In this survey students are asked about their sense of belonging through three main constructs (sense of belonging to the Program X community, to the engineering community, and to the university community), engineering identity (recognition, interests, and self-efficacy), as well as demographic information. Neurodiversity was identified using an item on disability identity and a question in which students indicate if they identify as being neurodiverse. This survey data was analyzed using Welch’s two sample t-test for equal means to identify the relationship between engineering identity, engineering belonging, and neurodiversity. An open-ended survey response was used to help support and better understand the qualitative results.

Results show if neurodiverse engineering students are reporting similar engineering identity and sense of belonging as their neurotypical peers. Similar experiences may indicate co-op experiences and work-based learning experiences as a pathway for bringing more neurodiverse individuals into the engineering workforce. Future work will focus on better understanding how identity and sense of belonging are supported in a co-op based program.