CAREER: Supporting Undergraduate Mental Health by Building a Culture of Wellness in Engineering

职业：通过构建工程健康文化支持本科生心理健康

• 批准号: 1943541
• 负责人: Karin Jensen
• 金额: $ 58.18万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-15 至 2023-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1943541&HistoricalAwards=false
• 关键词: CAREER; Supporting; Undergraduate; Mental; Health

This project addresses the mental health crisis in undergraduate engineering programs by characterizing the role of mental health in engineering culture as perceived by undergraduates over the course of their academic programs. Further, the project explores the role of faculty, staff, and administrators in perpetuating or dismantling the perception of a high stress culture as a necessary factor for success in engineering. The outcomes of the project will support the improvement and development of proactive interventions to support positive mental health and well-being in undergraduate engineering programs. Improving undergraduate mental health in engineering programs will improve recruitment and retention in engineering programs, which in turn addresses the national need of training engineers to address grand challenges. The results of the project will also raise awareness of undergraduate mental health in engineering programs by facilitating discussions among faculty, staff, and administrators who directly impact the climate in undergraduate programs. These discussions will further serve to increase the adoption of research-based practices and interventions to support mental health and promote student well-being.The integrated research and education plan supports the development of a culture of well-being in engineering undergraduate programs. Though culture and perceived norms have critical recruitment and retention implications, no research has examined the role of a high-stress culture, particularly for underrepresented students who may already face a "chilly climate" or "climate of intimidation". The project addresses this knowledge gap using a mixed methods design to connect factors within the control of educators to outcomes seemingly out of control (mental health). The project studies engineering culture through the lens of social identity theory to identify key factors in how the high-stress culture evolves through a longitudinal study that identifies student stressors and coping mechanisms. The results of the longitudinal study will identify patterns in student responses to this culture, which will be further analyzed by qualitative interviews with students from different groups. Further, the project will identify coping mechanisms utilized by students who resist the notion of a high stress culture, which will inform proactive trainings to promote student well-being. Understanding how students positively cope and thrive in engineering programs will inform proactive trainings and early interventions to promote mental wellness instead of reactive, deficit-based approaches. Building communities both locally and nationally will raise awareness of mental health in engineering, emphasize the need to develop positive culture, and promote wider implementations of research-based practices to support student well-being.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目通过描述精神卫生在工程文化中的作用来解决本科工程课程的心理健康危机，而本科生在学术课程中所感知的。此外，该项目探讨了教师，教职员工和管理人员在永久性或消除对高压力文化的看法，这是工程成功的必要因素。该项目的结果将支持积极的干预措施的改善和发展，以支持本科工程计划中积极的心理健康和福祉。改善工程课程的本科心理健康将改善工程计划中的招聘和保留率，这反过来又解决了国家培训工程师应对巨大挑战的需求。该项目的结果还将通过促进直接影响本科课程中气候的教职员工和管理人员之间的讨论来提高工程计划中的本科心理健康的认识。这些讨论将进一步提高采用基于研究的实践和干预措施，以支持心理健康并促进学生的福祉。综合研究和教育计划支持发展工程本科课程中幸福感的发展。尽管文化和感知的规范具有批判性的招募和保留意义，但尚无研究检查高压力文化的作用，尤其是对于可能已经面临“寒冷气候”或“恐吓气候”的代表性不足的学生。该项目使用混合方法设计解决了这一知识差距，以将教育工作者控制中的因素与似乎失控的结果（心理健康）联系起来。项目通过社会认同理论的角度来研究工程文化，以通过纵向研究来确定高压力文化如何发展的关键因素，该纵向研究识别学生的压力和应对机制。纵向研究的结果将确定学生对这种文化的反应中的模式，这将通过与来自不同群体的学生的定性访谈进一步分析。此外，该项目将确定抵制高压力文化概念的学生所使用的应对机制，这将为促进学生福祉的积极培训提供信息。了解学生如何在工程计划中积极应对和壮成长将为积极的培训和早期干预提供介绍，以促进心理健康，而不是基于反应性的，基于赤字的方法。在本地和全国范围内建立社区将提高工程学中对心理健康的认识，强调需要发展积极的文化，并促进基于研究的实践的更广泛的实施，以支持学生的福祉。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子和更广泛影响的评估来通过评估来支持的。

项目成果

CAREER: Supporting Undergraduate Mental Health by Building a Culture of Wellness in Engineering

职业：通过构建工程健康文化支持本科生心理健康

• DOI: 10.18260/1-2--36785
• 发表时间: 2021
• 期刊: CAREER: Supporting Undergraduate Mental Health by Building a Culture of Wellness in Engineering
• 作者: Jensen, Karin;Vohra, Sara;Mirabelli, Joseph;Kunze, Andrea;Miller, Isabel;Romanchek, Thomas
• 通讯作者: Romanchek, Thomas

Introduction of Mindfulness in an Online Engineering Core Course During the COVID-19 Pandemic

COVID-19 大流行期间在在线工程核心课程中引入正念

• 发表时间: 2020
• 期刊: Advances in engineering education
• 作者: Miller, Isabel;Jensen, Karin
• 通讯作者: Jensen, Karin

The time is now to build a culture of wellness in engineering

• DOI: 10.21061/see.67
• 发表时间: 2021-01-01
• 期刊: Stud. Eng. Educ.
• 作者: Jensen, K.

Exploring the Exploratory Factor Analysis: Comparisons and Insights from Applying Five Procedures to Determining EFA Item Retention

探索探索性因素分析：应用五种程序确定全民教育项目保留情况的比较和见解

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: Mirabelli J;Jensen K;Vohra SR;Johnson E
• 通讯作者: Johnson E

CAREER: Characterizing Undergraduate Engineering Students’ Experiences with Mental Health in Engineering Culture

职业：描述工程本科生的特征——工程文化中的心理健康经历

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: Jensen KJ;Johnson EM;Mirabelli JF;Vohra SR
• 通讯作者: Vohra SR