Engineering graduate students’ mental health: A scoping literature review

Bork, Sarah Jane; Mondisa, Joi‐Lynn

doi:10.1002/jee.20465

Cited by 33 publications

(18 citation statements)

References 115 publications

(239 reference statements)

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“…Three percent have chronic illness. Paralleling the rising concern over mental health issues in higher education (Bork & Mondisa, 2022; Dolmage, 2017), 1 in 11 students (9%) experience mental health difficulties. This is generally consistent with national‐level data that finds that 19% of college students in the United States have some form of disability (Jensen & Cross, 2021; McCall et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Although not available in these data, a growing literature in engineering education addresses the experiences of people with learning disabilities and forms of neurodiversity (i.e., diverse ways of thinking, communicating, and behaving) such as ADHD and autism and has begun to recommend pedagogical shifts that can provide expanded accessibility along these dimensions (Asghar et al, 2017; Chrysochoou et al, 2021; Syharat et al, 2020). Attention to physical disabilities and chronic and mental illness in engineering has lagged in comparison (Bork & Mondisa, 2022; Jensen & Cross, 2021; Spingola, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness

Cech

2023

J of Engineering Edu

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Background: The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing. Purpose/Hypothesis: This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions.Data/Methods: The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches.Results: Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience social inclusion and professional respect at school and work. Students with disabilities are more likely to intend to leave their engineering programs and professionals with disabilities are more likely to have thought about leaving their engineering jobs compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity. Conclusion: These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness

Cech

2023

J of Engineering Edu

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“…This study is also among the first to highlight the impacts of graduate school on graduate student well‐being and mental health in engineering as an explicit cost of persistence, from the lens of EVT. Though literature indicates there is a mental health epidemic at the graduate level (Evans et al, 2018; Levecque et al, 2017), graduate student well‐being and mental health are underexplored in engineering education literature (Bork & Mondisa, 2022). Past work has demonstrated that engineering graduate students expect to be “stressed and depressed” in graduate school (Zerbe et al, 2020), but our participants noted how the costs to their diminished well‐being affect their considerations of attrition.…”

Section: Discussion and Opportunities For Future Scholarshipmentioning

confidence: 99%

Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations

Sallai

Bahnson

Shanachilubwa

et al. 2023

J of Engineering Edu

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Background: While previous work in higher education documents the impact of high tuition costs of attending graduate school as a key motivator in attrition decisions, in engineering, most graduate students are fully funded on research fellowships, indicating there are different issues causing individuals to consider departure. There has been little work characterizing nonfinancial costs for students in engineering graduate programs and the impact these costs may have on persistence or attrition.Purpose/Hypothesis: Framed through the lens of cost as a component of the expectancy-value theory framework and the graduate attrition decisions (GrAD) model conceptual framework specific to engineering attrition, the purpose of this article is to characterize the costs engineering graduate students associate with attending graduate school and document how costs affect students' decisions to persist or depart. Design/Method: Data were collected through semistructured interviews with 42 engineering graduate students from R1 engineering doctoral programs across the United States who have considered, are currently considering, or have chosen to depart from their engineering PhD programs with a master's degree. Results: In addition to time and money, which are costs previously captured in research, participants identified costs to life balance, costs to well-being, and identify-informed opportunity costs framed in terms of what "could have been" if they had chosen to not go to graduate school. As these costs relate to persistence, students primarily identified their expended effort and alreadyincurred costs as the primary motivator for persistence, rather than any expected benefits of a graduate degree. Conclusion:The findings of this work expand the cost component of the GrAD model conceptual framework, providing a deeper understanding of the

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“…In marketing, it could enable personalized advertising based on consumers' emotional responses. However, ethical considerations regarding privacy, consent, and manipulation must be carefully addressed as emotional computing technology continues to evolve and integrate into our daily lives [4].…”

Section: Introductionmentioning

confidence: 99%

Psychological Health Assessment and Intervention System for Chemical Engineering Students Based on Emotional Computing Technology

Zhao

2024

jes

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Emotional computing technology is revolutionizing health assessment by integrating emotional and psychological factors into traditional diagnostic processes. This innovative approach utilizes advanced algorithms and sensor technologies to analyze individuals' emotional states and mental well-being, providing valuable insights into their overall health. By detecting subtle changes in facial expressions, voice patterns, and physiological signals, emotional computing technology can assess stress levels, mood fluctuations, and mental health conditions with greater accuracy and sensitivity. This paper presents a novel Psychological Health Assessment and Intervention System tailored for chemical engineering students, leveraging Emotional Computing Technology enhanced by Cartesian Feature Weighted Emotional Classification (CFWEC). The system aims to assess students' psychological well-being by analyzing emotional cues extracted from various sources such as facial expressions, voice patterns, and text interactions. Through simulated experiments and empirical validations, the efficacy of CFWEC-enhanced emotional computing technology is evaluated in predicting and intervening in psychological health issues among chemical engineering students. Results demonstrate significant improvements in accuracy and sensitivity compared to traditional assessment methods. For instance, the CFWEC model achieved an average accuracy rate of 85% in identifying students at risk of psychological distress, enabling timely interventions. Additionally, the system provides personalized recommendations and interventions based on individual emotional profiles, leading to improved mental health outcomes. These findings underscore the potential of Emotional Computing Technology with CFWEC in promoting psychological health and well-being among chemical engineering students.

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Engineering graduate students’ mental health: A scoping literature review

Cited by 33 publications

References 115 publications

Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness

Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness

Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations

Psychological Health Assessment and Intervention System for Chemical Engineering Students Based on Emotional Computing Technology

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