- Award ID(s):
- 2029206
- NSF-PAR ID:
- 10221374
- Date Published:
- Journal Name:
- Proceedings of the AAEE2020 Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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This research full paper presents screening rates for mental health issues and life-stress events in engineering-focused community college students during the initial phases of the COVID-19 pandemic in the US. Specifically, it attempts to answer the following research questions: 1) What is the overall rate of various mental health conditions among engineering-focused community college students, 2) What effects has the pandemic had on baseline stress levels engineering-focused community college, and 3) What effects has the pandemic had on quality of life, such as sleep habits and financial security of engineering- focused community college students? Data for this paper was collected via survey from May–July 2020 and includes responses from 84 students at 24 community colleges. The survey itself was a compilation of several widely- used instruments for measuring overall mental health and stress levels in a population. These instruments include the Kessler-6 for psychological distress, the PHQ for anxiety, depression, and eating disorders, the PC-PTSD for PTSD-like symptoms, and the SRRS for inventorying stressful life events. Among the major findings, 32% of respondents reported a major change in financial situation, 27% reported loss of employment, and 13% reported ceasing formal schooling because of the COVID-19 pandemic. Additionally, 32% of respondents reported that the COVID-19 pandemic worsened their housing security situation, 38% reported that COVID-19 has worsened their food security situation, and 36% report that COVID-19 has decreased their ability to access instruction, course materials, or course supplies. Finally, of respondents who completed at least one mental health screening instrument, 70% screened positive for at least one potentially diagnosable condition, while only 9% reported ever receiving a mental health diagnosis. Index Terms—Community College, Mental Health, Disability, Accessibility, Equity, Inclusion, Wellnessmore » « less
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null (Ed.)This work in progress research paper characterizes mental wellness in engineering at five institutions across the Western United States to better understand what mental health issues most affect the broader engineering student community. Anecdotal evidence has long suggested that stress and certain mental wellness issues are particularly acute in the field of Engineering, and some recent research has shown elevated rates of mental wellness issues at different institutions around the country. This paper presents the results of a previously validated mental health survey conducted with first- and second-year students at several universities. The results of this work include screening rates for major mental health issues (e.g. DSM diagnosable) and moderate mental health issues as captured by the Kessler 6 screening instrument; screening rates for depressive, anxiety, and eating disorders as measured by the Patient Health Questionnaire (PHQ); and screening rates for post-traumatic stress disorder (PTSD) as measured by the Primary-Care Post Traumatic Stress Disorder (PC-PTSD) instrument. This work also includes a preliminary analysis of screen rates by demographic groups so that educators and academic facilitators may be better aware of the types of challenges that face a diverse engineering student populace. Overall, we find that 28.4% percent of respondents potentially suffer from a diagnosable mental health condition as measured by Kessler 6. We also find that an additional 55.2% of students screen positive for moderate psychological distress. Breaking measurements down by demographic groups, we find that female respondents, particularly those from historically excluded ethnic groups and races, show elevated rates of Panic and PTSD disorders when compared to the male population.more » « less
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null (Ed.)This work in progress research paper characterizes mental wellness in engineering at five institutions across the Western United States to better understand what mental health issues most affect the broader engineering student community. Anecdotal evidence has long suggested that stress and certain mental wellness issues are particularly acute in the field of Engineering, and some recent research has shown elevated rates of mental wellness issues at different institutions around the country. This paper presents the results of a previously validated mental health survey conducted with first– and second–year students at several universities. The results of this work include screening rates for major mental health issues (e.g. DSM diagnosable) and moderate mental health issues as captured by the Kessler 6 screening instrument; screening rates for depressive, anxiety, and eating disorders as measured by the Patient Health Questionnaire (PHQ); and screening rates for post-traumatic stress disorder (PTSD) as measured by the Primary-Care Post Traumatic Stress Disorder (PC-PTSD) instrument. This work also includes a preliminary analysis of screen rates by demographic groups so that educators and academic facilitators may be better aware of the types of challenges that face a diverse engineering student populace. Overall, we find that 28.4% percent of respondents potentially suffer from a diagnosable mental health condition as measured by Kessler 6. We also find that an additional 55.2% of students screen positive for moderate psychological distress. Breaking measurements down by demographic groups, we find that female respondents, particularly those from historically excluded ethnic groups and races, show elevated rates of Panic and PTSD disorders when compared to the male population.more » « less
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Abstract Background COVID‐19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).
Purpose/Hypothesis Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID‐19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs?
Design/Methods Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach.
Results Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety.
Conclusions During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well‐documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.
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