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1. Effects of COVID-19 on Stress and Mental Health of Community College Pre-Engineering Students

   https://doi.org/10.1109/FIE56618.2022.9962570  

   Danowitz, Andrew; Beddoes, Kacey (January 2022, Frontiers in Education Annual Conference)

   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, Wellness 

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2. Student Persistence Factors for Engineering and Computing Undergraduates

   Gholezadeh, Sona; Petrulis, Bob; Gatzke Edward P (June 2023, ASEE Annual Conference)

   The research and evaluation team of an S-STEM project at a large, research-intensive Southeastern public university conducted a cross-sectional survey as a first step to compare factors which may influence undergraduate student persistence in engineering and computing. All engineering and computing students were invited to participate in the survey, and 282 (10.4%) provided responses. The respondents included 15 high financial need students who were participating in the S-STEM program, of which 7 were first-year students and 8 were sophomores. The remaining 267 respondents were undergraduates ranging from first-year to seniors. Survey questions were adapted from previously developed instruments on self-efficacy, sense-of-belonging, identity, community involvement, and overall college experience. Additional questions related to stress levels, academic life, use and effectiveness of academic supports, and the impacts of COVID-19 on their college experiences. The team compared responses by level of academic progression, declared major, gender, and race/ethnicity. Student responses showed a variety of similarities and differences between subgroups. Overall, the students said that they often attended lectures (in-person or online) and came to class prepared. At the same time, students rated these activities as the least effective academic supports. On the other hand, the students rated working assigned or extra homework problems and studying for exams as their most effective activities. Consistently among the subgroups, the students said their community involvement and identity as developing engineers were relatively low while self-efficacy and team self-efficacy were seen as stronger personal skills. The students said they were highly stressed about their grades and academic success in general, and about finances and future careers. They reported feeling less stress about aspects such as living away from home and negotiating the university social scene. Students reported spending the most time preparing for class in their first year compared to students in later years. Female students (104 responses) reported higher levels of community involvement, engineering identity, and engagement in college life compared to male students (142 responses) while there was little gender-related difference in self-efficacy and sense of belonging. Levels of self-efficacy and team self-efficacy did not show large differences based on year in college. Interestingly, first-year students expressed the highest levels of engineering identity while senior students the lowest. Senior students reported the lowest community involvement, sense of belonging, and engineering identity compared to other students. Overall, students from different races self-reported the same levels of self-efficacy. Black/African American students reported the highest levels of community involvement, college life, and identity. There were no substantial differences in self-efficacy among the different engineering and computing majors. This study is a first step in analysis of the students’ input. In addition to surveying the students, the team also conducted interviews of the participating S-STEM students, and analysis of these interviews will provide greater depth to interpretation of the survey results. Overall, the research and evaluation team’s intention is to provide insight to the project’s leadership in how best to support the success of first-year engineering and computing students. https://peer.asee.org/student-persistence-factors-for-engineering-and-computing-undergraduates 

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3. Thinking Systemically to Better Serve Engineering Students’ Mental Health Needs: Policy and Process Recommendations

   Beddoes, Kacey; Danowitz, Andrew (June 2023, 2023 ASEE Annual Conference & Exposition)

   This paper summarizes the results of our NSF funded longitudinal study on mental health in engineering education. Survey instruments were used to measure the prevalence of several mental health conditions in engineering students at 8 partner institutions as they progressed through their engineering programs. This data collection began in Fall 2019, shortly before the outbreak of the COVID-19 pandemic and continued into 2021. Our results, recapitulated here, provide a unique insight into the state of mental health in engineering education during “normal times,” how it changed and worsened during the early stages of the pandemic, and how and to what extent mental health has since recovered to pre-pandemic levels. 

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4. Mental Health in Engineering Education Before, During, and After COVID-19 Related Disruptions

   Danowitz, Andrew; Beddoes, Kacey (June 2023, 2023 ASEE Annual Conference & Exposition)

   This paper summarizes the results of our NSF funded longitudinal study on mental health in engineering education. Survey instruments were used to measure the prevalence of several mental health conditions in engineering students at 8 partner institutions as they progressed through their engineering programs. This data collection began in Fall 2019, shortly before the outbreak of the COVID-19 pandemic and continued into 2021. Our results, recapitulated here, provide a unique insight into the state of mental health in engineering education during “normal times,” how it changed and worsened during the early stages of the pandemic, and how and to what extent mental health has since recovered to pre-pandemic levels. 

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5. Effects of COVID-19 on Engineering Students’ Baseline Stress

   Danowitz, Andrew; Beddoes, Kacey (December 2020, Proceedings of the AAEE2020 Conference)

   null (Ed.)

   CONTEXT With the onset of the COVID-19 pandemic, and the resulting response from universities, engineering students find themselves in an unprecedented situation. In addition to stressors related to the curriculum, residential students across the United States are being asked to relocate away from campus and engage in distance learning. At the same time, social distancing requirements are limiting students’ ability to socialize, procure food and supplies, exercise, and remain employed and financially solvent. Some students will fall ill while others face the prospect of sick family members, and even deaths in the family. Prior research suggests that individuals living through this pandemic are likely to face stress, uncertainty, and fear that affects their mental health and academic performance for years to come. PURPOSE OR GOAL The purpose of this study was to understand the ways in which the COVID-19 pandemic is affecting engineering students’ mental wellness, specifically stress, and how the effects differ for different groups of students. The research questions addressed are: 1) What effects has the pandemic had on baseline stress levels, and how do those vary by demographic group? 2) What effects has the pandemic had on quality of life, such as sleep habits and financial security, and how do those vary by demographic group? METHODS An online survey was conducted in the United States in May and June of 2020. More than 800 4-year engineering students who represented many engineering disciplines and universities responded. The survey used a modified version of the Holmes-Rahe Social Readjustment Rating Scale, which is a widely used and validated instrument to measure the effects of certain life events on stress. The data was analysed to determine the average increase in stress levels for students resulting from COVID-19, and which demographic groups have seen the most negative impact. We also report on which stress-inducing life-events were experienced most. OUTCOMES Latinx individuals and international students report statistically significantly higher levels of stress than the baseline population. Engineering students from other historically excluded identities, however,are not facing statistically significantly worse stress than their peers from historically over represented identities. Veterans fare better than the majority population on this metric.The data also indicates that different groups are more likely to experience different negative life-events because of COVID. CONCLUSIONS No previous research has examined the impacts of a global pandemic on engineering student stress and mental wellness. Our findings show that stress and mental wellness need to be understood intersectionally and that some underrepresented groups are disproportionately impacted by COVID-19. Understanding the impacts on students can help universities strategize and allocate limited resources most effectively to support student success. KEYWORDS Mental wellness; COVID-19; stress 

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