Strategies for Supporting Engineering Student Mental Health

Autores/as

  • Sarah A. Wilson University of Kentucky
  • Deborah S. Goldberg University of Maryland, College Park

DOI:

https://doi.org/10.18260/2-1-370.660-132290

Resumen

Engineering students face significant stressors such as high academic expectations and extreme time demands that have the potential to impact their mental health. Due to the mentoring responsibilities of chemical engineering faculty, faculty are often positioned to provide support for these students. Through this article, we aim to help prepare faculty to support student mental health, with guidance on identifying campus resources, navigating conversations with students in distress, and referring students to mental health services. 

Biografía del autor/a

Sarah A. Wilson, University of Kentucky

Sarah A Wilson, PhD, is an Assistant Professor in Chemical and Materials Engineering at the University of Kentucky. She earned her BS from Rowan University and PhD from the University of Massachusetts. Her research focuses on understanding and overcoming internal barriers to success within engineering. In particular, she is interested in understanding help-seeking behavior in engineering students experiencing mental health distress. She has collaborated on national workshops on supporting engineering student mental health since 2020. 

Deborah S. Goldberg, University of Maryland, College Park

Deborah S. Goldberg, PhD. is a senior lecturer in Chemical and Biomolecular Engineering at the University of Maryland, College Park. She earned her BS in chemical engineering, her PhD in bioengineering, and worked in the biopharmaceutical industry for six years before joining the University of Maryland in 2016. In addition to teaching and advising, she currently serves as the department Associate Chair for Strategic Initiatives, where she implements programs to improve department community and student belonging, with a focus on student mental health. 

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Publicado

2023-03-03

Número

Vol. 57 Núm. 2 (2023): Spring 2023

Sección

Lifelong Learning