Development and Implementation of a Biometrics Device Design Project in an Introductory BME Course to Support Student Wellness

Catalyzing Clinically Driven Undergraduate Design Projects at the Nexus of Engineering, Medicine, and Business

Design projects, particularly those related to assistive technology, offer unparalleled educational opportunities for undergraduate students to synthesize engineering knowledge with a clinically driven need to produce a product that can improve quality of life. Such projects are most effective when engineering, clinical, and business perspectives are considered throughout. However, the logistics of successfully implementing such interdisciplinary projects can be challenging. This paper presents an auto-ethnography of 12 undergraduate design team projects in assistive technology performed by 87 students from five majors (including engineering, business, and clinical students) over the course of 5 years. The overarching goal of our work was to establish an undergraduate integrated design experience at a university in the absence of a dedicated biomedical engineering major. The focus of this experience was to foster the creation of student-led prototypes to address real-world problems for people with disabilities while keeping commercialization potential at the forefront throughout. Student participation demonstrated a clear enthusiasm for completing biomedical engineering-themed projects. To encourage the implementation of similar approaches at universities where a biomedical engineering major does not exist, we identify common obstacles that can arise and present strategies for mitigating these challenges, as well as effective approaches for catalyzing cross-disciplinary collaborations. High impact practices include close involvement of end-users in the design process; cross-disciplinary team composition (e.g., engineering, business, and health sciences students); and choosing cross-disciplinary leads for project management. Teams experienced a high degree of success with all 12 teams producing functional prototypes. We conclude that at universities that do not offer a biomedical engineering major, health-focused integrated design experiences offer students important interdisciplinary perspectives, including a holistic approach to project implementation. Furthermore, for many students, these projects ultimately served as a gateway to subsequent careers and graduate study in biomedical engineering.

Undergraduate student perceptions of stress and mental health in engineering culture

Background

Mental health for engineering undergraduates is an urgent topic for engineering educators. Narratives of engineering education requiring suffering may create or exacerbate problematic perceptions around stress and mental health in engineering. This study explored the roles of stress and mental health in engineering culture. We sought to explore: (1) how engineering students describe their experiences related to stress and mental health and (2) norms and expectations engineering students share about stress and mental health. Qualitative interview data were collected from 30 students who had previously responded to a college-wide survey.

Results

Codes related to experiences with stress and mental health in engineering were organized in a bioecological systems model and analyzed for emergent themes depicting engineering culture. The study identified three themes related to stress and mental health in engineering culture: (1) engineering workload as a defining stressor, (2) specific barriers that prevent engineering students from seeking help for mental health concerns, and (3) reliance on peers to cope with stress and mental health distress.

Conclusions

Our analysis provided insight into how engineering students perceive norms around stress and mental health in engineering and how this impacts help-seeking for mental health challenges. These findings have important implications for developing interventions and positive cultures that support student mental health.

Addressing burgeoning unmet needs in college mental health

America is experiencing burgeoning mental health needs of their college students. Measuring the impact of mental health challenges for these students and the natural ways they adapt to them might enable smart triage of limited mental health resources. This may, in part, be achieved through a combination of technology-assisted personalized measurement-based care, treatment matching, and peer-support. Helping students self-monitor and organize their personal peer networks can destigmatize and increase accessibility to timely mental health care, especially for students of marginalized identities, who might otherwise be hesitant to receive care or be misdiagnosed. A collaborative effort among students, educators, clinicians, and health technology innovators may provide more tractable solutions for student unmet needs than any single entity or resource alone. Novel resources, tailored through a healthy equity lens that is individualized and culturally-sensitive, may meaningfully meet a student's needs, preferences, and acceptability, and translate to daily use and informed decision-making.

Comparing Mental Health, Wellbeing and Flourishing in Undergraduate Students Pre- and during the COVID-19 Pandemic

There has been a preponderance of studies on student mental health, wellbeing and flourishing during the COVID-19 pandemic. Few studies have compared data on student mental health and wellbeing before and during the pandemic. The purpose of the current study was to compare mental health and wellbeing in undergraduate students before and during the COVID-19 pandemic. Survey research was conducted with three groups of undergraduate students (n = 905) from diverse scientific fields at a large, urban university in South Africa. Data was collected by means of electronic surveys, combining full-scale items from three instruments, the Mental Health Continuum Short Form, the Flourishing Scale and the Fragility of Happiness Scale. Data was analysed by the Statistical Package for the Social Sciences (SPSS), the Analysis of Moment Structures (AMOS) and R software. The results indicate that while the mental health and wellbeing of students declined during the pandemic concerning their perceived ability to contribute to society, having supportive and rewarding social relationships and them being engaged and interested in their daily activities, it also improved in terms of their perceived ability to manage their daily lives (environmental mastery), being challenged to grow (personal growth) and in terms of their views that society was becoming better (social growth/actualisation).