{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115441"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115441","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Supporting mental health and wellness of bioengineering students","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_has_math":false,"creators":["Miller, Isabel"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Bioengineering","degree_department":null,"school":null,"contributors":["Jensen, Karin J","Golecki, Holly"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:54Z","subjects":["wellness","mental health","engineering","bioengineering","engineering culture","stress"],"languages":["en","eng"],"rights":["Copyright 2022 Isabel Miller"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115441","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jensen, Karin J","Golecki, Holly"]},{"key":"dc:creator","label":"Author","values":["Miller, Isabel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-26"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Bioengineering"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["wellness","mental health","engineering","bioengineering","engineering culture","stress"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Isabel Miller"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115441"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Isabel Miller, accepted the attached license on 2022-04-22 at 13:06.","The student, Isabel Miller, submitted this Thesis for approval on 2022-04-22 at 13:19.","This Thesis was approved for publication on 2022-04-26 at 12:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17923 on 2022-11-11 at 13:43:12","College students are facing an increase in mental health challenges. A student’s identity, such as race and gender, may influence their mental health, stigma, and help-seeking behaviors. Research suggests that a student’s academic identity also influences attitudes and behavior. Ethnographic studies of engineering culture identify engineering students as having particular views of themselves and others, often identifying with the hard-working, always stressed characterization of a typical engineer. This toughness mentality may create a culture in engineering where wellness is not valued. Therefore, it is important to understand the engineering identity and its unique influences on attitudes to mental health and seeking care to not only be able to better help the general engineering student population, but specific groups. As we understand the intersection of various student identities, we can create targeted solutions for every student in need of mental health services. The following work describes two projects investigating student attitudes towards wellness and barriers to accessing mental health care, with the aim of improving student wellness. One takes place in an introductory bioengineering course for first-year students. The second takes place in an upper-class technical bioengineering course on transport. In the introductory course, students are introduced to mindfulness and complete a project centered on wellness using biomedical devices to monitor their own physiological data while engaging in a stress-reducing activity. In the transport course, the instructor introduced mindfulness activities at the end of class to additionally support students during the shift to online learning brought on by the COVID-19 pandemic. Both groups of students responded positively to the mindfulness activities. First-year students enjoyed the wellness project and were excited to use commercial devices to measure their own physiological data. These implementations demonstrate that wellness activities and topics introduced into courses are positively received and appreciated by students, suggesting an opportunity to incorporate wellness topics into courses as a way to improve engineering student wellness."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Supporting mental health and wellness of bioengineering students"]}]}],"canonical_facts":{"dc:contributor":["Jensen, Karin J","Golecki, Holly"],"dc:creator":["Miller, Isabel"],"dc:date":["2022-05","2022-04-26"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Isabel Miller, accepted the attached license on 2022-04-22 at 13:06.","The student, Isabel Miller, submitted this Thesis for approval on 2022-04-22 at 13:19.","This Thesis was approved for publication on 2022-04-26 at 12:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17923 on 2022-11-11 at 13:43:12","College students are facing an increase in mental health challenges. A student’s identity, such as race and gender, may influence their mental health, stigma, and help-seeking behaviors. Research suggests that a student’s academic identity also influences attitudes and behavior. Ethnographic studies of engineering culture identify engineering students as having particular views of themselves and others, often identifying with the hard-working, always stressed characterization of a typical engineer. This toughness mentality may create a culture in engineering where wellness is not valued. Therefore, it is important to understand the engineering identity and its unique influences on attitudes to mental health and seeking care to not only be able to better help the general engineering student population, but specific groups. As we understand the intersection of various student identities, we can create targeted solutions for every student in need of mental health services. The following work describes two projects investigating student attitudes towards wellness and barriers to accessing mental health care, with the aim of improving student wellness. One takes place in an introductory bioengineering course for first-year students. The second takes place in an upper-class technical bioengineering course on transport. In the introductory course, students are introduced to mindfulness and complete a project centered on wellness using biomedical devices to monitor their own physiological data while engaging in a stress-reducing activity. In the transport course, the instructor introduced mindfulness activities at the end of class to additionally support students during the shift to online learning brought on by the COVID-19 pandemic. Both groups of students responded positively to the mindfulness activities. First-year students enjoyed the wellness project and were excited to use commercial devices to measure their own physiological data. These implementations demonstrate that wellness activities and topics introduced into courses are positively received and appreciated by students, suggesting an opportunity to incorporate wellness topics into courses as a way to improve engineering student wellness."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115441"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Isabel Miller"],"dc:subject":["wellness","mental health","engineering","bioengineering","engineering culture","stress"],"dc:title":["Supporting mental health and wellness of bioengineering students"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Bioengineering"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}