ERIC Number: EJ1465261
Record Type: Journal
Publication Date: 2025
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0304-3797
EISSN: EISSN-1469-5898
Available Date: 0000-00-00
Engineering Professor Perceptions of Undergraduate Engineering Student Stress
Jeanne Sanders1; Eileen Johnson1,2; Joseph Mirabelli1,2; Andrea Kunze2,3; Sara Vohra1,2; Karin Jensen1,2
European Journal of Engineering Education, v50 n1 p143-163 2025
Engineering professors are well positioned to support their undergraduate students, who often experience diminished mental health. This paper examines engineering professors' perceptions of their undergraduate engineering students' experiences of stress. The described perceptions include when they notice student stress, which stressors they perceive, and supports that these students use. In this qualitative study, we interviewed 24 engineering professors and four career advisors at 18 institutions in the United States about these topics. Results show that these professors often had consistent access to notice indicators of student distress. They described key sources of student stress: balancing responsibilities, significant academic stress, and a culture of competition. They were less likely to notice student stressors associated with interpersonal relationships and identity-related stressors, which are less related to their role as professors. Supports that professors described included interpersonal relationships and health and wellness activities. This lays a foundation for encouraging engineering professors to support their students' mental health and wellness even more.
Descriptors: Engineering Education, College Faculty, Undergraduate Students, Teacher Attitudes, Student Experience, Stress Variables, Stress Management, Teacher Role, Wellness, Mental Health, Coping, Educational Environment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1943541
Author Affiliations: 1Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, USA; 2Department of Bioengineering, University of Illinois, Urbana-Champaign, IL, USA; 3Department of Counselor Education & Psychology, Delta State University; Cleveland, MS, USA