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Board 134: Methods for Conducting a Scoping Literature Review on Engineering Graduate Student Mental Health (Work in Progress)

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Student Division Poster Session

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Paper Authors


Sarah Jane Bork University of Michigan Orcid 16x16

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Sarah received her B.S. and M.S. in Electrical and Computer Engineering from the Ohio State University in 2017. She is now at the University of Michigan, Ann Arbor, where she is beginning her PhD in Engineering Education Research, with an emphasis on graduate engineering students' mental health.

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Anu Tuladhar University of Michigan

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Anu is presently pursuing her B.S. in Biomedical Engineering at the University of Michigan. She is new to engineering education research, where she is currently working on understanding the status of mental health among engineering graduate students. She hopes to continue her education in engineering and research.

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Joi-Lynn Mondisa University of Michigan Orcid 16x16

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Joi Mondisa is an Assistant Professor in the Department of Industrial & Operations Engineering at the University of Michigan–Ann Arbor. Dr. Mondisa holds a PhD in Engineering Education, an MS in Industrial Engineering, an MBA, and a BS in General Engineering. She researches STEM mentoring experiences and mentoring intervention programs in higher education.

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In this work in progress, we present a scoping literature review (ScLR), conducted to summarize the current literature on the mental health of science, technology, engineering, and mathematics (STEM) graduate students. The aim of this study is to reveal the current trends, theories, and potential gaps in the literature surrounding STEM graduate student mental health.

The scoping literature review is broken into five stages: (1) identify the research questions, (2) identify relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing and reporting results. These stages are performed iteratively, allowing for critical reflection at each stage to drive the resulting findings. Grounding this study and each of the five stages are three central inclusion criteria: (1) graduate students, (2) the STEM disciplines, and (3) mental health. These criteria are used to search for existing literature in online databases. Each publication then undergoes a three-stage screening process using DistillerSR, an online systematic literature review platform. Here, the inclusion and exclusion criteria are turned into questions that are used to screen the title, abstract, and full-text to determine eligibility for the study.

We are currently in the second round of the screening process. 2,356 publications were found by searching five databases (EBSCO: CINAHL, EBSCO: PsychInfo, ProQuest: ERIC, PsychInfo, and Scopus). These were narrowed down to 1,437 in the title screening phase, with a projected 750 publications passing the abstract screening phase. When complete, future work will discuss this process being repeated with the addition of a second reviewer, allowing for an increased consensus on the research questions and scope. Additional work will present an analysis of the literature and the synthesis of the results, and present the prominent themes, theories, and potential gaps in literature.

Bork, S. J., & Tuladhar, A., & Mondisa, J. (2019, June), Board 134: Methods for Conducting a Scoping Literature Review on Engineering Graduate Student Mental Health (Work in Progress) Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32242

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