Free ticketed event
Using a strengths-based approach, we will present research findings, facilitate interactive activities, and host an expert in positive psychology to discuss practical strategies that can enable engineering students, faculty, staff, and professionals to thrive. Supported with literature, teaching experiences, and personal observations, we present practical and useful alternative approaches towards building a positive culture in engineering and helping everyone involved to achieve greater satisfaction, optimal productivity, and increased success.
Workshop participants will learn about mental health in engineering and approaches to promote positive mental health and well-being to help students thrive. The workshop will be interactive with time for group discussion to share experiences. More specifically, participants will learn to implement mindfulness and empathy in the classroom, in meetings, and through our personal interactions. Information presented will review engineering culture and implications, the stigma around mental health, and cultural implications to help educators, students, and professionals improve the quality of their lives and lives of those around them. Overall, the workshop will prepare instructors, advisers, and others to adopt activities and practices to promote thriving in engineering.
Julianna Ge (firstname.lastname@example.org) is a PhD student who developed and teaches a course on Engineering Thriving for undergraduate engineering students at Purdue University. Julianna’s doctoral project is focused on creating, validating, testing, and implementing a conceptual model of thriving relevant to engineering.
Mark Huerta (email@example.com) is a PhD candidate facilitating a series of mindfulness-based leadership workshops to freshmen engineering students at Arizona State University for his dissertation. These workshops are designed to promote the development of mindfulness, resilience, empathy, leadership, and critical-thinking skills. Mark is a trained mindfulness facilitator and has conducted extensive research on how affective dimensions of intelligence can support engineering students.
John Mark Froiland, PhD (firstname.lastname@example.org) is a clinical assistant professor of Educational Psychology and Research Methodology at Purdue. He has published over 50 articles and book chapters on parental autonomy support, intrinsic motivation to learn, student engagement, and positive psychology interventions. He has developed an intervention that supports autonomy and relatedness supportive parent-child communication, positive emotions toward learning, and intrinsic motivation to learn among elementary school students. He has also developed a comprehensive positive psychology intervention that supports the development of lifetime gratitude and positive emotions toward learning among college students. He is on the editorial board of Journal of Attention Disorders, Educational Psychology, and School Psychology International. Dr. Froiland consults with schools and companies on developing positive education and strengthening intrinsic motivation.
Karin Jensen, PhD is a Teaching Assistant Professor in bioengineering at the University of Illinois at Urbana-Champaign. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor's degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia. Her current research is exploring stress as part of engineering culture.
Kathryn Neeley, PhD is an Associate Professor of Science, Technology, and Society in the School of Engineering and Applied Science at the University of Virginia. She has over 39 years of experience as an engineering educator and student advisor. Much of her research has focused on the contributions of the humanities and social sciences to engineering education and practice.