Agnes d’Entremont coordinates and teaches in the mechanical engineering second-year program, MECH 2. Over the course of this program, a variety of mental health literacy components were embedded in the course curriculum through multiple modes of instruction (i.e., online activities, in-person workshops). These embedded activities were opportunities for students to learn more about the stress response, strategies for coping with stress, and resources on campus.

The impact of the mental health literacy activities was assessed with a key question in mind: How does introducing a mental health literacy session relate to students’ ability to recognize stress, seek help, and employ coping strategies?

Key findings include:

• Most students found the workshop content about the stress response and coping strategies helpful for both their personal lives and academics. 

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• Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
• Pintrich, P. R., Smith, A. F., Duncan, T. & Mckeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: The University of Michigan. 
• The University of British Columbia. (2018). The undergraduate experience survey 2018.