Seven Psychological Interventions That Transform Engineering Education Outcomes
A systematic approach to addressing psychological barriers for first-year Engineering students
The Flourishing Engineers course addresses the critical role that psychological barriers play in engineering student success. Integrated within the mandatory Intercultural Communication module, this evidence-based program targets seven distinct psychological processes that can undermine academic performance, particularly for students from underrepresented groups.
Each intervention represents a "wise intervention" - a carefully crafted, theory-driven activity that targets precise psychological processes rather than attempting to change broad personality traits or academic skills. Together, these interventions create a comprehensive framework for supporting student success across diverse backgrounds and challenges.
Each intervention addresses a specific psychological barrier identified in research as potentially undermining student performance in engineering education. Students engage with these interventions through structured lectures followed by online reflection activities on the i-FlourishWell4Life platform.
Welcome period
Stories from diverse upper-year students sharing their transition experiences; reflection on personal belonging experiences using difference-education methodology.
Based on Walton and Cohen's research showing that belonging concerns can undermine academic achievement, particularly for underrepresented groups.
After test week, when first university results are released
Scientific evidence about brain plasticity; reflection on and application of five guidelines for cultivating growth mindset in academic settings.
Dweck's extensive research showing that beliefs about intelligence malleability influence academic persistence and achievement.
Week before test week ("Think Well and Believe in Yourself in the Big Moments")
Selection and reflection on personally important values; writing about value importance and personal meaning.
Cohen's work showing that brief self-affirmation exercises can reduce achievement gaps by mitigating stereotype threat effects.
Week before test week ("Think Well and Believe in Yourself in the Big Moments")
Documentation of past successes; reflection on capabilities demonstrated; systematic recording of achievements.
Bandura's self-efficacy theory emphasizing mastery experiences as the strongest source of self-efficacy beliefs.
Early in first semester, week 3 after academic year started
Personalized planning across four dimensions: Supports (keep you upright), Strategies (keep you moving), Sagacity (gives comfort and hope), Solution-seeking behaviors.
Framework developed by Poole and Alberts organizing resilience resources into systematic, actionable dimensions.
Week before test week ("Think Well and Believe in Yourself in the Big Moments")
Identification of automatic negative thoughts; evidence-based reframing techniques from cognitive-behavioral therapy principles.
Based on CBT principles and Seligman's work on learned optimism, targeting negative thought patterns that create self-fulfilling prophecies.
Week before test week ("Think Well and Believe in Yourself in the Big Moments")
Evaluation and revision of current pre-exam routines; integration of effective practices (prayer, meditation, breathing) with newly learned techniques from other interventions.
Research by Ramirez and Beilock showing that structured pre-performance routines can reduce anxiety and improve performance.
Integrated within mandatory Intercultural Communication module for maximum reach
Theory-driven psychological interventions targeting distinct barriers to success
Students per cohort across 2023, 2024, and 2025 academic years
Coverage through mandatory course integration ensuring broad accessibility
Minutes lecture presentation plus 30-50 minutes reflection activity per intervention
Rather than targeting a single psychological process, the course addresses seven distinct barriers that research has identified as undermining engineering student performance: belonging uncertainty, fixed mindset, stereotype threat, low confidence, poor resilience, negative thought patterns, and test anxiety.
Each intervention follows the "wise intervention" approach - brief, carefully crafted activities that target precise psychological processes through meaning-making rather than attempting broad personality changes.
Interventions are scheduled at psychologically optimal moments: belonging support during welcome period, confidence building before tests, growth mindset after receiving results - maximizing impact through strategic timing.
Course utilizes the i-FlourishWell4Life platform built on Mighty Networks, providing structured educational content alongside interactive interventions within a supportive learning community environment.
Designed for large-scale deployment within existing curriculum structures, combining in-person presentations with online reflection activities to reach entire cohorts efficiently.
Interventions specifically target psychological barriers that disproportionately affect underrepresented groups, with theoretical foundations emphasizing support for first-generation students, women, and students from disadvantaged backgrounds.
Access course materials through the i-FlourishWell4Life platform
Login to i-FlourishWell4LifeAvailable to first-year Engineering students in Intercultural Communication
Our comprehensive seven-intervention framework represents a systematic approach to addressing psychological barriers in engineering education. Other higher education institutions interested in implementing the Flourishing Engineers course are invited to reach out to explore partnership opportunities.
Implementation is subject to certain conditions, including train-the-trainer education and using our platform under licence to ensure program fidelity and effectiveness.
• Complete seven-intervention framework and materials
• Comprehensive train-the-trainer program
• Licensed access to i-FlourishWell4Life platform
• Implementation guidance and ongoing support
• Access to theoretical framework and assessment tools