  Due to the shift of civilization from the Industrial Age to the Information
Age, mathematical literacy has become a necessity in the twenty-first century.
However, in order to learn and contribute to the mathematical community, one
has to be in a state of good mental health. When I say 'good mental health,' I
mean one has to develop a set of healthy coping strategies, be in a positive
learning environment, and have a social support system. Traditionally,
universities have been the venue of such higher learning. If these institutions
want to remain as thriving grounds for higher education and engines of
research, post-secondary institutions need to be aware of these factors and
actively contribute to the well-being of its students and faulty.
Unfortunately, students do not always receive the support necessary to be
mentally healthy. The purpose of this paper is to examine how social awareness
and sensitivity of mental health in a university setting is a key component for
individuals to flourish academically and grow personally. Several voluntary
surveys completed by my first and second year math students at the University
of Waterloo will be presented. The surveys investigated the students'
experiences at the university, particularly in the Mathematics Department. In
addition, this paper explores an alternative way to structure math classes,
specifically assignment scheduling, in order to help students develop healthy
study habits. The scores for the alternative-scheduled assignments are
statistically analyzed and compared to scores of the typical-scheduled
assignments currently implemented at the University of Waterloo. Finally, this
paper briefly discusses the importance of socialization, specifically for young
mathematicians and scientists, and potential consequences of reduced social
exposure in the Digital Age.
