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Degrees of Well-being: Designing Learning Environments and Engaging Faculty Members

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This session was held as a Deep Dive Session at the 2016 Healthy Minds | Healthy Campuses Summit. Participants from SFU and UBC jointly facilitated the session that provided a venue to share approaches for engaging faculty members and institutional leadership in creating learning environments that better support student mental health. With the growing recognition of the importance of a systemic health promotion approach in higher education- one that aims to shift the academic culture to better promote student flourishing, positive mental health and resilience- the impact of the overall campus environment, including learning environments, is a critical area for research and innovation in practice.

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Degrees of Well-being: Designing Learning Environments and Engaging Faculty Members

  1. 1. Degrees of Wellbeing Designing Learning Environments and Engaging Faculty Members Healthy Minds | Healthy Campuses Summit 2016
  2. 2. Welcome! Our Facilitation Team: Simon Fraser University Rosie Dhaliwal, MEd, RD, Health Promotion Specialist Alisa Stanton, MPH, Health Promotion Specialist University of British Columbia Steven Barnes, PhD, Instructor I, Psychology Patty Hambler, MEd, Associate Director, Student Development and Services Kathleen Lane, MBA, Project Manager, Instructional Practices and Mental Health Project Michael Lee, MBA, PDOT, Senior Instructor, Occupational Science and Occupational Therapy Kate Moberg, Student Project Assistant, Instructional Practices and Mental Health Project Karen Smith, PhD, Lecturer, Microbiology and Immunology
  3. 3. Warm Up Brief Encounters: Stand up and mingle! Meet someone new: introduce yourself and your role. Answer one or both of these questions: Why is it important to engage with faculty? How do learning environments impact wellbeing? Find a new partner.
  4. 4. Session Overview Sharing our Approaches: SFU and UBC Design Lab Part I Mid-session Discussion Design Lab Part II What could this look like on your campus?
  5. 5. Sharing our approaches: SFU Rosie Dhaliwal and Alisa Stanton
  6. 6. Simon Fraser University is a healthy campus community where the people, programs, practices, policies, and spaces foster well-being, supporting campus members to thrive and succeed at SFU and beyond.
  7. 7. PARTNERSHIP WITH TLC “This project is about building a network of faculty members and instructors who consider student well-being in the way they design and teach their courses.” – Stephanie Chu, Director, Teaching and Learning Centre
  8. 8. “The college experience poses significant and complex challenges to student well-being. Traditionally, these challenges have been addressed in residential halls, campus clinics, and counseling centers – everywhere but the classroom”. (Georgetown University, 2011)
  9. 9. OUR NETWORK
  10. 10. STUDENT VOICE
  11. 11. POLICIES AND PROCESSES Collaborating Partner: Senate and Academic Services, Registrar’s Office
  12. 12. Opportunities for self-reflection like journaling help me see my own development over the semester. It helps me feel more confident. SFU Student
  13. 13. OUR NETWORK
  14. 14. Sharing our approaches: UBC Patty Hambler
  15. 15. Mental Health and Wellbeing Strategy at UBC – Faculty Engagement
  16. 16. Faculty, Staff and Student Collaboration Mental Health Awareness Club (2010 – ongoing) Action Research: Mental Health Needs Assessment (2012-2015) • Student experiences of stress • Student experiences of stigma associated with mental health issues • International students’ mental health needs and concerns • Faculty and staff perspectives on student mental health Identifying the influence of teaching practices on undergraduate students' mental health and wellbeing in the Faculties of Arts and Science (2015 – 2017)
  17. 17. Teaching Practices & Student Wellbeing Steven Barnes
  18. 18. Teaching and Learning Enhancement Fund Project: Impact of Instructional Practices on Student Wellbeing 2-year project in Faculties of Science and Arts Focused on undergraduate teaching practices Exploring the connection between learning and wellbeing Effective Teaching Practices Supporting Student Wellbeing
  19. 19. Towhatdegree,ifany,dothefollowingteachingpractices POSITIVELYIMPACTYOURWELLBEING? When the instructor is clear about the course objectives, learning activities, and expectations for assessment and how they are interrelated When the instructor creates/fosters a supportive and safe classroom climate (n=5590) 64% To a great extent 60% To a great extent Undergraduate Experience Survey 2015
  20. 20. Preliminary Content Analysis Students who participated in the fall term focus groups indicated that their wellbeing is supported when: They feel connected to their instructor They feel connected to their peers They feel connected to the subject matter They understand what is expected of them Connections Matter Peers Subject matter Instructors
  21. 21. Principles of Learning Two principles from How Learning Works (Ambrose, 2010) appear to have a significant impact on student wellbeing: 1. Students’ motivation determines, directs, and sustains what they do to learn 2. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning Effective Teaching Practices Supporting Student Wellbeing
  22. 22. Wellbeing in the Classroom Karen Smith
  23. 23. Wellbeing in the Classroom In-class Activity with Worksheet Wellbeing checklist Student behaviors in:  Empowerment  Engagement  Social Connectedness Brain Health Videos UBC Centre for Brain Health Support Resources & Wellbeing Information Dr. Max Cynader  7 secrets to a Happy Brain  The Brain is What You Eat  The Brain and sleep The Impacts of Increasing Student Empowerment, Engagement and Social Connectedness Contact: Karen.smith@ubc.ca or natasha.moore@ubc.ca UBC Resources  Tutoring  Peer Coaching  Learning Commons etc.
  24. 24. Visit as few or as many stations as you like. Ask questions; share your ideas! Network. Use the handout as a reflection, planning and notetaking tool.
  25. 25. Design Lab: Stations Station 1: Wellbeing in the First Year Classroom - Karen Station 2: Action research/student, faculty and staff collaboration - Michael Station 3: Instructional Practices TLEF Research Project - Kathleen and Kate Station 4: Importance of Collaboration and Partnerships - Rosie Station 5: Developing SFU’s 10 Conditions for Well-being in Learning Environments - Alisa Station 6: Faculty Wellbeing - Steven
  26. 26. Mid-session Debrief What are your reflections so far? What questions do you have?
  27. 27. Design Lab: Stations Station 1: Wellbeing in the First Year Classroom - Karen Station 2: Action research/student, faculty and staff collaboration - Michael Station 3: Instructional Practices TLEF Research Project - Kathleen and Kate Station 4: Importance of Collaboration and Partnerships - Rosie Station 5: Developing SFU’s 10 Conditions for Well-being in Learning Environments - Alisa Station 6: Faculty Wellbeing - Steven
  28. 28. Mapping Opportunities on Your Campus What could this look like on your campus? With a partner, share your reflections and ideas (use your handout/notes as starting point).
  29. 29. Final Reflections

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