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.

1. Degrees of
Wellbeing
Designing Learning Environments and Engaging
Faculty Members
Healthy Minds | Healthy Campuses Summit 2016

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. 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. 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. Sharing our
approaches: SFU
Rosie Dhaliwal and Alisa Stanton

7. 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.

9. 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

10. “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)

11. OUR NETWORK

12. STUDENT VOICE

16. POLICIES AND PROCESSES
Collaborating Partner: Senate and Academic Services, Registrar’s Office

17. Opportunities for self-reflection
like journaling help me see my
own development over the
semester. It helps me feel more
confident.
SFU Student

20. OUR NETWORK

21. Sharing our
approaches: UBC
Patty Hambler

22. Mental Health and Wellbeing Strategy
at UBC – Faculty Engagement

23. 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)

24. Teaching Practices
& Student
Wellbeing
Steven Barnes

25. 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

26. 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

27. 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

28. 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

29. Wellbeing in the
Classroom
Karen Smith

30. 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.

31. 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.

32. 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

33. Mid-session Debrief
What are your reflections so far?
What questions do you have?

34. 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

35. 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).

36. Final Reflections