Managing behaviour in networked learning environments: Lessons from the Class...Crocels
These are the slides used for a speech to the 'Enhancing student engagement through online learning communities' conference at Cardiff Metropolitan University on 20 April 2015.
The National Centre for Student Equity in Higher
Education (NCSEHE) was proud to be part of a new global
initiative, hosting the inaugural World Access to Higher
Education Day (WAHED) event at Curtin University,
Perth, Western Australia on 28 November 2018.
National and international stakeholders networked to
positively impact worldwide equitable access to higher
education. One hundred and thirteen organisations
from over 30 countries were engaged in WAHED, with
a total of 21 events held on the day, as well as 24
registered supporters.
More information here: https://www.ncsehe.edu.au/event/ncsehe-forum-world-access-to-higher-education-day-wahed18/
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Keith Ellis, Director of Residence Life, presented to the Division of Students Affairs & Academic Support in January 2017 on the incoming student population, Generation Z. This presentation outlines observations about the generation, leading us to consider and reevaluate how we support and challenge our students.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
Managing behaviour in networked learning environments: Lessons from the Class...Crocels
These are the slides used for a speech to the 'Enhancing student engagement through online learning communities' conference at Cardiff Metropolitan University on 20 April 2015.
The National Centre for Student Equity in Higher
Education (NCSEHE) was proud to be part of a new global
initiative, hosting the inaugural World Access to Higher
Education Day (WAHED) event at Curtin University,
Perth, Western Australia on 28 November 2018.
National and international stakeholders networked to
positively impact worldwide equitable access to higher
education. One hundred and thirteen organisations
from over 30 countries were engaged in WAHED, with
a total of 21 events held on the day, as well as 24
registered supporters.
More information here: https://www.ncsehe.edu.au/event/ncsehe-forum-world-access-to-higher-education-day-wahed18/
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Keith Ellis, Director of Residence Life, presented to the Division of Students Affairs & Academic Support in January 2017 on the incoming student population, Generation Z. This presentation outlines observations about the generation, leading us to consider and reevaluate how we support and challenge our students.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
Join us for a discussion of methods and tools that can be used to support evidence-informed decision making in the context of health equity. Learn about resources to help you apply health equity principles to planning processes that contribute to evidence informed public health.
Guest speakers from Niagara Region Public Health discussed the use of the 10 promising practices to address health equity. This included the results of a qualitative study to identify barriers and facilitators, and provided recommendations for strengthening planning and implementation practice to improve health equity.
This webinar is jointly produced by the National Collaborating Centre for Methods and Tools (NCCMT) and the National Collaborating Centre for Determinants of Health (NCCDH), and is supported through funding from the Public Health Agency of Canada.
The National Collaborating Centre for Methods and Tools is funded by the Public Health Agency of Canada and affiliated with McMaster University. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
NCCMT is one of six National Collaborating Centres (NCCs) for Public Health. The Centres promote and improve the use of scientific research and other knowledge to strengthen public health practices and policies in Canada.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellows Tim Pitman and David Eckstein presented their research on how universities can support students with disability during and after their studies.
National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellows Cathy Stone and Nicole Crawford present their research on online university students and the ways online higher education providers can best support their learning needs and wants.
Former National Centre for Student Equity in Higher Education (NCSEHE) Director Professor Sarah O'Shea's overview of NCSEHE's activity for the period 2018 to 2021.
Equity Practitioners in Higher Education Australasia (EPHEA) WA and the NCSEHE hosted a special presentation screening by Associate Professor Lydia Woodyatt on Friday 9 July 2021.
Addressing key issues for maintaining mental wellbeing through challenging circumstances, the presentation was played at the EPHEA WA Chapter meeting
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
NCSEHE Director Sarah O'Shea presents at the 2020 Association for Tertiary Education Management (ATEM) Admissions Conference, 'Adapting for Student Success'.
On Thursday 23 July 2020, the NCSEHE hosted a panel discussion with Professor James Smith (Menzies School of Health Research), Dr Bep Uink (Kulbardi Aboriginal Centre, Murdoch University) and Professor Daphne C. Watkins (University of Michigan).
More from Australian Centre for Student Equity and Success (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Professor Sally Kift — Equity and the ‘Anxiety Machine’: Fitting your own oxygen mask first
1. Equity and the ‘Anxiety Machine’:
Fitting your own oxygen mask first.
Professor Sally Kift PFHEA
President, Australian Learning & Teaching Fellows
Visiting Professorial Fellow, NCSEHE
@KiftSally
17 November 2020
2. Overview
• What’s with that title?
• Why does this matter?
• An apology…
• What are the stressors?
• Happy places & gratitude
• What to do/ Getting up in the morning
• Good practice
• Intrinsic motivation
• Sharing the load/Whole-of-uni approaches
• Build alliances
• Work with students
• [Self-]Compassion
Universities UK & Student Minds have defined
• “Mental health” as “a spectrum of
experience, from good mental health to
mental illness and distress” and
• “Wellbeing” to include the “wider physical,
social and economic experience”.
Universities UK. (2020a, May). Stepchange: mentally healthy universities.
London: Universities UK https://www.universitiesuk.ac.uk/stepchange-mhu
DISCLAIMER… and
“We must be careful not to pathologise
normal responses to an abnormal situation”
Gareth Hughes, 2020
https://bit.ly/32JILdp
3. The title…
Equity and the ‘Anxiety Machine’
HE described as an “Anxiety Machine” (Morrish, 2019)
FLORENCE
+ THE MACHINE
“… it's hard to
dance with a devil
on your back…”
https://www.hepi.ac.uk/2019/05/23/new-report-shows-big-increase-in-
demand-for-mental-health-support-among-higher-education-staff/
https://florenceandthemachine.net/
Shake it out
5. Why does this matter? 1, 2, 3…
You matter!
Photo by Luke Jones on UnsplashPhoto by Matt Chesin on Unsplash
Your role as First Responders
University-as-ecosystem: Wellbeing of
staff & students inextricably interlinked
https://campuspeak.com/selfcare/
6. “The long term mental
health impact of COVID-19
must not be ignored”
https://twitter.com/bmj_latest/status/1261734430693109761
https://www.abc.net.au/news/2020-07-06/generation-covid-faces-an-uncertain-future/12388308?nw=0
7. Higher Education Standards Framework
(Threshold Standards) 2015
Why does this matter?
https://www.teqsa.gov.au/contextual-overview-hes-framework-2015
https://bit.ly/3pknpgD
“There is no health without
mental health”
David Satcher, US Surgeon General, 1999
https://bit.ly/35lBNwT https://bit.ly/32LzlOD
8. Recommendation 8:
Every institution should have an
institution-wide mental health
strategy and implementation plan.
Why does this matter?
https://bit.ly/35qanWF
2017
https://bit.ly/2UISzjL
Strengthen provider accountability & expand MH support
for students (incl international students):
Continue to expand online MH support & collect data
for ongoing improvement (Action 6.1)
Re international students, providers should:
Make arrangements with insurers to ensure Overseas
Student Health Cover is adequate
Ensure counselling services can meet language &
cultural diversity needs (Action 6.2)
All tertiary ed providers to have student MH&W
strategy, including staff training, as a registration
requirement for TEQSA / ASQA (Action 6.3)
Develop guidance for non-uni HE & VET providers re
how best to meet students’ MH needs (Action 6.4)
TEQSA & ASQA to monitor, collect & disseminate
evidence of interventions initiated “to improve mental
wellbeing and mental health of students and staff”
(Action 6.3)
RECOMMENDATION 6 — SUPPORT THE MENTAL HEALTH OF TERTIARY STUDENTS
16 November 2020!!
9. Figure 2: Model for university mental health framework
“The framework views mental
health and wellbeing through
a student lens, acknowledging
the interconnectedness of the
university community.” (at 14)
https://www.orygen.org.au/Policy/University-Mental-Health-
Framework/Orygen-Uni-MH-framework-draft.aspx
10. An apology…
It’s all [mainly] academic[s]!
Sorry…
https://www.psychology.org.au/for-members/publications/inpsych/2020/February-March-Issue-1/Enhancing-wellbeing-for-academics
…“a ‘perfect storm’ for academics…
In this volatile, uncertain, complex and
ambiguous (VUCA) environment…
certain strategies that may enhance and
maintain academics’ wellbeing. These would
complement the growing emphasis on student
wellbeing. The two issues are closely linked…”
11. https://www.tandfonline.com/doi/full/
10.1080/03075079.2020.1712693
“Governments and university management have been careless about the role of the universities in democratic
societies, about what knowledge is valued and the work, health and wellbeing of academic and professional
staff (Lynch et al., 2012). Strategies of managerialism and marketisation permeate every aspect of our work
practice [globally].”
Survey of 5888 academic staff across UK HE re the
satisfaction with senior managers & uni governance
[It was very low].
Themes:
• Dominance & brutality of metrics
• Excessive workload
• Governance & accountability
• Perpetual change
• Vanity projects
• The “silenced academic”
• Work and mental health.
Jan 2020
Oct 2020
It’s [mainly] academic[s]…
https://www.tandfonline.com/doi/full/10.1080/07294360.2020.1825348
12. “…I was the host of an Educause webinar, aimed mainly at academic-
technology staff and instructional designers, on all the “affective labor”
they were suddenly having to do amid Covid-19 — that is, all of the
emotional support that became part of their job, in addition to helping
everyone with the technology of remote teaching…
This work is emotionally taxing under normal circumstances. But under
Covid-19, it has been overwhelming.”
“…while the struggles of [academics] and administrators have been well-
documented, there hasn’t been much attention paid to the health and well-being of
the big pool of campus employees who together make up “the staff.”…You know,
the people who were expected to carry out whatever plans were made… And the
people who have had to deal with the aftermath when things abruptly changed.
https://www.chronicle.com/article/the-staff-are-not-ok
“Affective labour”
Emotional labour
13. An apology…
Equity Practitioners: The ‘Cinderellas’ of HE pandemic response
http://www.averyl.com/attic/images/antiques/cinderella.jpg
Hardworking, neglected,
undervalued and not well
understood.
Enabling and supporting
those who may never
have danced at the Equity
Ball pre-pandemic…
14. https://www.studentminds.org.uk/charter.html
“…the mental health of university staff is a
growing area of focus, with evidence indicating
that there have been significant rises in the number
of staff accessing counselling and occupational health
services. Studies of academic staff have
highlighted the potential negative impacts
of supporting ill students, ongoing uncertainty about
role and boundaries, workload and job insecurity.
Some authors have claimed that academics are more
likely to be experiencing anxiety than medical or
police personnel. At present, little work has
been undertaken to investigate the mental
health of professional and support staff.”
Hughes, G. & Spanner, L. (2019).
The University Mental Health Charter. Leeds: Student Minds, at 6
15. • High/Low job demands
• Low job control
• Poor support
• Poor workplace relationships
• Low role clarity
• Poor organisational change
management
• Low recognition & reward
• Poor organisational justice
• Poor environmental conditions
• Remote or isolated work
• Violent or traumatic events
Mental health can be adversely affected by
exposure to “hazards” in the workplace, eg:
What are the stressors?
https://bit.ly/3pknpgD
• Workload demands
• Administrative burdens
• Low levels of autonomy over work
• Lack of resources
• Job insecurity
• Poor management
• Extrinsic pressures (eg external audits & performance
metrics, outside individual or group control)
• Neo-liberalism: consequences of consumerism & metrics
• Supporting students experiencing poor MH if staff not
adequately prepared and supported.
Factors with negative consequences for
uni staff MH both acad & professional,
(although impact differently w different
effects) include:
https://www.studentminds.org.uk/charter.html
16. https://www.hepi.ac.uk/2019/05/23/new-report-shows-big-increase-in-
demand-for-mental-health-support-among-higher-education-staff/
Escalation of poor mental health for uni staff over 2009-2016.
FoI requests & data from 59 institutions for period 2009/10 - 2015/16
Rises in counselling referrals: 50% commonly, some unis up to 316%.
Rises in occupational health referrals: 424% at Uni X; 344% Y Uni
Professional staff = 65% of occupational health referrals on avg.
Staff Mental Health in HE: What’s the evidence?
https://www.hepi.ac.uk/wp-content/uploads/2020/04/Pressure-Vessels-II.pdf
Update 2019 FoI requests to 17unis for 2016/17 & 2017/18 academic yrs
Across new sample from 2009/10-2017/18, where comparable data:
• Avg rise in staff accessing counselling is 172% (5 unis)
• Avg rise in staff accessing occupational health of 173% (10 unis)
HE has been described as an “anxiety machine”
17. #Jealous of UK whole-of-sector & whole-of-institution approaches
https://bit.ly/3nj9gz4
“The importance of mental health and
wellbeing is in focus now more than
ever as people adapt to new ways of
living, working and studying. For
universities, this means enhancing
support for students and staff alike.”
18 May 2020
April 2020
https://www.studentminds.org.uk/charter.html
https://thewellbeingthesis.org.uk/ https://bit.ly/36tAbQC
https://bit.ly/3c7Tm41
https://studentspace.org.uk/
22. Andrew Ross 13/05/20
https://www.ncsehe.edu.au/event/webinar-widening-participation-outreach-remote-learning/
• Highlights & challenges of shifting WP outreach
programs to online delivery v quickly
• Tips for maintaining an institutional commitment to
WP in current COVID-19 global pandemic
• Perspectives of practitioners, student mentors &
students engaged in the programs.
10 June 2020
https://bit.ly/3gnlzXF
Anne-Marie Canning 17 May 2020
https://bit.ly/2zuOSHd
23. Photo by Pranam Gurung on Unsplash
What’s to be
done?*
*T&C apply
24. What’s to be done…?
[With a huge disclaimer]
• Sleep
• Exercise
• Healthy eating
• Stay connected
• Recognise signs of stress
• Identify causes of stress
• Keep things in perspective
• Change the way you talk to yourself
• Gratitude
• Practise relaxation (eg, mindfulness,
meditation, music, yoga)
• Fun
Psychological skills for your (academic) role
• Self-regulation
• Self-awareness
• Good boundaries
• Good help-seeking skills
• Good work/life balance
• Resilience (the ability to keep going and bounce
back)
Practise CARE-
• Connectedness (networks & relationships)
• Awareness (understand your stressors & energisers)
• Resources (using your energy on productive work)
• Effectiveness (maintaining your prof development)
https://www.psychology.org.au/for-the-public/Psychology-Topics/Stress?Redirected=true
Dr Jenny English, academic work coach.
http://unistudentwellbeing.edu.au/your-wellbeing/faq/
25. Principles of good practice:
Staff Wellbeing
• Workplace culture
• Interventions to support
good staff wellbeing
• Support for staff who are
experiencing problems with
their MH
Staff Development
• Staff training & development on MH
• Role specific training on responding to
student mental ill-health & clarifying
boundaries
• Ongoing development of staff in MH roles
• Training managers to support staff to
support students
• Training managers to support good
wellbeing, within their teams & respond
appropriately to staff experiencing poor MH
https://www.studentminds.org.uk/charter.html
28. Curriculum
Redesign
Associate Dean,
L&T
FYE
Coordinator
Careers &
Employment
TEL Advisor
Educational Designer
Teaching
Staff
Academic
Developer
Learning
Advisor
Librarian
Student
Partner
Program
Coordinator
Data &
Analytics
Never let a crisis go to waste:
Leverage new academic, professional & student partnerships
Equity
Practitioner
Student
Administration
Industry
Partner Provider
Student Support
29. https://www.kqed.org/mindshift/55554/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic
"The real skill that Panicgogy requires is sort
of a critical compassion, if you will, the ability to
look at the situation as it really is. Figure out what's
going on, how you can operate within that, and how
you can be compassionate in that as well."
Being [self] compassionate…
PANIC-GOGY
Equity work in 2020
Start
of year
Told to plan for Remote
Support Delivery
Making
Remote
Support
Delivery Plan
Actual
Support