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

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

  • Degrees of Wellbeing Designing Learning Environments and Engaging Faculty Members

    Healthy Minds | Healthy Campuses Summit 2016

  • 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

  • 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.

  • 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?

  • Sharing our approaches: SFU Rosie Dhaliwal and Alisa Stanton

  • 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.

  • 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

  • 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)

  • OUR NETWORK

  • STUDENT VOICE

  • POLICIES AND PROCESSES

    Collaborating Partner: Senate and Academic Services, Registrars Office

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

    SFU Student

  • OUR NETWORK

  • Sharing our approaches: UBC Patty Hambler

  • Mental Health and Wellbeing Strategy at UBC Faculty Engagement

  • 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)

  • Teaching Practices & Student Wellbeing Steven Barnes

  • 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

  • To what degree, if any, do the following teaching practices POSITIVELY IMPACT YOUR WELLBEING?

    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

  • 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

  • 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

  • Wellbeing in the Classroom Karen Smith

  • 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.

    mailto:Karen.smith@ubc.camailto:natasha.moore@ubc.ca

  • 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.

  • 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 SFUs 10 Conditions for Well-being in Learning Environments - Alisa Station 6: Faculty Wellbeing - Steven

  • Mid-session Debrief

    What are your reflections so far?

    What questions do you have?

  • 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 SFUs 10 Conditions for Well-being in Learning Environments - Alisa Station 6: Faculty Wellbeing - Steven

  • 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).

  • Final Reflections