The following Teaching in Higher Ed Podcast episodes focus on mental health:
- 317 Mental Health on the College Campus: https://teachinginhighered.com/podcast/mental-health-on-the-college-campus
- 373 The Role of Faculty in Student Mental Health: https://teachinginhighered.com/podcast/the-role-of-faculty-in-student-mental-health/ and
- 422 Improving Learning and Mental Health in the College Classroom: https://teachinginhighered.com/podcast/improving-learning-and-mental-health-in-the-college-classroom
These podcasts discuss tips faculty can consider integrating into their teaching practice in order to help address some of the mental health issues students may be facing while matriculating through school. they include:
Flexibility v. Coddling
The top recommendation was being flexible when possible.
(Episode 422)
“We don’t think the solution is, when a student comes up and says, “Wow, I was out of commission last week in bed with depression,” we don’t suggest saying, “Ah, forget about it. No need to do that work that you missed.” That doesn’t really help them… Now whether it’s designing subtler, more flexible late policies or even opportunities for resubmission, not for as much credit, but still for some additional credit [still offer] incentives so that students can learn more… “
(Episode 373)
“Building in flexibility, and it depends on the discipline and the class structure, but whether you get to drop your lowest assignment or for me, I really laid out a clear process to students where I was trying to eliminate any shame in asking for an extension. Saying, here’s the process. It’s simple, its uniform, it’s not a mystery. Here’s how you do this.”
Note: These conversations noted how this is really helpful for vulnerable groups such as first-generation students who may not know the hidden curriculum of academia. For example, If you have a “No late work accepted policy” but make unadvertised exceptions for emergencies on a case-by-case basis, some students will take your policy literally, even in dire consequences. “As a friend who was a first-generation academic told me, first-gen students like her got where they are by following the rules. It would never have occurred to her that “no late work accepted” had an unwritten caveat of “unless you’ve had a serious emergency.””
When is the Assignment Due? (Episode 373)
“If you’re making an assignment due at 9:00 AM, [some] students are going to pull an all-nighter. If you have an assignment due at midnight, they’re going to work through dinner. If you have an assignment due at 5:00 PM, that’s likely one of the healthiest times. It might be different at a community college or a school where a lot of folks are working full-time, but either way, the point is just to be intentional about the time that is selected [based on your student population]”.
Encourage Self Help (Adapted from Episode 317 and The Jed Foundation)
Consider incorporating meditation, breathing, or other mindfulness practices into the classroom and adding self-care activities—such as getting exercise, spending time in nature, or talking with a friend—to assignments. You can also model self-care by sharing with students what you do to manage stress.
The counseling center, wellness center, and/or peer health educators on campus often have workshops that are ready to go. Consider having students review a pre-recorded workshop https://healthcenter.indiana.edu/counseling/workshops-groups/recorded-workshops.html and provide feedback on what they learned as part of an extra credit assignment.
Sharing Resources
Consider sharing departmental/school/campus resources in a Student Resource Slideshow that plays before class starts and at the end of the lecture. You can add in slides with resources based around the needs of your students. Also, you can put resources in your syllabi.
Sample language
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“If you are feeling stressed, worried, or down during the semester, or if you notice signs of emotional distress in someone else, please feel free to stop by my office or
consider reaching out for support. Here are some campus resources:
Counseling and Psychological Services (CAPS) – Stressing out over your studies? Just need someone to talk to? The trained, professional staff at CAPS will give you the confidential support you need.
Location:
IU Student Health Center, Fourth Floor
600 N. Eagleson Ave
Bloomington, IN 47405
The crisis line is available to students 24/7 choosing option 1 after-hours –
Phone: 812-855-5711
Website: https://healthcenter.indiana.edu/counseling/index.html
Center for Human Growth Counseling Clinic
The Center for Human Growth Counseling Clinic provides support for mild to moderate mental health issues. As a client, you’ll receive support from our student counselors, supervised by a licensed faculty member.
Location
IU School of Education
201 N Rose Ave, Ste Rm. 0001
201 N Rose Ave, Ste Rm. 0001
Bloomington, IN 47405
Phone: 812-856-8302
Email: centgrow@indiana.edu to request a free intake appointment.
If you or someone you know needs to talk to someone right now, visit https://988lifeline.org/ or call 1-800-273-TALK (8255) for a free, confidential conversation with a trained counselor 24/7.”
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Additional Resources
- Improving Learning and Mental Health in the College Classroom, by Robert Eaton, Steven V. Hunsaker, and Bonnie Moon
- The Influence of Teaching: Beyond Standardized Test Scores – Engagement, Mindset, and Agency; by Ronald F. Ferguson, et al
- Faculty: ‘Gatekeepers’ of Student Mental Health?
- The Jed Foundation
- The Education Advisory Board (EAB)
Announcements
SoTL Spring Reading Group Application – The New College Classroom
The Scholarship of Teaching & Learning (SoTL) program within CITL will host TWO reading group experiences around the book The New College Classroom. The first reading group will be for graduate students meeting on campus from 10-11:30am on the following Tuesdays: February 7, February 28, and March 21, 2023. The second reading group will be for full-time faculty members meeting virtually from 9-10:30am on the following Thursdays: February 2, February 23, and March 23, 2023. In addition to receiving a physical copy of the book, participants will have the opportunity to talk with author Christina Katopodis. Applications are due Friday, January 13th
CFP: TILTed Pedagogy: A Collection Evidence-Based Assignments to Inspire Learning
Co-editors Shannon M. Sipes (Indiana University), Mandy Frake-Mistak (York University), and Jennifer C. Friberg (Illinois State University), invite submissions for their proposed text: TILTed Pedagogy: A Collection Evidence-Based Assignments to Inspire Learning This text is being proposed to Elon’s Center for Engaged Learning (CEL) Open Access Book Series (spring 2024 pub date expected).
This text will present a collection of activities and assignments formatted using the TILT framework, which has been shown to increase equity and inclusion in student performance. Each activity/assignment will be mapped to literature on the evidence/model/principle and will provide a reflection from the contributor related to their thinking about the design of the activity/assignment. For additional information, please see: https://drive.google.com/file/d/1057Ajhw_VRUBYPoyRScFOPv3faP46XiE/view?usp=sharing
Teaching Faculty Career Development Series – 2023
The Center for Innovative Teaching and Learning (CITL) is partnering with the Office of the Vice Provost for Faculty and Academic Affairs (VPFAA) and the Faculty Academy on Excellence in Teaching (FACET) to offer the annual Teaching Faculty Career Development Series. This workshop series is designed to give teaching faculty (those who are not on the tenure track) opportunities to learn about career development, network with peers and colleagues, and engage in activities to plan their own career paths. All workshops are facilitated by teaching faculty, who offer their own insights and experiences about the process of setting and achieving long-term professional goals. For the full agenda, please see: https://nttdot.sitehost.iu.edu/
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