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Thriving Beyond Campuses

A Dialogue Series Connecting B.C. Post-Secondary Schools

UBC Health Promotion and Education, SFU Health Promotion, and BCcampus are proud to host Thriving Beyond Campuses: Well-being in Learning Environments, a dialogue series connecting B.C. post-secondary schools. The partnership aligns with BCcampus’s efforts to engage faculty and educators to support student mental health and well-being during COVID-19 as part of the COVID-19 Mental Health project.

Faculty members, health promotion staff, and instructional support staff from post-secondary institutions in British Columbia are invited to attend these sessions for free.



Schedule


Session #1: Keynote - View Recording
  • November 10
    4:00 - 6:00 pm PT
    The Impact of Mental Bandwidth Depletion on Student Mental Health and Well-Being

    *Note: This session has passed. Please view the recording below.

    For many of our students, the cognitive resources for learning are being diminished by the negative effects of poverty, as well as discrimination and hostility against groups marginalized on the basis of race, ethnicity, national origin, sexual orientation, gender identity, and other aspects. Due to the pandemic and social unrest, uncertainty — which is at the core of all bandwidth depletion — is significantly affecting our students’ capacity to learn and our own capacity to do our work and maintain well-being.

    Keynote Speaker

    Cia Verschelden has recently retired as vice president, academic and student affairs at Malcolm X College, one of the City Colleges of Chicago. Before moving to Chicago, she was at different times the executive director of institutional assessment at the University of Central Oklahoma, where she taught first-year sociology, as well as the vice president of academic affairs at Highland Community College in rural Kansas. At Kansas State University, where she was on the faculty for 21 years, she taught social welfare and social policy, women’s studies, and nonviolence studies. Cia has a Bachelor of Science in psychology from Kansas State University, a Master of Social Work from the University of Connecticut, and a Doctor of Education from Harvard University. Her first book, Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization, was published in 2017. Her newest book, Bandwidth Recovery for Schools: Helping Pre-K-12 Students Regain Cognitive Resources Lost to Poverty, Trauma, Racism, and Social Marginalization, is expected in October 2020.

    Archives:

Session #2: Keynote Commentary - View Recording
  • November 12
    4:00 - 6:00 pm PT
    Cognitive Bandwidth

    *Note: This session has passed. Please view the recording below.

    How do you understand cognitive bandwidth in the context of your learning environment? As a follow-up to Cia Verschelden’s November 10 keynote presentation on bandwidth scarcity and recovery, we will explore the complexities of cognitive bandwidth as it relates to well-being in learning environments. A panel of commentators will respond to the keynote presentation and share their reflections in relation to their experiences teaching and learning at two of B.C.’s post-secondary institutions.

    Moderator

    Patty Hambler provides leadership within the post-secondary education sector as a student affairs professional. For over 20 years, she has contributed to systemic change that supports and enhances student health and well-being in higher education. This work has included collaborating with diverse stakeholders to explore the importance of post-secondary learning environments in supporting and enhancing student mental well-being. Currently, Patty is the director of Student Affairs & Services at Douglas College. She has a Master of Education from the University of British Columbia.

    Commentator Panelists

    Hussein Elhagehassan is a fifth-year health sciences student at Simon Fraser University and a health promotions special project assistant with SFU’s Health and Counselling team. In his role, he supports institution-wide initiatives that include SFU’s Healthy Campus Community Initiative and the Well-being in Learning Environments Newsletters, as well as hosting workshops on stress management, resilience, and adapting to online learning. Hussein leverages his identity as a second-generation immigrant to drive work in health equity, culturally competent health services, and community-based care.

    Hussein has experience in BIPOC (Black, Indigenous, and People of Colour) Dialogue and public participation and is also a research assistant on the COVID-19 Health Literacy Study. This study is looking to better understand how post-secondary students are accessing health information during the pandemic and the perceived impact of COVID- 19 on their stress level and overall well-being.

    Sheri Fabian is a lecturer in the School of Criminology and director of the Institute for the Study of Teaching and Learning in the Disciplines (ISTLD) at Simon Fraser University, where she also earned her PhD in criminology. Sheri’s teaching and research focus on minorities and justice, qualitative research methods, decolonizing curricula, and the scholarship of teaching and learning. Sheri aims to empower students to create healthy classroom communities while motivating students to engage with controversial and sensitive topics and respectfully respond to reactions to difficult materials. She also works with her colleagues to develop experiential learning opportunities that promote building student resiliency to victimization and trauma.

    Sheri has nearly 15 years of experience doing research to validate claims for residential school survivors, and she brings this unique perspective and understanding into her teaching practice. She is also a facilitator for ISTLD’s Exploring Well-being in Learning Environments Seminar and Grants Program in partnership with SFU’s Health Promotion Team.

    In 2019, Sheri was the recipient of a 3M National Teaching Fellowship awarded by the Society for Teaching and Learning in Higher Education.

    Melisa M. Kimwere is a fourth-year undergraduate student at the University of British Columbia. She is pursuing a major in psychology and a minor in gender, race, sexuality, and social justice. She is a Mastercard Foundation Scholar from Kenya who is not only passionate about the conversation on mental health, but her “give back” goal also centres around the creation of autism awareness, especially in African countries. She has worked as a research assistant with the Autism Spectrum Interdisciplinary Research (ASPIRE) Program at BC Children’s Hospital, and she did an internship back home in Kenya at Kaizora Neurodevelopmental Therapies, where she worked with autistic children. Her passion for mental health has been influenced by her personal journey. She helped organize a workshop for her fellow Mastercard Scholars, where she invited a keynote mindfulness artist to guide the conversation on “how to deal with uncertainty.”

    Chris Lee is an associate professor of English and director of the Asian Canadian and Asian Migration Studies (ACAM) program at the University of British Columbia. Since becoming director of ACAM in 2014, he has worked with a team of faculty, staff, and students to build an academic program that engages with the history, culture, and social development of Asian Canadian communities in an anti-racist context. Chris received his undergraduate degree in English from UBC and returned as a faculty member in 2006. His teaching focuses on Asian diasporic literature and culture, American studies, and critical race theory. He is the author of The Semblance of Identity: Aesthetic Mediation in Asian American Literature (2012) and currently serves as an associate editor of the journal American Quarterly. His research focuses on the writing of members of the Chinese diaspora during the Cold War and the cultural politics of Chinese Canadian fiction. In 2015, he received a Killam Research Prize.

    Guest

    Cia Verschelden provided our keynote session on November 10 and will return to respond to questions from our commentators and audience. Cia recently retired as vice president, academic and student affairs at Malcolm X College, one of the City Colleges of Chicago. Before moving to Chicago, she was at different times the executive director of institutional assessment at the University of Central Oklahoma, where she taught first-year sociology, as well as the vice president of academic affairs at Highland Community College in rural Kansas. At Kansas State University, where she was on the faculty for 21 years, she taught social welfare and social policy, women’s studies, and nonviolence studies. Cia has a Bachelor of Science in psychology from Kansas State University, a Master of Social Work from the University of Connecticut, and a Doctor of Education from Harvard University. Her first book, Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization, was published in 2017. Her newest book, Bandwidth Recovery for Schools: Helping Pre-K-12 Students Regain Cognitive Resources Lost to Poverty, Trauma, Racism, and Social Marginalization, is expected in October 2020.

     Archives:

Session #3: Roundtable Discussions
  • December 3
    4:00 - 6:00 pm PT
    Promising Learning Environment Practices that Enhance Student Well-Being

    Are you a faculty member or instructor interested in exploring ways to enhance student well-being in your learning environments? Join us for these interactive roundtable sessions showcasing practical ideas for creating conditions for well-being.

    Faculty and staff champions at SFU and UBC will share promising practices that enhance student well-being in their pedagogy, curriculum, and programs. Through themed virtual sessions, participants will have the opportunity to discuss and share their current approaches, as well as gain insight on how to embed practices that promote student well-being in their teaching and learning.

    Participants will:

    • Learn how to increase their capacity to engage in practices that enhance student well-being
    • Discuss and share practices that enhance student well-being through pedagogy, curriculum, and programs
    • Facilitate inter-institutional discussion and knowledge sharing

     

    Theme 1: Enabling Connections to Enhance the Student Experience

    Opportunities for social connections, acts of kindness, and demonstrating care and empathy enhance positive cultures and the sense of belonging and well-being in learning environments.

    Join this themed roundtable session to participate in dialogue around the following presentations:

    Kindness: An Exploratory Study of How University Students Are Kind

    • Sally Willis-Stewart, associate professor of teaching, School of Health and Exercise Sciences, UBC Okanagan
    • John-Tyler Binfet, associate professor, Faculty of Education, UBC Okanagan
    • Adam Lauzé, research assistant, UBC Okanagan
    • Zak Draper, statistician, PhD student, Department of Psychology, UBC Okanagan

    Sharing Is Caring? Food Interventions in the Learning Environment

    • Sarah Walshaw, senior lecturer, Department of History, SFU

    Using Contemplative Practices to Create Community: Experiences from a Student–Faculty Meditation Group

    • Elisabeth Bailey, instructor, School of Nursing, UBC Vancouver

     

    Theme 2: Embedding Well-being in Graduate and Professional Programs

    Central to graduate student well-being are graduate–supervisor relationships, realistic expectations, and safe spaces for dialogue. An embedded well-being counsellor program within a faculty or department allows for specialized and responsive supports and resources for students.

    Join this themed roundtable session to participate in dialogue around the following presentations:

    Improving Graduate Student Well-Being through Constructive Management of Expectations

    • Clare McGovern, lecturer, Department of Political Science, SFU

    Graduate Supervisory Relationships and Well-being: Using Research-based Theatre to Elicit Deep Dialogue

    • Susan Cox, associate professor and director of PhD and MSc programs in the School of Population and Public Health, UBC Vancouver
    • Michael Lee, associate professor of teaching, School of Occupational Science & Occupational Therapy, UBC Vancouver

    Building a Well-being Community through Embedded Counselling

    • Anna Kline, student well-being manager and counsellor, Counselling Services in Allard School of Law, UBC Vancouver

     

    Theme 3: Inclusive Teaching for Student Well-being

    An inclusive learning environment is linked to students’ sense of belonging and positive well-being. Real world and experiential approaches can provide opportunities for inclusion and sense of belonging. How can learning environments and post-secondary institutions support the personal well-being of those involved in demanding social change work?

    Join this themed roundtable session to participate in dialogue around the following presentations:

    Maintaining Well-Being in Reconciliation Work

    • Janet Pivnick, educational consultant, Curriculum and Instruction Division, Centre for Educational Excellence, SFU

    Engaging Difficult and Distressing Material in and beyond the Classroom: Strategies and Resources

    • Evan Mauro, lecturer, Coordinated Arts Program, UBC Vancouver
    • Fenn Stewart, English Department, Douglas College
    • Juliane Okot Bitek, author and professor, English Department, Capilano University
    • Jastej Luddu, student, UBC Vancouver

    Building a Sense of Belonging through Real-life Experiential Learning Opportunities During the Pandemic

    • Paola Ardiles, lecturer, Faculty of Health Sciences, SFU

     

    Theme 4: Enhancing Students’ Self-efficacy

    Can assessments be modified to be more conducive to well-being and learning? Creative pedagogical strategies and embedded models for well-being interventions show effective instructor support can improve students’ self-efficacy.

    Join this themed roundtable session to participate in dialogue around the following presentations:

    Embedding Mental Well-being Interventions in a Second-year and a First-year Cohort

    • Juan Abelló, instructor, Department of Mechanical Engineering, UBC Vancouver

    Quizzing and Well-being

    • Ivona Mladenovic, senior lecturer, Department of Biological Sciences, SFU

    The Role of Pedagogy in Building Student Resilience

    • Tiffany Muller Myrdahl, senior lecturer, Gender, Sexuality, and Women’s Studies and Urban Studies Program, SFU

December 3: Register now!

Thriving Beyond Campuses Co-Hosts

Diana Jung is an experienced health promotion specialist with Health Promotion and Education at the University of British Columbia Vancouver campus. Diana engages and partners with staff, faculty, and student leaders to build the capacity of the campus community and embed health as a priority in all areas of campus. Over the last eight years, she has provided leadership in a series of research projects on student mental health and well-being in learning environments. As a student affairs professional, Diana is experienced in facilitating learning opportunities for students through guidance and program development. She takes a strength-based approach to fostering student mental health and is passionate about diversity and inclusion in higher education. Diana holds a Master of Arts in community psychology and a Master of Arts in counselling psychology.

Russell Thomson is a health promotion strategist at Simon Fraser University. Having recently joined the Health & Counselling department, he is contributing to the SFU Well-being in Learning Environments initiative, working with the Student Health Advisory Committee and leading the graduate student well-being project. He is passionate about contributing to student well-being, with over five years’ experience in the post-secondary sector. While working at the University of Calgary, Russell contributed to the Campus Mental Health Strategy for students, faculty, and staff. Russell’s interests include mental health literacy, physical literacy, and stigma reduction. He is an experienced facilitator and a certified Inquiring Mind and Working Mind Trainer from the Mental Health Commission of Canada.

Graphic Recorder

Jason Toal (he/him) is a designer, educator, and educational media producer working at Simon Fraser University located on the unceded territories of the Musqueam, Squamish, Tsleil-Waututh, and Kwikwetlem Nations. He brings 25 years’ experience to his role supporting instructors to design engaging learning experiences. From a sketchbook to a webpage, Jason works with educators to find creative ways to share knowledge. Jason is currently an Interaction Specialist with SFU’s Centre for Educational Excellence. He will be observing in the sessions to creatively record and summarize the dialogue series.

Acknowledging Our Funders

UBC Health Promotion and Education gratefully acknowledges the financial support for this project provided by UBC Vancouver students via the UBC Teaching and Learning Enhancement Fund.

SFU Health Promotion gratefully acknowledges the financial support for this project provided by SFU’s Student Experience Initiative.

Resources

Are you a faculty member or instructor interested in exploring ways to enhance student well-being in your learning environments? Join us for these interactive roundtable sessions showcasing practical ideas for creating conditions for well-being.

Faculty and staff champions at SFU and UBC will share promising practices that enhance student well-being in their pedagogy, curriculum, and programs. Through themed virtual sessions, participants will have the opportunity to discuss and share their current approaches, as well as gain insight on how to embed practices that promote student well-being in their teaching and learning.

Participants will:

  • Learn how to increase their capacity to engage in practices that enhance student well-being
  • Discuss and share practices that enhance student well-being through pedagogy, curriculum, and programs
  • Facilitate inter-institutional discussion and knowledge sharing
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Fear & Anxiety Related to COVID-19

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