When dealing with stressed out students at challenging points in the semester, have you ever wondered if UP students are any different in their psychological concerns than students at other universities? This week’s mental health blog post on the Teaching and Learning Community Blog has some data to address that question. How do our students compare to other US college students in relation to mental health, and what are the implications for faculty and academic staff working with those students? For more information contact Andrew Guest, psychological sciences, at email@example.com.
Teaching & Learning Collaborative
Virtual reality is an emerging technology that allows students to create and learn in immersive environments. According to the American Library Association, this trend will grow in the near future as multimedia producers seek to create more engaging modes of visual storytelling. The Digital Lab currently offers a variety of titles including:
Visit the Digital Lab website for more information regarding Virtual Reality. Faculty are invited to schedule a consultation with lab coordinator José Velazco (firstname.lastname@example.org) and collaborate on a multimedia assignment.
Participation in faculty-led study abroad courses, programs and experiences provides outstanding ways for UP students to deepen their understanding of discipline-specific content in an international context. Are you thinking of creating a faculty-led study abroad program or course (or have you already created one)? It is important to plan for accessibility while creating your course or program. Melanie Gangle, program manager for Accessible Education Services (AES), is glad to consult with you in partnership with Eddie Contreras, director of studies abroad, in order to design a faculty-led abroad experience to be as inclusive as possible, and accessible for students with many different types of disabilities. Interested in learning more? Check out this tipsheet from Mobility International USA (MIUSA) and feel free to contact Melanie at email@example.com continue planning.
The Office of the Provost is pleased to announce the Ignite Grants for Faculty Innovation in Teaching and Learning. With up to $5,000 per grant, Ignite will support new ideas and approaches for course, curriculum, and program development that make an innovative contribution to UP’s teaching and learning future. Proposals will also advance Vision 2020 and support deans’ strategies and priorities. Ideas that test student imagination and creative problem solving skills in their respective disciplines are especially encouraged, as are proposals that strengthen collaboration with other units on campus.
These grants will be awarded to full-time faculty who have the support of their deans. Faculty are encouraged to collaborate with other campus professionals (full-time or part-time) and may also work with students in the planning and implementation of projects. Proposals are due on Friday, March 30.
For more information and to submit a proposal, please see the Ignite Grants on the Teaching and Learning Hub web site.
Do UP students know how to fail? According to the New York Times, higher education administrators at elite schools have coined the term “failure deprived” to classify a new mental health concern: the inability of high achieving individuals to cope with inevitable experiences of failure. This week’s installment of the mental health series on the UP Teaching & Learning Community blog builds off the most recent Faith & Intellectual Life group discussion to explore how other universities are working to help students learn to fail, and to reflect on what faculty and academic staff might do here at UP.
In this week’s Teaching and Learning Collaborative “TLC from the TLC” story, psychology professor Andrew Guest posits: “Anyone paying attention to higher education in recent years is well aware of two pressing issues on regular repeat: changing perceptions of student mental health needs, and the need to better attend to diversity and inclusion. But how might those two issues intersect? How might an equity lens inform the way academics, and academic institutions, think about student mental health?” For thoughts on these questions drawing on a recent national framework for “Equity in Mental Health” see the latest installment in the mental health series for the Teaching and Learning Community blog.
The Clark Library Digital Lab will present several workshops this semester. Topics will include:
- Arduinos for Beginners: Workshop attendees will explore the basic functionality of Arduino microcontrollers and use online coding software to create simple programs.
- Virtual Reality (VR): Participants will be able to use an HTC Vive VR headset and controllers during this drop-in session to gain an overview of the possibilities of the technology.
- Adobe Premiere Pro: Attendees will be introduced to this professional video editing software, capable of producing high-quality videos for use in student projects.
Visit the Digital Lab (located on the upper floor of the library) or the lab’s website to register for a session. All workshops are free and last one hour. Additionally, contact José Velazco, Digital Lab coordinator, at firstname.lastname@example.org if you would like to schedule an individual consultation on these or other multimedia topics.
As faculty and students return for the winter months of our “Spring” semester, the Teaching and Learning Collaborative hopes some might find it useful to get a primer (or, more optimistically, a reminder) about mental health services for students on campus. See the TLC blog for an overview of the who, what, where, when, and why of what faculty and academic staff might find relevant about counseling services for students at the UP Health and Counseling Center. Contact Andrew Guest for more information at email@example.com.
As another entry in the ongoing Teaching and Learning Collaborative blog series on student mental health, this week’s post offers an update on a recent brownbag discussion with faculty, academic staff, and Eliot Altschul from the Health and Counseling Center. We talked about some basic updates on mental health services at UP, and also discussed hypothetical but familiar student scenarios: an underperforming student who shows up for office hours with something else on his mind, and a persistent student who may be testing boundaries. Read on if you’d like to think through what you can do when confronted with student mental health concerns.
In this week’s installment by the Teaching and Learning Collaborative, Andre Guest asks: Do student-athletes have particular mental health concerns that faculty and academic staff should be aware of? The short answer is yes and no. The slightly longer answer is offered in a brief two part series on the UP Teaching & Learning Community blog: part I explores whether sports generally offer a distinct context for student mental health concerns, and part II is about ways in which mental health concerns are addressed within the UP athletic department.