About halfway through the fall semester, I learned about a book called “Burnout: The Secret to Unlocking the Stress Cycle,” by Emily Nagoski and Amelia Nagoski. I was fortunate that the podcast I was listening to (Brene Brown’s “Unlocking Us” podcast) gave me the basics I needed to at least start to apply some of the concepts to help me overcome completely losing it during the insane semester that was Fall 2020. But I wanted to be sure I followed up and got the whole picture, so during winter break I finally cracked “Burnout” open.
This blog post is the second in a series of posts from NDSU Health Promotion. With the understanding that students’ health and well-being affect every facet of their lives, including their academic performance, we have created a series of posts with information and practical tips for faculty to promote health and well-being in their classroom. For each topic in the series, we asked our peer educators—the Body Project, Healthy Herd Champions, and Violence Prevention Educators—to provide us with their point of view as students, and we have incorporated their feedback throughout each post.
This post focuses on addressing student stress at the end of the semester, while a future post will focus on addressing student stress at the beginning of the semester.
Student Stress During Dead Week and Finals
As we head into the end of the semester, we know that student stress often rises as we move closer to dead week and finals week. This semester students report that they are feeling more stress than ever due to the challenges of attending college while surviving a global pandemic, and we know that will only intensify in the coming weeks. Continue reading “Addressing Student Stress At The End Of The Semester”
In this presentation, Lori Sweeney offers important considerations about different kinds of assessments. When we first think of assessment, we tend to think of tests, but there are many different ways we can assess student learning. Many of these other options may also be more conducive to the HyFlex model we are currently working in, as well. Continue reading “Alternative Assessments: Thinking Beyond the Test”
In the past, I have written here about how to take care of yourself during the pandemic. As co-chairs of the mental health committee of the President’s Council for Campus Well-being, Emily Fraizer and I have shared information with the campus-community about surge capacity and how to deal with your surge capacity being challenged.
Today, I want to talk about what happens when these areas of stress continue for a length of time and intensity that they begin to overwhelm. In other words, what is burnout, how can you avoid it, and how can you best deal with it if it happens to you? Continue reading “Burnout: How To Avoid It, How To Overcome It.”
This series of blog posts from NDSU Health Promotion will explore how faculty can promote health and well-being from the classroom. Before we begin, we want to give a brief overview of NDSU Health Promotion’s mission and values. NDSU Health Promotion, within Student Health Service, engages the broader campus community to inform, educate and empower students to make healthy decisions that enhance their success and well-being. We understand the reciprocal relationship between health and learning, and we partner with other NDSU services and resources to foster a campus climate that supports health and well-being.
Health Promotion Peer Education Groups
One of the many ways we do this is through our peer education groups. Peer educators are students who serve as leaders and role models to fellow students and encourage others to make responsible and healthy lifestyle choices. There are three peer education groups in Health Promotion, each with their own focus on specific aspects of well-being.
In this presentation, Lorna Olsen will discuss methods for preventing cheating in online tests. Faculty have, rightly so, been concerned about this issue and have been asking about it since the HyFlex model was announced. Fortunately, there are strategies you can employ to minimize and deter cheating.
When you look at someone, there are many things that you might assume about that person. For instance, if I walk past you on the sidewalk and smile, you might presume that I’m in a good mood. There is a good chance that you are correct in your assumption, but there is also a chance that you are not. The only real way to find out if I’m in a good mood or not is to ask me.
There are many details of a person’s life that we do not see, and that’s perfectly normal because autonomy is necessary. But what if we challenged our assumptions about others by simply asking a question: Could this create a better learning environment for students?
To increase understanding and awareness, this blog post will explore an issue that is largely present on college campuses worldwide – food insecurity. We will explore the subject of food insecurity through the lens of a college student at NDSU.
In this video, Sharley Kurtz and the Learning and Applied Innovation Center team covers tips and tricks to effectively use Zoom as a classroom platform. Whether you are a seasoned Zoom instructor or still learning your way around the Zoom interface, this video is for all levels of experience.
In this video Lori Swinney goes over how to use discussion boards effectively. This video, and this blog post, will look at why one should use discussion boards, some tips about how to make them more interactive, and will briefly highlight the processes for using them in blackboard. Discussion boards do take some time and planning, but they are a great way to engage students in higher-level learning.
In this HyFlex video, Lori Swinney examines how to use assessment in the HyFlex model. To learn more about the HyFlex model in general, you can view Part 1 of the HyFlex series. Part 2 of the HyFlex series provides information about starting a class using the new technology found in rooms, facilitating group discussions, and more.
Continue reading “HyFlex Training: Part 3”