Wellness in the Classroom Newsletter

New Wellness Pedagogy Community of Practice
Teach.well is a new interdisciplinary, cross-institute online community designed as a place of belonging where educators can share and support each other in wellbeing pedagogies and practices. Teach.well is a free resource on Mighty Network that offers:

1. Networking with and learning from colleagues; 
2. Discussions and events; and
3. Project team collaboration, coordination, and sharing.

• Training Session #1, 1/13 and 1/14, 8am-12pm
• Training Session #2, 1/19 and 1/21, 8am-12pm

1. Add a statement about Services to Students with Disabilities to your syllabus: “Sacramento State is committed to ensuring an accessible learning environment where course or instructional content are usable by all students and faculty. If you believe that you require disability-related academic adjustments for this class, please immediately contact Services for Students with Disabilities (SSWD) to discuss eligibility. A current accommodation letter from SSWD is required before any modifications, above and beyond what is otherwise available for all other students in this class will be provided.”
2. Add a statement on basic needs to your syllabus: “If you are experiencing challenges with food, housing, financial or other unique circumstances that are impacting your education, help is just a phone call or email away. The CARES office provides case management support for any enrolled student.”
3. Add a statement about Student Health & Counseling Services to your syllabus: “Your physical and mental health are important to your success as a college student. Student Health and Counseling Services (SHCS) in The WELL offers medical, counseling, and wellness services to help you get and stay healthy during your time at Sac State. SHCS offers: Primary Care medical services, including sexual and reproductive healthcare, transgender care, and immunizations; urgent care for acute illness, injuries, and urgent counseling needs; pharmacy for prescriptions and over-the-counter products; mental health counseling, including individual sessions, group counseling, support groups, mindfulness training, and peer counseling; athletic training for sports injury rehabilitation; wellness services, including nutrition counseling, peer-led health education and wellness workshops, and free safer sex supplies; violence and sexual assault support services. Most services are covered by the Health Services fee and available at no additional cost.”
4. In your syllabus, offer a variety of ways for students to contact you with questions or concerns.

1. Consider what skills students will need to succeed in life and in their careers and try to find ways to foster these in class (for example teamwork, communication, problem solving, empathy, initiative).
2. Offer students the option to choose their “best two out of three” for assignments or quizzes.
3. Design lecture assignments that require students to collectively work on study questions and participate in small group discussions.
4. Accommodate different learning styles by providing a variety of ways students can engage and participate in the lecture and learning, such as discussion boards, written reflections, oral presentations, among others.
5. Provide feedback on each stage of assignments and help students progress to the next stage of larger projects.
6. Avoid very heavily weighted components, such as an exam worth 50% of the final grade.
7. Set clear course goals, and ensure assignments and expectations are clear from the start.
8. Bring in guest speakers or program alumni who can help relate the course material to career development, real life issues, and work skills.

1. Take time to introduce yourself during your first class and learn a little bit about your students’ needs. [Get to Know Your Prof]
2. Develop a teaching philosophy and share it with your students. [Developing a Teaching Philosophy]
3. Have students introduce themselves during the first class or use a social connectedness start-up activity. [Icebreakers]
4. Create class guidelines as a group to respect difference and create a safe place for discussion. You can develop this by getting student feedback on what would help them to feel safe in the classroom, and/or contributing ideas such as these classroom guidelines.