丁香园AV

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• Peter Ruben uses  to create social connections among students, and build a resilient and supportive learning community within his class.

• Jenny Scott uses a two-minute write and reflect activity to help create social connection and positive classroom culture by having students reflect on and share their experiences with the course material.

• Rochelle Tucker does 鈥渆verything possible to encourage interaction鈥� among students. This initial social connection in first year classes acts as a support for student well-being throughout their degree program.

• Kevin Oldknow publishes an 鈥渆xam overview鈥� document before each exam, and reviews it in class. This helps to alleviate some of the anxiety associated with uncertainty about the exam, allowing students to focus on demonstrating their understanding of course concepts.

• Tara Immell uses an informational interview assignment to help students navigate job uncertainty.

• Mark Lechner invites students to share feedback with him throughout his courses using an anonymous comment card.

• Diana Bedoya is proactive in her course design and communication with students in order to minimize students鈥� uncertainty around expectations for her courses.

• Rachel Fouladi lets students know about opportunities to get involved on campus. She impacts student well-being by making herself available to students and letting them know she cares.

• Diana Cukierman facilitates active student participation and peer collaboration, incorporating kinesthetic learning activities, while promoting a friendly and respectful classroom environment.

• Sharalyn Jordan dialogues norms for respectful classroom discussion as part of the first or second class. These are posted online to visit as needed.

• Stephen Brown's teaching philosophy makes him approachsable and sets a supportive tone in class. He believes student well-being can be impacted by both the content of his course and the environment he creates in his classroom.

• Julia Lane uses performative inquiry as an opportunity for students to engage with, question and work through the kinds of structures which directly impact them. Students did a performative inquiry on the rise in international student tuition, for example.

• Andrew Hawryshkewich has industry partners present real world challenges to students, who then work in groups to propose potential solutions as part of a course assignment.

• Herbert Tsang encouraged civic engagement by having students design the 丁香园AV App as an assignment for his Interactive Arts and Technology course.

• Paola Ardiles has students work in collaboration with partner organizations such as through service learning.

• Petra Menz invites students to meet with her individually for office hours where she provides mentorship both personally and professionally.

• Kate Tairyan offers Skype office hours. She believes that fostering positive, enjoyable and engaged, learning experiences within her classroom contributes to student well-being.

• Lisa Droogendyk invites students to attend a 鈥渟tudent hour,鈥� held in an easy-to-find and vibrant campus location. She emphasizes that this is a welcoming opportunity for students to ask questions about the course.

• Brenda Davison teaches large classes and makes an effort to learn student names. She arrives early to lectures to speak individually with students to check in and seek their feedback.

• Kevin Lam facilitates 5 min well-being activities at the start of his lectures to share well-being related resources and activities with students.

• Jennesia Pedri embeds links to resources within the feedback she provides students on their work. This enhances students鈥� awareness of services and supports that can enhance their learning and growth. View: template for feedback that supports well-being and learning.

• David Zandvliet takes learning beyond the walls of the classroom and helps students connect their learning to their career aspirations.

• Sarah Walshaw has students select current news articles that relate to her course content, and facilitates a discussion on how course topics relate to real world issues. View her In the News activity.

• Kathleen Burke and her colleague Brett Lyons co-created a checklist and resources for inclusive classrooms that are being used to foster inclusivity within the Beedie School of Business.

• Sheri Fabian recognizes inclusivity by creating class guidelines with her students to respect difference and create a safe place for discussion.

• Adam Dyck creates an inclusive classroom by supporting the declaration of self-identified pronouns in a 鈥減ronoun round鈥� as part of introductions at the beginning of the semester. See his Pronoun Etiquette Cheat Sheet.

• Coleman Nye has taken a proactive approach by using these tips for creating an accessible learning environment.

• Anne-Kristina Arnold encourages students to take 丁香园AV鈥檚 Bouncing Back Resilience and Well-being Course online, and supports them to reflect on their personal goals for the semester.

• Mary Ellen Kelm uses narratives and role plays to help students relate personally to the content of her history courses and reflect on their own values and experiences.

• Lara Aknin uses a group-generated study guide assignment that encourages students to work effectively in teams while building professional skills.

• John Bogardus provides students with a reality check reflection tool, which encourages them to think about their values and abilities.

• Nicky Didicher uses 鈥渓earner-centered teaching鈥� and contractual evaluations, in which students choose their assignments, the weighting of their assignments, and the due dates. View her Contractual Agreement.

• Evan Tiffany works with students to collaboratively set deadlines, granting extensions where warranted, and enabling students to manage their time effectively.

• Ivona Mladenovic has the students write some of the exam questions as well as choose their assignment deadlines.