SFU’s Well-being in Learning Environments Network includes faculty, instructors and teaching assistants who are creating conditions for well-being in learning environments. Members are encouraged to try and share ideas from the Wellbeing in Learning Environments website. Project updates and events are also shared with network members.
LECTURER / ENGINEERING SCIENCE
Fabio Campi creates an optimal challenge for students by maintaining and encouraging course related discussion board on Canvas, where direct participation and mutual help between students is encouraged and rewarded.
SENIOR LECTURER / COMPUTING SCIENCE
Diana Cukierman creates a positive classroom culture by facilitating active student participation and peer collaboration, incorporating kinesthetic learning activities, and promoting a friendly and respectful classroom environment.
Kevin Oldknow creates optimal challenge by publishing an "exam overview" document before each exam, and reviewing 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.
ASSOCIATE PROFESSOR / PSYCHOLOGY
Rachel Fouladi exemplifies instructor support by being a consistent advocate for student well-being. She impacts student well-being by making herself available to students and letting them know she cares.
CANADA RESEARCH CHAIR & PROFESSOR / HISTORY
Mary Ellen Kelm fosters personal development by using narratives and role plays to help students relate personally to the content of her history courses and reflect on their own values and experiences.
ASSISTANT PROFESSOR / PSYCHOLOGY
lara Aknin supports personal development through a group-generated study guide assignment that encourages students to work effectively in teams while building professional skills.
Sarah Walshaw supports civic engagement by having students select current news articles that relate to her course content, and facilitating a discussion on how course topics relate to real world issues.
Lisa Droogendyk provides instructor support through inviting students to attend a "student hour”, 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.
PROFESSOR/ DEPARTMENT OF HISTORY
Elise Chenier recognizes the importance of compassion in teaching and creates a positive classroom culture by adapting her teaching styles to reflect the diverse needs of her students.
LECTURER, SCHOOL OF INTERACTIVE ARTS AND TECHNOLOGY
Andrew supports civic engagement by having industry partners present real world challenges to students, who then work in groups to propose potential solutions as part of a course assignment.
Sharalyn Jordan creates a positive classroom culture by dialoguing norms for respectful classroom discussion as part of the first or second class. These are posted online to revisit as needed.
GRADUATE WRITING FACILITATOR AT STUDENT LEARNING COMMONS
Julia Lane has civic engagement in mind when using 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.
David Zandvliet creates opportunities for real-life learning by taking learning beyond the walls of the classroom and leading the creation of innovative programs such as the Change Lab.
Paola Ardiles supports real-life learning by bringing guest speakers from the surrounding community into her classroom to demonstrate different career options for students. She also provides mentorship outside of the classroom on how to use academic skills in the workforce.
Rochelle Tucker does "everything possible to encourage interaction" among students. This initial social connection in first year classes acts as a support for student well-being throughout their degree program.
Kate Tairyan demonstrates instructor support by offering Skype office hours . She believes that fostering positive, enjoyable and engaged learning experiences within her classroom contributes to student well-being.
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.
SENIOR LECTURER / BIOMEDICAL PHYSIOLOGY & KINESIOLOGY
Stephen Brown creates a positive classroom culture by being approachable and setting a supportive tone in class. He believes student well-being can be impacted by both content of his courses and the environment he creates in the classroom.
LECTURER / MATHEMATICS
Brenda Davison showcases instructor support. She teaches large classes and makes an effort to learn students names. She arrives early to lectures to speak individually with students to check in and seek their feedback.
LECTURER / BIOLOGY
Kevin Lam emphasizes instructor support by providing additional office hours and individual attention whenever possible to show that he cares about student well-being and stress levels. He also acts as a mentor whenever possible.
PROFESSOR AND ASSOCIATE DEAN OF REASEARCH & ADVANCEMENT
Peter Ruben uses team based learning to help create social connections among students and build a resilient and supportive learning community within his class.