Succeeding @ Sheridan A faculty guide for cultivating well-being in the classroom
Welcome.
Having been a student for ten semesters at Sheridan, I feel honoured to represent the student body and advocate on their behalf. In my time as a student, I had many different professors and got to know many of my faculty members. Since becoming the President of the Sheridan Student Union, I have met with many students and heard about their learning experiences also. There is an interesting pattern with students’ reception of professors and faculty. The most memorable ones are often very good at engaging learners with the content and making an effort to build personal connections with their students. Being memorable to a student really comes down to a few things: empathy, understanding, and openness. Many students are experiencing new problems and challenges that they have never dealt with before, both academically and personally. Helping to support student wellness inside and outside the classroom is a great way to gain their trust and respect as a professor and a person. Everyone has different needs and struggles with different things, so being open to helping a student find a solution is a meaningful way to impact their growth throughout their time at Sheridan. As I reviewed this resource, it brought back some of my favourite memories of learning at Sheridan. Hopefully, you can find some useful information throughout this flipbook to help direct your intentions within the classroom. Sometimes even one interaction is enough to make a lasting impression on a student. No action is too small to contribute to building a healthy, supportive environment that enables student well-being.
Kyle Budge Sheridan Student Union (SSU) President
Learn more about how Sheridan can support you. central.sheridancollege.ca/teaching-and-learning-sheridan
Wellness is the foundation for student success and resilience at Sheridan. As a faculty member, you play a vital role in nurturing a supportive foundation for your students’ wellness, which is key to their ability to flourish academically and socially during their studies at Sheridan. Student mental health concerns are on the rise, and COVID-19 has further accelerated this trend. As a trusted support and a main point of contact for students, faculty members have a unique opportunity to support students both within and outside the academic context, and throughout their learning journey. Many students look to their professors first for guidance and advice on academics, but also for guidance on career development and lifelong learning habits. Professors have the opportunity to provide timely and relevant information and referrals to students who may need further support. We recognize that the pandemic has asked faculty members to make significant adjustments in order to continue delivering an excellent learning experience in the face of constant change. You may also be living with increased stress, pressure and mental health concerns. Collectively, our learning community has experienced significant loss and grief since the start of the pandemic, and we continue to face uncertainty even as the path beyond the pandemic continues to evolve. But we will follow this path together. This guide will provide resources and information to support you throughout the unique challenges of the coming academic year, and includes important information about student well-being, faculty well-being and cultivating wellness in the classroom. As we move forward with optimism and hope, we encourage you to take the time to reflect on the ways you’ve been resilient in the face of ongoing challenges. Connect with each other over your shared and unique experiences. Exercise empathy - with yourself, your students and your colleagues, and reach out for support when you need it. Nurturing your own wellness foundation is key to supporting your students’ well-being. Together we will continue to grow as a resilient, compassionate, and successful learning community. Thank you for everything you continue to do for our learners. Sincerely, Nazlin Hirji
Ted Gervan
Michael O’Leary Dean,
Executive Director, Continuing
Dean, FAAD
FAHCS
and Professional Studies Lindsay Engel
Stephanie Samboo
Anne-Liisa Longmore
Dean of FAST
Interim Dean, FHASS
Dean, PSB
Carol Altilia Provost, Vice President Academic
Table of contents Title of page
Page #s
Land acknowledgement
01
Introduction
02
Before classes start
04
First week of classes
06
Second week of classes
08
First month of classes
10
Before the first midterm
12
Midterms & Reading Week
14
Second half of the semester
16
Exam prep
18
End of term
20
Bruins 101
22
Glossary
24
Quick Tip
Throughout this guide are helpful links to resources that may be best accessed through a Chrome browser.
Land Acknowledgement We would like to acknowledge that the land on which we gather and learn on has been and still is the traditional territory of several Indigenous nations, including the Anishinaabe, the Haudenosaunee Confederacy, the Wendat, the Métis, and the Mississaugas of the Credit First Nation. Since time immemorial, numerous Indigenous nations and Indigenous peoples have lived and passed through this territory. We recognize this territory is covered by the Dish with One Spoon treaty and the Two Row Wampum treaty which emphasizes the importance of joint stewardship, peace, and respectful relationships. Sheridan affirms it is our collective responsibility to honour and respect those who have gone before us, those who are here, and those who have yet to come. We are grateful for the opportunity to be working and living on this land.
Introduction
In January 2021, Sheridan signed the Okanogan Charter as part of Sheridan Wellness: Our Strategy for Community Well-being. The call to action of the charter is “to embed health into all aspects of campus culture, across the administration, operations and academic mandates”. One of the key principles outlined in advancing this priority includes “engagement and an informed understanding of local an indigenous communities’ contexts and priorities, and consideration of vulnerable and transitioning populations’ perspectives and experiences.” Sheridan is actively embedding values of equity, diversity and inclusion into policies, procedures and decision-making at all levels of the institution, while recognizing that this is an ongoing process fueled by collective dedication and commitment.
Reflection
What is my responsibility and commitment to my students, my colleagues and the larger Sheridan community?
In Our Voices
Learn what other Sheridan staff and faculty believe about what it means to be an effective ally to Indigenous communities.
Additional Resources Sheridan’s Land Acknowledgment Guide (PDF) Indigenous Studies Library Guide In Our Voices: Sheridan's Indigenous Community and Allies
Take the time to do the things that make you happy and put you in a good place. Finding that balance in life translates to an enjoyable family and work experience. - Dan Hammond, Sheridan Faculty
Before classes start The start of term can be both an exciting and overwhelming time. Here are some steps we can take to support this transition.
You may be feeling ...
Nervous, anxious, or excited.
Teaching & Learning Prepare content for accuracy to ensure that you feel confident starting the semester. Prior to the first day of class, send a welcome email or post an announcement on SLATE welcoming your students to your class. You can also post a video or accompanying photo of yourself. Incorporate aspects of Universal Design for Learning (UDL) into your design and facilitation of the course. Consider making your SLATE course available early for students to review before class.
Consider
Connection & Community Introduce yourself and share a bit about your life both personally and professionally. There are many ways to do this (e.g. video, discussion board on SLATE). Connect with the Centre for Teaching and Learning (CTL) to learn more about they can support your teaching practice. Encourage students to take part in Transition Well activities and events. Introduce students to the Succeeding @Sheridan Student guide to learn how they can thrive.
Supporting student wellness can begin as early as course development. When building your course, consider a framework that supports mental health and wellness. In some departments, faculty and staff will work together to stagger major deadlines for students within a program. 04
Reflect
Teaching during a pandemic is unlike anything we've ever experienced. Who are your supports? Do you have a trusted colleague, mentor, supervisor, or someone else from your department that you can connect with if you have any issues or concerns. If so, connect with them now and let them know how you're feeling. Check out this link for ways to integrate diversity, equity, and inclusion in your classroom.
Support & Resources Provide any updates and tips on how to obtain textbooks and supplies for the course. Connect students to IT or a Mac tech for extra support with tech set-up or connect with Centre for Teaching and Learning (CTL) and IT yourself. Encourage your students to attend and engage with the new student orientation resources in Transition Well. Connect with student advisement to discuss creating custom student success plans.
Faculty Stories
"In Zoom classes, where we always have a life model, I ask everyone to turn on their audio and say hi to the model and thank you at the end. I always did this on campus, but this simple act of doing it on Zoom has become a source of connection when a chorus of voices begins and ends our sessions. I tell the students I love hearing their voices and it doesn't matter if your video feed is off (also this does not shame anyone who doesn't feel like participating)." - Megan Williams 05
First week of classes The first week of classes can feel overwhelming for everyone. The following strategies are aimed at ensuring that you and your students are making the most of this new chapter.
Students may be feeling ... Homesick, culture shock, or overwhelmed.
Teaching & Learning
Connection & Community
Include content in the course syllabus that amplifies information students received pre-arrival (e.g. Accessible Learning, Wellness and Counselling, Advising).
Help students learn their classmates' names and pronouns so they can start developing relationships.
Openly encourage students with accommodations to connect with you. Be clear with students about how they can reach you. Set expectations for email response times and your preferences for SLATE or Sheridan mail (e.g. Monday to Friday, 10 a.m. 6:00 p.m.).
Consider
Normalize and acknowledge feelings such as anxiety and worry. Acknowledge the huge transition taking place. Share a bit about yourself by adapting this PowerPoint template. Offer timeslots for students to request 1:1s or host drop-ins. Co-create classroom guidelines on how everyone can contribute to a positive space.
Remember when students are overwhelmed, they don't always hear what we say. Important information needs to be repeated!
06
Quick Tip
You can advise students to bookmark important links like SLATE on their devices so they're always prepared.
Support & Resources Discuss how students can start building and leveraging their support network. Consider your own support network and who you can leverage for help throughout the semester. Recommend students who wish to make changes to their timetable or electives to connect with student advisement. Provide links to additional supports for SLATE navigation. Provide students a link to a semester planner so they can start their semester strong.
Reflect
Think back to your first day of post-secondary studies as a student. What were you feeling? What were your hopes? Were there particular approaches or strategies that your professors used that you found helpful?
07
Second week of classes
The second week of classes allow faculty and students to start building a routine. You may be feeling ...
Optimistic, energized, or curious.
Teaching & Learning Demonstrate navigating the course sections on SLATE. Remind students of the course syllabus and how they can access it in the future weeks. If you are introducing group work, help students stay on track with group contracts.
Quick Tip
Connection & Community Consider ways that you can show students how you see them as individuals with lives outside of the classroom. Help students find a classroom buddy. Personal wellness is a precursor for success. It's important for students to understand this, but even more important that you know that you can not help others until your own wellness is supported.
Support & Resources Direct students to Accessible Learning's Learning to Learn series (open to all students). Conduct a needs assessment if you feel the need to gain insight on the class (e.g. comfort level with technology). Direct students to Learn Well. Check in with Teach Well resources for new teaching strategies and your own wellness and balance.
Keep posting key information, dates, and expectations in different places on your SLATE course. You can do this through announcements, email, content folders, and links to Sheridan supports.
08
One professor really changed how I viewed the online learning experience by taking student feedback surveys into account and making learning more digestible through interactive modules, check-in sessions, and many other small revisions that made a massive impact in my learning and wellness. Their ability to adapt and rise to the occasion as an educator played a very beneficial role in ensuring the best quality of learning for myself and many others in my program!
- Tristan Pinnock, Sheridan Student
New students start to settle in during this time. It is crucial we encourage them to take this chance to make lasting connections and to exercise agency on their postsecondary educational journey.
Teaching & Learning Check in with your students and provide ongoing opportunities for them to share feedback. If possible, take extra time before or after class to integrate late admits into the classroom. Reflect on which teaching strategies are working best and alter delivery as needed. Gamify interactions to maintain attention.
Students may be feeling ...
Connection & Community
Relieved, curious, or astray.
Support & Resources
Provide opportunities for students to build connections.
Worried about a student? Check in with them directly.
Use breakout rooms or small groups to provide opportunities for students to meet and connect with each other.
Invite and introduce the faculty librarian, particularly if research is involved.
Normalize their experience. They may be more comfortable in their routine or anxious about what's to come.
Provide students with opportunities to develop metacognitive skills (e.g. building a schedule, note-taking, etc.).
Poll the class for their engagement preferences (e.g. breakouts, discussions).
Encourage students to keep up with the check lists in their Succeeding at Sheridan guide.
You can access the student version of this guide on Issuu. 10
Reflect
You finished your first month of teaching! How are your energy levels? How are you feeling about the rest of the semester? Do you have any worries or concerns that have bubbled up over this first month? If so, do you know where to go to ask for help? Connect with your Associate Dean or check out the resources below.
Employee Assistance
Employee and Family Assistance Program (EFAP)
A Quick Reminder
Work Health Life
Double-check that all academic accommodations for assignments and exams are in place well before deadlines.
11
Before the first midterm From Tutoring to Counselling, there are plenty of supports to help Bruins stay on track and keep them prepared for their upcoming evaluations. Students need to know they are capable of success and that they are not alone.
Teaching & Learning Check in on historically tough concepts and see if a review would be helpful. Reflect on whether the midterm evaluation is appropriate based on the current learning track of the students. Demonstrate how students can break large projects or studying into smaller, more manageable objectives. Take some time to clarify expectations again for the midterm evaluations so there are no surprises.
Consider
Connection & Community Respond to anxious student questions and concerns with empathy. Explore a new stress management strategy and try to practice it together as a group. Check the student engagement dashboard in SLATE. If you notice a student has not logged in or has not completed assignments recently, reach out with a personalized email.
Not all students have academic accommodations but may require academic flexibility due to life circumstances (i.e. personal or family illness; loss; work pressure, etc.). Consider offering academic relief to students who request it.
12
Student Stories "My professor dedicated time each week so that students like myself – who dread working in Excel – could book 1:1 virtual appointments to go over any new concepts causing anxiety. This dedication to student learning helped me overcome those challenges and finish all of the course assignments successfully! I am thankful this professor offered multiple ways to support my learning at Sheridan!" - Rebecca Seguin Students can sign up for a tutoring session on TutorOcean using their Sheridan email.
Support & Resources Review the Academic Integrity process and provide reminders to students. Continue to communicate important information in multiple ways (e.g. inclass, SLATE, office hours). Offer extra tutorial support or recommend tutoring options. Provide insight on how to study for a midterm or how to write an academic assignment.
Did you know ...
You can sign up and attend webinars to assist with your occupational wellness? For upcoming webinar dates and to explore more resources to help support your well-being, click here. 13
Midterms & Reading Week During this incredibly stressful time, it's important for all of us to recharge and recover. If students are struggling, we can help connect them with the right support.
Teaching & Learning Provide feedback opportunities for grades. You can take assignments up as a class, review common troubling questions, or set up 1:1s during office hours. Remind them to focus on the process, not the result. Manage expectations for students by adding an auto-reply to your email that details response times and linking to services and supports.
Everyone may be feeling ... Overwhelmed, tired, or uncertain.
Connection & Community Understand their goals for reading week, academically and personally. Have an intentional conversation about well-being, mental health, and self-care. This could include themes of resilience, motivation, and a growth mindset. Connect with friends and family – this is a stressful time for you too! Take breaks and look after yourself!
14
Reflect
Each group of students have different dynamics that may require adjusting strategies for teaching and learning. Thinking back, what worked well during the first half of the semester? Are your students responding to your teaching methods? You may want to consider taking a moment to gather feedback and including some other teaching methods.
Do you have a minute? You can introduce yourself to the teams at The Centre for Student Success.
Support & Resources There are several multimedia principles that enhance learning, memory, and engagement. Keep these principles in mind as you design your hybrid and online environments so that students can intuitively explore and easily access content that is both useful and desirable. Make sure you're taking care of yourself as you mark. Reach out to the Academic Integrity Office if you have questions about the process for reporting.
Faculty Stories
"I invited students to share how they were truly feeling for the first ten minutes of class. This helped to gauge the students’ emotions and consider how best they can learn in the moment. Relationships are important in learning. If students feel that you care and are invested in them, it motivates them to learn. Being a resource to build community, promote empathy and enhance their resiliency, promoted my own self care. I celebrated their victories. We debated, danced and cried together. Our environment was open, and the learning was reciprocal."
- Cameile Henry
15
Second half of the semester
Now that we've made it halfway through the term, this is the perfect time to remind students to check in with themselves. Knowing their options is empowering.
Consider
Meet with at-risk students 1:1 and help them understand what they need to do to succeed. This could involve improving on writing skills, handing in better-developed work, or using correct citations.
Teaching & Learning
Connection & Community
Provide students with a recap of what is left for the rest of the term through checklists, key academic days, key milestone prompts, etc.
Check in with the class to see how they are feeling overall.
Give an overview and example of the final project and the rubric, to help eliminate anything unexpected. Consider providing students with study plan recommendations for the final exam. Bring in guest speakers or lead activities that link current news items to course material.
Reach out to specific students who are struggling academically to see if there is anything you can do to support and to remind them of the drop deadline. Connect with your program coordinator or ask an advisor to discuss any worrisome student situations. Remember you can access EFAP to help you deal with any triggering disclosures.
16
Faculty Stories
"In 2019, I created a Wellness Strategies Working Group in collaboration with a group of Social Service Worker program students. The vision for this group was to create a safe student centric space, where students could explore, practice and facilitate wellness strategies to support their well-being, build connection, support resiliency and academic success. Over the past three years, over 100 students have participated. This group became particularly helpful to students during the online learning experience and helped build community and support amongst students during a difficult time." - Nicole Johnson
Support & Resources Provide a demonstration or a resource that guides students through calculating their grade. Share some tips on how students can make the most of their time with faculty. Connect with the Centre for Teaching and Learning if students are not responding to your teaching strategies.
Read more about the eight dimensions of wellness here.
17
Exam prep Students and faculty alike are well aware of how full their plates are at this point in the Student Life Cycle. New Bruins may feel lonely or homesick, so it’s imperative they know who to connect with in the Sheridan community to help them stay on track.
Teaching & Learning
Connection & Community
Do a check-in on historically tough concepts to see if a review would be helpful.
Support students who are feeling anxious regarding their success in the course.
Consider ways in which you could help offset test anxiety.
Set personal boundaries for yourself that balance supporting students and your own wellbeing.
Consider integrating aspects of resilience into your teaching. This might include videos on grit and gratitude, personal reflections, or self assessments to uncover your character strengths. Check out Thriving in Action to learn more.
18
Reflect
It's important to set the context for finals. You can remind students this time feels stressful and overwhelming, but it is not life or death. It’s a perceived threat. There are some aspects of finals that are within your control and some that are not. How can students keep their focus on what they can control? How can you?
Support & Resources Acknowledge emotions students may be feeling leading up to exams (nervous, exhausted, excited, etc.). Review the Academic Integrity process and provide reminders to students. Review this resource to prepare for how to have a difficult conversation with a student who is failing.
The Pardesi Project Wellness concerns often bubble up for International students in times of extreme stress. Check out the Pardesi Project to learn more about how Sheridan is collaborating with community partners to support our South Asian students' mental health. 19
End of term
Completing the first semester for a new student is a huge milestone. Remind students to take a moment and celebrate their accomplishments.
Got a minute? Post an announcement on SLATE celebrating these accomplishments. Use Bitmojis and GIFs to add some variety.
Teaching & Learning Provide in-class or SLATE reminders to engage in wellness practices throughout the end of the term (e.g. getting enough sleep, moving their bodies, drinking water).
Celebrate all that has been accomplished this semester!
Be cognizant of own well-being by setting designated time for grading and evaluations. Set boundaries for other commitments. Submit final grades!
Consider
Connection & Community Send a personal email to students, especially those that have shown progress and perseverance in the course to acknowledge their hard work. Reflect on your teaching journey this semester – what did you do well? Where might you adjust moving forward?
Support & Resources Reiterate connection to support resources like counselling or student advisement. Add a personal touch like “I have had a chance to meet Sheridan advisors and counsellors and they are very helpful and approachable people!” Access the resources at the Centre for Teaching and Learning as you start planning for next semester.
Share with students what you do for your wellness. You could also invite students to share what they do for their wellness.
20
About halfway through my undergrad, I was going through a really tough time in my personal life. As exams approached, I became increasingly depressed and was struggling. During my last exam, I was so overwhelmed that I felt the need to write an apology to my professor. I left feeling hopeless and was considering dropping out of my program. My professor asked to meet with me and told me, “You were doing well in this class before the exam and I know you would have done well on your exam too if you were not going through something very difficult. Please focus on your health and continue your education.” He then gave me an opportunity to re-write my exam. He also helped connect me with a student crisis counsellor. Honestly, the empathy and understanding expressed by my professor is what inspired me to get the help that I needed. I'm so grateful for his kindness and I will never forget what he did for me.
- Sheridan Student
Bruins 101
22
Feel free to access these essential resources to gain more support or learn how you can further support students.
For Faculty Centre for Teaching and Learning (CTL)
The Well Series
central.sheridancollege.ca/teachingand-learning-sheridan
central.sheridancollege.ca/well-series
HR Employee Wellness
Employee and Family Assistance Program (EFAP)
central.sheridancollege.ca/employeewellness
central.sheridancollege.ca/employeeassistance
Union
IT Support
central.sheridancollege.ca/employeerelations
central.sheridancollege.ca/informationtechnology
Academic Integrity central.sheridancollege.ca/academicintegrity-office
Centre for People and Organizational Development (CPOD)
central.sheridancollege.ca/centre-peopleorganizational-development-cpod
Centre for Equity, Diversity and Inclusion central.sheridancollege.ca/centre-equityand-inclusion
A Guide to Recognizing, Responding and Supporting Students in Distress web.sheridancollege.ca/distress/?page=1
Centre for Indigenous Learning and Support (CILS) sheridancollege.ca/student-life/studentservices/indigenous-learning-and-support
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For Students Student Advisement
Library and Learning Services
central.sheridancollege.ca/studentadvisement
central.sheridancollege.ca/libraryservices
International Centre
Accessible Learning
central.sheridancollege.ca/internationalcentre
central.sheridancollege.ca/accessiblelearning
Counselling (including 24/7 resources)
Sheridan Student Union (SSU)
central.sheridancollege.ca/counsellingservices
thessu.ca
Food First
Health Centre
thessu.ca/foodfirst
central.sheridancollege.ca/healthservices
Financial Aid
Student Leadership
myotr.sheridancollege.ca/myfinances.html
central.sheridancollege.ca/studentleadership
Athletics and Recreation
Career Services
sheridanbruins.com
central.sheridancollege.ca/career-services
Not sure what your student needs or where to start? No problem! Email:
askanadvisor@sheridancollege.ca
Hazel McCallion Campus (HMC)
The campus located in Mississauga, named after Sheridan's inaugural Chancellor and the former mayor of Mississauga, Hazel McCallion.
Trafalgar Campus
Located in Oakville, it is the Sheridan's original and oldest campus.
Davis Campus
The campus located in Brampton, named for former Ontario Premier William G. Davis. Davis earned the nickname “education premier” for his leadership in creating Ontario’s community college system.
A
Academic Employees Collective Agreement
The agreement that governs the relationship between the Academic Employee Local 244 Union and the College Employer Council. The current agreement is valid through to September 30, 2021.
Academic Integrity Office
Provides education, resources and support to foster the understanding and practice of academic integrity at Sheridan.
Accessible Learning (AL)
Academic Accomodation support for students with disabilities.
C
Career Services
Supports students through in person services and resources to help them plan education, explore career option, and find work.
Centre for Indigenous Learning and Support (CILS)
Inclusive space for students to make friends and access support. CILS supports academic and personal success of all Indigenous students, NonStatus, Metis and Inuit.
Centre for Teaching and Learning (CTL)
Department focused on supporting faculty in getting set-up with teaching tools and evidence-informed approaches to teaching and learning.
Co-Curricular Record (CCR)
Provides students with diverse and creative opportunities to get involved, meet new people and engage in activities that support personal growth and professional development.
Continuing and Professional Studies (CAPS)
Continuing and Professional Studies
Co-operative Education (Co-op)
Form of education that links classroom learning with paid or unpaid employment experiences. Co-op and internship placements give students a jump-start on their careers by giving them valuable, and experience while completing their academic studies.
E
Employee and Family Assistance Program (EFAP)
Provides immediate and confidential help for any work, health or life concern. Available 24/7 to all Sheridan Employees and their families.
English as a Second Language (ESL)
Program to improve English language skills for college and university studies.
F
FAAD
Faculty of Animation, Arts & Design
FAST
Faculty of Applied Science and Technology
FAHCS
Faculty of Applied Health and Community Studies
FHASS
Faculty of Humanities and Social Sciences
FYE
First Year Experience
G
25
Gratitude
A strong feeling of appreciation to someone or something for what the person has done to help you (Cambridge Dictionary, n.d.).
Grit
A passion and perseverance for long-term goals (Duckworth, n.d.).
I
Information Technology Services (IT)
Supports students, faculty and staff by providing the technology resources and infrastructure necessary to connect people and their goals.
International Services
Supportive team dedicated to help and support international students on every step of the way.
L
LEAD
The Leadership Education and Development (LEAD) program is designed to develop student leadership skills.
Learning Assistants (LAs)
Provides tutoring in specific subject areas at no additional cost to Sheridan students, Appointments are ½ hour to 1 hour in length, or shorter drop-in sessions. They are located in the Tutoring Centre.
Library & Learning Services (LLS)
Comprised of the Sheridan Library, Tutoring and Academic Integrity Office, LLS has deep learning supports for the Sheridan community in the form of library collections, research, writing and studying assistance, and academic integrity guidance.
M
Mindfulness
A state of active, open attention to the present. This state is described as observing one’s thoughts and feelings without judging them as good or bad (Psychology Today, n.d.).
MyStudentCentre
Personalized portal that allows students to manage course schedules, personal information, and link students to the information required to manage their campus life.
O
Office of General Counsel
Information access and privacy, legal services, compliance, records and policy management.
Office of the Registrar (OTR)
Helps students throughout their Sheridan career. OTR prime focus is to recruit, admit, register, record and support students.
Optimism
The quality of being full of hope and emphasizing the good parts of a situation, or a belief that something good will happen (Cambridge Dictionary).
P Peer-Assisted Learning (PAL)
Provides supplemental instruction support program for first-year or mandatory courses at Sheridan. PAL offers weekly study hall sessions based on course or program content already taught by the course’s professor.
Peer Mentoring
A program of students supporting students, that provides support, guidance, and encouragement for new students.
PSB
Pilon School of Business
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R
Records and Information Management (RIM)
The Department of Records and Information Management provides guidance to the Sheridan community and offers assistance in the areas of classification and retention, record disposition, risk management, privacy, archives, etc.
Resilience
Encountering a manageable amount of stress and having the resources required to recover, adjust, or respond to it (Anderssen, 2019).
S Self-care
The practice of taking an active role in protecting one's own well-being and happiness during periods of stress (Banglore Mirror, 2018).
Self-compassion
The ability to turn understanding, acceptance, and love inward (Good Therapy, 2019).
Self-reflection
A process of recognizing and assessing our imperfections and having the capacity to grow and become better from them (Bright, 2019).
Sheridan Central
Sheridan Central is your go-to site for campus news and services, and features content tailored for applicants, current students, and employees. Platform to facilitate online learning and teaching experiences for Sheridan community. SLATE includes courses content, communication, live lecturing, video streaming, and integrated education technology.
Sheridan Learning and Teaching Environment (SLATE) Sheridan Student Union (SSU)
Student-led organization with a mission to enhance the student experience at Sheridan through services, clubs, events, and advocacy.
Standard Workload Form (SWF)
A tool for recording and calculating teaching workload hours.
Student Advisement
Ongoing support and advice to help students navigate college life.
Student Engagement
The degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have toward progress in their education (Great Schools Partnership, 2016).
Students Rights & Responsibilities (SRRO)
Provides and manages all alleged non-academic violations to the Student Code of Conduct as well as guidance to students, faculty and staff regarding student behavior.
Student Affairs Faculty Toolkit
A guide to support faculty in enhancing their knowledge of the student experience and the services that students may need to access outside of the classroom such as Accessible Learning, Counselling and Student Advisement.
T
The Centre for Student Success
The collection of services aimed at supporting students throughout their time at Sheridan, from orientation to graduation. Encourage students to reach out here with questions and to get support.
Thriving in Action (TiA)
An initiative to help students to thrive academically and personally.
W
Wellness and Counselling
Confidential counselling and mental health support for students.
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Glossary References Anderssen, E. (2019). How to prepare teens for campus stress: A guide for parents: When parents focus too much on grades and college applications and even laundry skills, what often gets neglected are the life lessons that guide teenagers along the path to happiness and well-being, experts say. The Globe and Mail (Online).
Gazing outwards: The real definition of self care [columns]. (2018). Bangalore Mirror. Great Schools Partnership. (2016). The glossary of education reform. https://www.edglossary.org/student-engagement/ Bright, J. (2019). Critical self-reflection key to growing stronger: Opinion. Sydney Morning Herald.
Note that additional definitions are from the Teach Well, Thriving Online course: https://slate.sheridancollege.ca/d2l/le/content/745714/viewContent/9511182/View
Are you interested in becoming a Wellness Faculty Champion? As we work to build a community of practice we are looking to coordinate, elevate, and celebrate the work YOU do in supporting well-being in classroom spaces.
If you are interested in hearing more about this program and/or participating, please let us know by filling in your contact information here.
Designed by Mikaela Lucido (Honours Bachelor's of Creative Writing and Publishing, Class of 2021)