 Welcome everybody and thank you so very much for coming this afternoon. I know we're kind of maybe getting a little bit both anxious and excited about the start of the term and so just really hoping that this session today will give you some insight, some inspiration and some ideas about taking care of our students in the classroom. So super excited to be here. I've got a whole team of my co researchers with me on some of the projects that we've been doing and really excited to share these with you today. So topic of today is embedding student well-being into your teaching practice and and kind of the whole idea and some of the themes that's going along with the CTL Summer Institute is really coming back to the basics. And I think one of our most basic things that we need is our health and well-being and with that then we can thrive and hopefully thrive in the academic setting and that's you know why all our students are coming here to UBC and hopefully we can help them with that. So again in in light of this being a topic of well-being I do encourage you to wherever you are today to stand move around sit stretch whatever you need to do drink water while you're listening to this webinar and taking care of you while you're you're listening and interacting with this workshop so thank you so very much. All right, at least so let's go to the next slide and we'll do our land acknowledgement. So, I'm coming to you we are all coming actually all of my presenters today are coming to you from the traditional ancestor and unceded territory of the Silks Okanagan people so we're all from UBC Okanagan, and I just really want to engage in this session with intent. And, and gratitude and I think we have a wonderful opportunity here when we're talking about wealth and well being and so I really invite you to join me in working towards truth and reconciliation and strengthening the relationship we have with our host nations, but all of us practicing sharing health knowledge and skills to take care of these lands and all of the people's as best we can. All right, next slide. All right, so here is our agenda for today so we're first going to just talk really briefly about student well being and learning, and I know you're all here because you already know that the well being of our students is so so critical for their learning and their success in the academic environment. We're going to talk a little bit about the teachers project, which is a research project that we have been working on specifically looking at well being interventions in the classroom sharing a couple of our unique results with you. We're going to look at the dimensions of well being so we can understand what areas can we address in the classroom. Specifically, then we're going to look at well being in the classroom, and all of us on the team are going to be sharing a couple of ideas of some of the implementations that we did over the last couple of years during this research projects and, and some of our lessons learned from that. And then we want to turn it over to you to allow some time for discussion questions, ideas brainstorming to see what you might be able to do in your classes as we jump back in this September, and then we'll just close with some resources and some inspiration that is the plan of action and I do just encourage you please. We're trying to watch the chat, even just unmute and or put your hand up. We're happy to hear questions and comments as we go throughout we really want this to be more of a of a discussion rather than just us kind of presenting away here. Now, the other thing I do want to mention as well I'm not sure everybody who is online with us today, but you know we talk about, you know this is for what student well being in the classroom. But if there are some staff members here some leaders here that are running meetings and, and things like that, you know you can take some of these ideas and absolutely apply them to a meeting setting as well. Yeah, so I hope that might help her for some of you to. All right, next slide please Lisa. All right. So, you can see lots of different pictures up here. We do have very strong evidence now that student well being supports learning and is so so important for that, whether it's engagement in the learning process. Well, how are we expected to learn well, and so that there's so much evidence out there for that now we can just you know we don't have to go through the rig of a role of explaining that we know it, and it's out there. And so we really need to take action now what can we do in our teaching and learning environments to really support the well being of our students. And I think when we are coming off of the biggest sort of influx and impact of COVID-19 where we were, you know, together then online and kind of hybrid and all over the map. It really has taken a toll on everybody's help. So faculty, staff, students, as well as our entire community. And so it's really brought in a lot of different facets but really addressing student well being letting students know that we care is demonstrating to be one of the biggest things that can really support well being and student engagement in the classroom. All right, next slide please Lisa. Okay, so let me explain a little bit about the teachers project to you so this is an initiative that we've been doing now over the last three years and it's been really quite fun. And we've had lots of faculty and classrooms involved both from UBC Okanagan, UBC Vancouver, Simon Fraser University, as well as Capilano University. We have a long acronym here for the teachers project training and engaging academics in their classrooms to positively impact health, education and resiliency of our students. So basically based on what we already know in teaching, learning, health and well being, we did targeted interventions in three course areas. So things like course outlines, how the class is delivered and things like that. The second area of targeted interventions was in the instructor approaches. So how they communicated intentional kindness, whether they, how they were doing their grading assignment, office hour practices, things like that. And then the third one was actually activities that were done in the classroom to support well being. So this could have been intentional arrival, movement breaks, all sorts of different things. So within our project, we engage a number of different faculty members who were keen. We had lots of different ideas within these three course areas, they chose what intervention that they wanted to do. We gave support and how they might adapt it so it fit best for their teaching style, the course they had, the type of students they had, you know, the teaching environment they were in. So very adaptable and also with their own, that fit with their own teaching comfort level. And the other thing that was really, really key that these were simple. You know, we have so much to do and so much to take care of in our course planning. And it's just like, okay, some tell me somebody, you know, what button do I press and let's just go. So through this project, we really wanted to give the faculty the that quick support that they could literally take an idea and do this well being implementation in their classroom, like basically in like a five 10 minute lesson. So very, very quick and easy. And also for people, like it's been easy for me because health and exercise sciences and health is my area of area of expertise. However, it might not be, you know, second nature to somebody in chemistry or business or whatever. So, if well being isn't their area of expertise, then, again, just tell me what button to press and away I go. And what we were also trying to do in this project was to give people that really, you know, hands on support, so you can get up and implement this in your classroom. So that's been the idea behind it. We have done three years of this project with some really interesting results. Okay, next slide please Lisa. So I want to share some of the results with you. So one of the biggest things in the first rendition of this is that students noticed students noticed that their, their, their professor was doing something to take care of their well being. And that alone spoke volumes to the students because they said it said to them that wow my instructor actually cares about me, and just that alone facilitated their engagement in the class and and helped with their with their learning. So looking at my yellow box here. We also had a minimum of 70% of the students that completed all of the surveys stated that they either agreed or strongly agreed we had a five scale like her scale with each of the evaluation components on whatever the interventions that were done. Just the numbers you see in that box this was just from our last year so our most current evaluation during the winter term of 2022 so just January to to April of 2022. This is what the demographics looked like of the students that were answering the questionnaires. On the other side of the screen just explaining the results a little bit further. For each intervention that might have done so as the targeted interventions that I explained a few minutes ago. We asked questions on the like her scale, whether it's whether they enjoyed the implementation. Did it help them focus in class or did it help them be motivated to learn. Did they feel that their well being was supported, did it contribute to their sense of community in the classroom. And if in that classroom that specific intervention wasn't done what they maybe have wanted it in the class. So those were the evaluation components on the surveys. And we also then interviewed the faculty as well to find out their impact and I'll tell you about those results as well. So just before we talk about the interventions I just wanted to go back to the demographics of the students that answered. So mostly female, mostly white. And I did want to highlight about 12% did have either learning or some neurological disability. And almost 20% did indicate that they had some mental health issue so we can see that that is a large portion of our student population. But but interesting with our last when we went from our second to our third year of doing this study. One of the there's a couple of kind of interesting results that came out and we really wanted to try to get an idea. If these well being interventions were received differently with different cultural and ethnic backgrounds and so that's why in this last one we really tried to identify ethnic and cultural background and and also gender. But again we didn't get huge diversity again majority was white and then that rest 39% was sort of all over the map. So it made it really difficult but I know as we're all working with sort of cultural and ethnic inclusion we're talking about inclusion in our courses as that is a huge part of well being and ties in with that sense of community. It is something to be cognizant of as we're doing these these interventions, because we still don't really know when what what losing my tongue here. What we might see as a well being intervention could be received differently or not perceived that way in a different cultural or ethnic background. So more lessons to be learned there. All right, so the interventions that we were looking at and evaluating. We looked at movement breaks in the classroom. And also this idea of standing so just like I commented the start of this workshop we are standing friendly intentional arrival so things to do when the students are arriving at class, kind of making that transition what are we doing when they're arriving to it so helping them feel that. Okay, I've arrived at this class and I'm here. And, you know, there's various different things that people did you know, are they getting comfortable getting their water. Maybe they're having a discussion maybe they're doing a little check in with happy faces where is everybody today or something like that intentional kindness was another instructor approach that was really implemented as well linked with some other kindness research that we're doing. Some other things that were included in the interventions were being activities to really highlight and an approachable instructor. We had other instructors doing some flexible grading flexible assignment due date some grading input you know students having input into how the grading for the course was done. And then also really focusing on course outline wording and structuring around that again to be more inclusive demonstrate the kindness approachable. So kind of overlapping with some of those different things. So those were some of the interventions that have been done over the last couple of years and again what were evaluated in those comments above. Okay, I've been rambling a little bit here. Is there any questions that are popping up in in the chat, or does anybody have any questions that you just like to dive in or comment on right now before I continue. Lisa, can you see what's in the chat or anybody else. Any questions. I don't see any questions in the chat. Okay, anybody else will give you a second just to pipe up or should we continue on. All right. Okay. Let's go to the next slide then please. Okay. So, when I just wanted to highlight for some of you might know this if not here's a little lesson on the dimensions of wellbeing. And there are lots of different ways we can define the dimensions of wellbeing you might be read one research article or textbook and it might put it into six or seven dimensions some other ones might divided into eight or nine, whatever it might be. This picture that you're seeing here as divided into eight dimensions of wellbeing. So things that impact our wellbeing are physical so things like sleeping, eating, exercising, occupational, and this might maybe fit in a little bit with our students. So there's students right now. Okay, so being challenged in that sort of social spiritual just spiritual has to do with their feelings of kind of, you know, I have a place in this world spiritual can also mean religious connection and community as well. Intellectual so again going back to feeling challenged that our knowledge is being used and that we're learning more environmental and that can be everything for our immediate environment meaning right in our classroom or where we live or the grander bigger community of our environment and and looking at and pollution and water and things like that. Our financial wellbeing and our emotional wellbeing, which links to sort of mental wellbeing might be another term that is used. So you'll notice that all of these circles are overlapping. And the reason they are is because every single dimension of wellbeing impacts the other. And we want to address all of our dimensions of wellbeing. So we are well rounded and even maybe if our physical wellbeing is challenged at a certain time. If we've worked on those other dimensions of wellbeing, then it might just help us put a little bit more effort into our physical wellbeing. So, again, it's important to understand all the dimensions of wellbeing and understand this overlapping. So now when we kind of look at our goal here with, you know, implementing something in our classroom to address wellbeing. We don't have to do something that's going to address all of these dimensions of wellbeing. But even if we're hitting one of them, because they all overlap and impact. So if you choose to do something around social wellbeing in your classroom, well, it's going to have impact on all of those other dimensions of wellbeing as well. So it's like woohoo, you know, so even the little thing that you do in your class doesn't take long, you're doing that, but it could have a much broader impact because of the overlapping nature of all of these dimensions of wellbeing. Does anybody have any questions or understanding of that? So again, just a little idea too is that if students go to every single classroom or to every single class and their professor is somehow addressing something in that classroom to address their wellbeing, then think of the collective impact that we can have. So every single class a student is going to, their wellbeing is being supported. And, you know, if somebody is focusing more on emotional or somebody's focusing more on social or spiritual or physical or whatever it might be, then we're hitting these students with all this support for their wellbeing and collectively again it could really have a huge impact. So that's kind of the idea and my passion and the rest of the team's passion for doing this research for demonstrating and sharing this information with you. Okay, any questions or comments around the dimensions of wellbeing? I do a really fun activity with my students on the dimensions of wellbeing and kind of, you know, we need a balance of all of these dimensions and if we're not taking care of all of these dimensions of wellbeing then, you know, eventually, you know, the egg falls and it cracks. So we don't want anybody cracking. So, you know, we work on all of these dimensions of wellbeing and it builds our overall resiliency. All right, next slide please, Lisa. All right, so let's get to the nitty-gritty here about embedding student wellbeing practices into our classroom and our courses. So, I kind of see this, you know, as we're writing our learning objectives for our courses, our classes and in our course outlines. I'm kind of thinking that, you know what, this needs to be a foundational one for all of us because if we're taking care of our students, then all of those other learning objectives that we set out for our course are more likely going to be achieved. So, we saw in the research that the students are, for the most part, 70% are saying yes, we want these, we enjoy them, we'd like them, it's helping us. But what does the faculty say? So, when we were interviewing the faculty around doing these interventions, they found that they were very easy to implement, that they felt, you know, supported that they got help in doing the interventions, that it didn't take up time or major effort or take away instructional time within the classroom. And I know that's always a concern. They go, well, if I take three minutes to do a movement break or three minutes to do an intentional arrival, then is that taking away from my teaching time? And I've already got so much, right? And we also feel that, you know, we've already got enough to do. Am I adding more to my plate? Again, that's why we want to make this super simple. And if we're taking that three minutes or two minutes or one minute to focus on well-being in the classroom, then it makes the students actually learn more efficiently. So, if you take that one minute, yet it really is increasing or improving the efficiency of their learning. So, the faculty that we had involved were also very supportive and felt that this was very helpful. But also a little bit of a rub off on their own health and well-being. Because if they are taking the initiative to do something for the classes, then it did have a positive impact on the faculty and professors as well. Like, not only like, wow, I feel like I'm doing something good for my students, but it's also doing something good for me as a professor. Okay. And we'll hear more about that when we hear from each of the professors that I've got presenting and sharing their implementations today. And again, just a little picture on the bottom of that slide has a lot to do with the different types of interventions that we were doing to connecting, social, being active, taking notice, learning, giving back, kindness, those types of things. All right. Okay. Next slide, please, Alisa. Okay. So, here we go. I would like to introduce the rest of my team that I have here today. So, Tamara Freeman is from chemistry. She teaches basically every single first year chemistry student. So, she will have lots to share. Jamie Piercy in psychology, just lovely ideas, lots of different things she's done. Shirley Hutchinson again from psychology and again just a wealth of ideas and enthusiasm and positivity. Very, very helpful. Lydia Watson, our crew from Kaplan University so I'm so happy that she's here today to share with us. And Brianna is actually in physical and well being a staff member here at UBC Okanagan. So, she's going to be talking a little bit about more support for movement breaks in the classroom, and then myself. And then I also just want to introduce the co-lead on this research project was Yannick Ekinar from from Engineering and unfortunately he's not here today but fortunately for him he's on holidays. So, he's another great contact and resource for you. So, what I'm going to do is I'm going to invite each of these lovely team members to share their implementation and experiences with what they did in the classroom. So, let's go to the next slide please, Elisa. Okay, Shirley, I've got you up first so take it away please. Thank you so much. And just before we get started, I just had a couple of questions come into the chat. Just some individuals wondering about if the resources will be shared so not only the recording from today but also the PowerPoint. And I sort of took the lead and said that they would be so hopefully we can make sure we do that. But also, if we are able to also if we're able to get a participant list and able to email some resources to and there's just some interest in what the different types of strategies could be so if we have a compilation of those if we could share those as well that would be very helpful. So, hello everyone, my name is Shirley, and I'm going to very briefly be talking to you about flexible grading options. So, give some context in psychology I teach the introductory psychology courses as well as some second year and third and fourth year courses. And one of the big issues I encounter with first year. An issue I guess is the interesting term because it depends how you look at it but one of the struggles or challenges I have with first year is teaching to students that don't necessarily have psychology is their chosen interest. So, psychology is a can be an elective course for a lot of students and doing it to kind of take those boxes get those credits in one. So, having students complete the courses, you know, good chunk of them are really excited they want to be there they're thinking psychology long term, but there's another whole group that don't necessarily have interest in psychology it's not top of their mind we're trying to get through. And so one of the issues I encounter in previous years has been, you know, I have all this content and stuff that they want them to do and sharing to engage with the material, but they're kind of just going through the motions because they're not really into it it's not something of interest to them. And then, and a lot of the feedback I would get would be you know we had so many things that we had to complete so many quizzes so many chapter reviews and it's not fun if you don't enjoy the material you don't want to do the material. So one of the strategies I've used to kind of help with this a little bit is this flexible greeting. So, what you're seeing here on the slide is a breakdown I haven't a free online resource or online learning resource that my students can use open access resource that goes into more depth on a few of the topics that we cover in our course. And so for a portion of the grade in this case it represents 10% for this particular class. We have all the different chapters there's eight chapters that we cover in this course, and each one of those chapters represents a portion of their grade. But what we've done to make it more flexible into allow the students to have sort of choice and and to increase their engagement with the content and build these meaningful connections is allowed them to choose which chapters they complete. So even though completing it is worth 10%, I might only ask them to complete five of those chapters or two of those chapters, and then the grades just break down as they would and that allow the student who maybe goes through those you know I hate history of psychology I really struggle there's names there's, you know, having to progress through a huge amount of time which is not of interest to me. I'm not into it I want to do something else it gives them that option. And the feedback I've received from that was actually been really positive. The students really like to have the ability to kind of pick and choose kind of create their own menu if you will, of the things that they can do and so the feedbacks will agree it offers flexibly for the students it also gives some unintended flexibility where maybe a student who just doesn't have a time to tackle one of the chapters can just elect to not do that chapter at all and it gives them that flexibility and with these particular assignments I have them do at the very very end of the term so like at the start of the final exams. So if a student wants to rate at the outside do chapters one two and three and get them done and be finished they can do that. Or if there's someone that maybe has a really tough semester and wants to wait until the end of the term, they can do the latter ones there or decide to tackle those earlier chapters later on in the term. So offering that flexibility so providing students with the option to complete some of the assigned activities as opposed to all of the activities I do the same thing with quizzes as well. And just helps the students engage with the content and build that meaningful connection for the steps that they're actually interested in and it kind of helps a little bit with the, I don't love psychology but I got to get through it. They have that ability to kind of say okay it's not my favorite, but I'm going to focus on the things that are of interest to me. Thank you Sally. That's all I got. All right, thank you Shirley any any comments or questions just for sure about and we'll do more more time for questions at the end as well but is there anything coming up there. Do you see anything in the chat on that. Hi this is Linda. Vancouver. My question is how do you ensure that you meet your course outcomes if you have pick and choose. That's an excellent question so I ensure that by ensuring that the assessment the actual midterm assessment tackle all of those learning outcomes. So they do still have to be tested on all of the content in the course whether they love it or they don't. But this is the secondary component of their grade that allows them to kind of focus more in on the stuff that they want and as you can see it's not worth a lot of the great anyhow it's similar to what a participation grade would be. So they meet those learning outcomes through studying for the content and engaging with the content through short answer or multiple choice on an exam, but then they have the ability to engage further with the material that's of interest to them. Got it. Thanks so much. Yeah, you're welcome. Yeah, thanks Shirley. And maybe just another thing to add to that like it's really neat. How Shirley has done this sort of in topical areas, right of what you're interested in not another way to also do the flexible grading is on the type of assessments you have so if you have, you know, assignments and midterms and quizzes and various things and, and even to give a little bit of flexibility on how much each is worth so say somebody knows they're a really good exam writer. So maybe they want their exams to be, you know, to the high maybe you give a range of like, you know, 5%, you know, 35 to 40 40% for this exam I'm a really good exam writer. I would count that up to 40% and maybe bump my assignments down by 5% or whatever. So that's another thing that you can do as well. You know, some you might just keep, you know the same. Some you might give that flexibility but you give the percentage range that students can choose from. And again, even just the students seeing that they have a little bit of choice. They might feel that they've had more input they have more ownership over it. And again, even just that you presented the option they might not take you up on it. And if they don't then you just assume that everybody is going with the grading scheme that you have, you know, set out there. And people are fine with that but even just letting them know that you are flexible, it's, they seem to be like, Oh, okay, that's great, you know. And with flexible due dates. And so, you know, I'll say okay well this is the planned due date to help you progress through the course, but it's not set in stone it's kind of the scaffolding. If you feel that you might need one or two more days because of this going on, then just email the TA, and I have found that students really rise to that so if they realize like wow I've got five midterms that day plus this. I can email my TA, but they, they are accountable because they have to have a plan, and they'll go okay, you know to the TA or Dr. Shelley can I just have one more day, because I've got this and this and this. And they will get it in on time for that day. So it's another way of giving them ownership and then taking ownership of their own learning. So, just a couple of other ideas on that flexible grading. Actually, Sally, there's just been a question that popped into the chat that relates to you're just discussing so maybe you can help answer that too. The question just relates to the flexible grading option and when you would ask them to have that decision by so is it something that they can email you on like the day before or did have to be done by a certain time period. Okay, good point. Thanks for reminding me of that. Yeah, so I give them a kind of a date where they need to decide. And it's typically, you know, before their first assessment is due so they can't, you know, change part way through or whatever. So, you know, typically I'll give them maybe the first three weeks of classes to decide. And, you know, it's either no response then I'm just taking the instructor what she has laid out, or if it's something different, then they just have to email it to the TA and the TA just takes note of it. And then all I do is at the end of the term, once all my final grades are tabulated, then I go back through and make those different calculations for those students that had selected something different. If you don't mind me selling just building on that for just a second, that's one thing I should have mentioned. You'll see in the slide here it'll in the canvas image it shows a rule. So what I've done here is you basically in order to allow only a portion of them to be graded you have to institute rules where they drop the lowest ones and so that's what that's regarding to so all of them have been technically assigned in canvas so that anyone can access them. That's what's supposed to be at the end of the term and drop say in this case and drop the five worst or three worse. That's what that rule is and there is a lot of flexibility with canvas to create rules like that and we do the same thing. A lot of us do the same thing with quizzes as well, in terms of like your worst quiz gets dropped or your worst assignment gets dropped so there's lots of flexibility in canvas to so I would encourage checking out Campbell for what the rules are, because there's a lot of flexibility with that as well. Sorry, I call me just given to the chat that relates to as well. I asked a question. Oh, sorry, sorry. Yeah, exactly. Yeah, that's exactly and maybe you can speak to that too for our during your session. Yeah. All right. Okay, thanks really. Yeah, so lots of neat ideas that you can do here. Yeah. Yeah. Okay, let's go to the next slide. All right. Okay, Jamie. Hi. Well, thank you so nice to be able to speak on this topic. I'm going to speak broadly about intentional wellness and kind of themes of wellness and, you know, approach and warmth and all these things in the classroom. And then also the structural interventions of how over the last three years on this project I have implemented some of these strategies. So in terms of wellness, I'm just for background I'm actually a clinical psychologist and so here at UBC I teach the psychopathology series so I teach the psychology class for adults as well as abnormal behavior in children or different, you know, child clinical aspects as well as the development series and so a lot of the focus on wellness is actually really central to exploring topics that may be personal for some students so many young adults are starting to experience anxiety or they have had a history of learning or mood concerns and so a lot of the focus in the classroom is on wellness and compassion and really the pillars of mental health and wellness and so that really explicit is actually quite easy in my in my classes, but I would really emphasize in general, a successful implementation or strategy is the one that you will actually do. The one that doesn't seem like a lot of work that just really fits in with your style so I personally am really passionate about mental health and wellness, and so focusing on the health of the students and talking about that. And that specifically has seemed to be really effective. So having that kind of warmth and approachability is is fairly central as well as supporting mental health themes explicitly so when we get into more difficult topics. I will always remind students of the mental health resources on campus, both in class in slides and on the canvas site. And I think it's really important. I do have a lot of arrivals so I do intentional arrivals on occasion so I will talk about the success in terms of compartmentalizing and be where you are when you're there. And so I will usually tell students to check your phones think about that message that you need to send or that friend you want to reach out to or that last comment you want to make, and then be here. Myself, but also respect each other and just be here for the next 30 minutes until we take our first break. And lots of those kind of check in so arrivals are, yes, compassionate and to notice you know we're going to talk about eating disorders today for example, what are your gauge your initial reactions your initial feelings on that topic and just know that you're in a place where it's safe to have those feelings but also to let me know if I can support you further in terms of just being in this space for the next short period of time. The topic also allows for a lot of emphasis on community community within the classroom and this idea of ice. I spend an extraordinary amount of time learning all their names, which sounds basic but I teach 300 students at a time and the amount of students who thank me for learning their name or even for asking their name in the classroom. So I think it shows like I noticed that you're here and I want you to be here and it ends up becoming a joke when I immediately call, or I had a Jill last term who I called Meg, probably 40 times and every time the class would laugh and, you know, we humility but also just having a relationship with them within those 80 minutes so that's kind of my wellness in the class if you don't mind going to the next slide for me. Alyssa, thank you. And then structurally there's a few things that I do as well. The syllabus I know that Eva you were asking earlier about approachable in the syllabus. I will often do a small intro in the syllabus like a line or two about you know welcome to the class here's what we're hoping to kind of learn on the canvas site in hybrid learning that was also really central so an introduction to me, what I like whether that's on the discussion board or just an intro to the professor and the teaching assistants. I do do movement breaks I personally am an incredibly fidgety person so I paste the whole time and I can't imagine sitting still for that long. So I usually do about a 40 minute stretch check your phone kind of check in but also just depending on how over any eyes are. And then in terms of the actual course itself I also do flexible grading so 10 drop to in terms of of quizzes just to lower the anxiety and the approach to a quiz I think sometimes can be problematic. And then including lower stakes exams and assignments so I usually have at least three exams in my class that start at a lower percentage so maybe a 20 a 25 and then a 30 or 35, and then have grades based on quizzes that have flexible grading, or other more applied assignments that are enjoyable, but lower in terms of the grade percentage I always want to focus on the process of learning as opposed to the avoidance or fixation on a grade. So that's that what I've incorporated I think generally it's been really effective learning what's not effective has been really helpful to. I don't do standing desks, I do movement breaks standing desk psych students don't have tried, and I think it's uncomfortable to have like a one person standing in the audience and then everybody you're. Anyways, that's more of a me thing and the psych students. I'm kind of doing what seems the most authentic to you and what you'll actually remember to do, because over time it will just shape your teaching style to becoming less of an intervention and just more of an approach. So that's all that I have planned but I welcome any questions I really care about this stuff and so I'm more than happy to discuss here or via email that would be more helpful. Thank you. Thank you Jamie and I just I just love your comment about, you know you got to do the intervention that you're actually going to do right. You know when we're all trying to, you know be more active well you know you're not going to go to the gym if you hate going to the gym but if you like walking well then you're going to walk right so it's the same type of thing here right something you'll remember that you enjoy doing and that that fits with you. So, that's lovely thank you so very much. No problem. Can we go to the next slide please Elisa. Okay, so Lydia from Carolina University it's been so fun to have Lydia and the whole crew they're involved with this research study as well, and being in North Vancouver my hometown so yeah. So thank you Lydia so much for being here and sharing your really neat idea. Yeah, thank you Sally and thank you everybody. So yes as Sally said, I and I am actually coming to today from the lands of the seashell people in the Sunshine Coast, I do live on the Sunshine Coast and teach both in North Vancouver and at our seashells Kaplan University campus. So I've actually never met Sally or any of the members of the team in person. It's really over the last two years to be working with this team. I think that's one of the wonderful parts of this project is there's just been this amazing ripple effect, where we've been talking about it at the institution I that I work at and I've been along with three other colleagues, part of this project. So this is a snapshot of something that I do and it's called the wishes and worries wall and this is, I do it in two ways. I do it at the beginning of a course. So this is actually for communications I teach communications and business and it's communications 100 course. A lot of students come into this course, not really being scared about writing being scared about public speaking. And so I ask them, you know, what are your hopes for this course what do you hope to get out of it and then what are your what are your worries what are your concerns. One of the things that this does is it and you know, of course it is anonymous. I've been teaching online as as all of us have the last couple of years or many of us have. And but course you can do this in a face to face as well and I think that anonymous piece is really important, because it does give the students freedom to take risks in their learning and put themselves out there when they may have not normally been doing that in a face to face class and especially when they are being vulnerable and and you know putting up things like you know that they're, you know worried about the grammar and editing or the group projects that sort of in the unfair division which are you know common concerns we know students have. So it creates this community right away. Oh, you think that too. I feel better knowing that you know you feel the same way. And then I also do a wishes and worries well and if you could please go to the next slide. This is one from just a regular just this is a zoom whiteboard so I'll do it weekly as well. And so students start to get the idea that you know the beginning of each week they're going to you know put out what they're feeling. And I chose this one. Sometimes I might get maybe one or two this one was was a really good one I chose it because you can see that a lot of students besides just concerns around the course lack of sleep assignment overload not getting the work done. And then there's also, you know people who are saying thank you for this which is great feedback for me right to know that this is actually working. And I should say just along the lines of feedback that the great thing about these, you know these types of check ins is it also gives you feedback in terms of, you know what's working one of the students worried about what can you maybe tweak and change. So you can, you know, go back and say hey I heard this, and it is in my purview to change and I changed it based on your feedback so it's it's very empowering for them to to hear that. So, you know, as, as Sam has already been said there, you know there are multiple other things that I would implement into my classes including intentional kindness. And you know some some work some language on the course outlines and on our LMS sites, but this one I wanted to share with you because I thought it was just a really easy quick way to get feedback from students right away. So, that's all I have to say I don't know I see zoom whiteboards aren't anonymous are they. That's a really good question Linda yeah so you can enable it at the beginning to make sure it is anonymous so that's a good point do make sure that you do that or else you will see a people's So, thank you I don't know if there are any other questions but that's comments for Lydia. It's just it's a really neat idea I've had lots of fun discussions about her and I just I love the name to it's just like, it's just very authentic and just like let's put it out there. I just want to as we've seen and heard from a few team members here about the implementations I sort of want you to think back about the dimensions of well being diagram that we had talked about earlier in this presentation and just thinking about how all of these different dimensions of sort of address different areas of well being but understanding like, again those dimensions and and how they're overlapping. So again if I went to Lydia's class and I got this and then I went to Jamie's class and I got this you see how we're getting these little snippets of, you know, all of those dimensions of well being being. We just asked a really good question. And it yeah do you respond to student concerns immediately like open up discussion about them or just let them be out that's a really good point. So, based on the context based on the class. I may I may like for example I do this I remember this one and I remember the lack of sleep and I did talk about it and I did. I'm sure that I sent them a follow up email talking about the importance of sleep and how we have supports on campus we have free counseling. So I do. Yes, especially if there are some of those comments that are quite or I feel like that you know they should be followed up with I definitely wouldn't do that. Oh, yeah that's a great idea some Lucy just said make it as you could make it a smoke snowball fight with different color paper for the wishes and worries for sure you can do a ton of different things with this great. Write them on paper then scrunch them up and throw them right I mean think of that building that sense of community right and let's just throw our worries away and yeah so again, sometimes when we act out those things is just the. Oh, what's the word of, you know, just just doing that right just doing that action of throwing it away like the physical actions sometimes can can help to and again it's, it's fun. And why shouldn't learning be fun. All right, next slide please. All right, okay Tamara this is you I forgot to put your name up there sorry about that I think it's all good. So maybe a little background on me. Yeah, from the chemistry department and I teach the required first year chemistry course so that is every single bachelor of science student that comes into my course and we average somewhere between 700 to 800 students. In my work, I teach two sections of approximately 400 students each to hit that 800 total. So big big classrooms. I'm very lucky that I teach in the classroom that was designed for active learning. So I have the ability to engage my students. One of the things again coming from that science background is that we are taught in all of our scientific writing that it is supposed to be in personal, it is never I or we, it is always the experiment did this. So, this was not a huge leap for me to create the syllabi with language that is inclusive or welcoming. It actually became more of an addiction. Once you start to make one change and you see how the positive results come in, you start making other ones. So one of my very favorite pieces of my syllabus now is letting students know that this is a course where again it's a required course just like Shirley did in her first year course. Not everyone's there because they want to be a chemist long term. They eventually have some other goal in mind. So encouraging them to make meaningful connections with the material. And that statement I get all the time when I introduce myself oh you're a scientist. Oh, I hated chemistry in high school, and you don't have to enjoy my course at the end. I'm going to show you these student rights which I highlight right away at the beginning of my syllabus. You have the right to be confused you have the right to think this is confusing and make mistakes, and then coming and seeing me. So, in that statement I follow that very clearly with the introduction of myself. I'm going to echo Jamie here in her comments about being true to yourself, making sure you introduce yourself in a way that is personal to you and that you and you aren't trying to be something or not. So let's see in the classroom I make mistakes in the classroom. I tell funny stories I show pictures of my silly kids. I have one of the most recent implementations for my inclusive syllabus is I now take a video of myself. I've done Instagram videos where I run around campus and I introduce students to the classroom and I send that to them the week before class starts. In all of these practices, it is still the syllabus in my brain, but you're starting to incorporate that approachable instructor that inclusive that community piece. Replacing the impersonal language, it wasn't as hard as I thought it was going to be. Every time you have your course syllabi jargon, the students should just simply changing it to, you can do this and you will be introduced and I will help you and I have all been statements that have been really powerful. I was just looking through my syllabus here on the side. And one of the things I very specifically tell my students, I believe that everyone can be successful in this course. And I have an entire section of my course syllabus that says plan your success. It's got all those pieces here is how a lecture is run here is how the active learning will be. Here's how my grading modules are going to occur. But it's all of the pieces highlighting to those students what they need to do so they can be successful. As a first year instructor seeing all of these first year students and sciences. One of the things I've come to realize is that it's really not about the course content for these students as much as it is about teaching them how to be students. So another thing that I also really like to include in my syllabus and actually this one I've just revamped as I'm editing my syllabus for September is describing the purpose of your office hours. A lot of students don't come I sit there for hours and hours students come and see me I swear I'm here and answer your questions and no one comes. And often it's time that students don't really know what an office hour is meant to be so renaming it student hours or instructor availability. And what I've done just recently this year is telling students hey this is the time to ask me questions about content about career progression about why my kids are pains in the butts. How did I get to this career how did I become the instructor that you see today all of these are questions that you might have. If you're interested in research. So ways to use office hours and how to get into them without having to you know feel like there's those email that come in I'm so sorry to bother you you're not bothering me this is my job. Yeah so that's the piece that I wanted to highlight. I think I did say, you know it does become addictive. You start to see how easy it is to incorporate one thing and then you start to incorporate more. One more thing I wanted to bring in in terms of flexible grading. Another thing that I've recently come to and it's again it's speaking on wellness for the students. Very specifically it became something important wellness for myself is I've incorporated what we call flex days into my syllabus. We all know that we have a lot of content to cover in in a limited amount of time. But if you're not healthy and your students aren't healthy you're not going to make it through the syllabus content anyways. So finding time in your syllabus anytime in your syllabus that you know this can just be a review day. I might just cancel this class altogether to give everyone a mental health break. Finding the time in your syllabus to create what I like to call flex days has been immensely positive and helpful for myself as well. So I think I'd like to I'd like to leave it there and I'm open to any questions. Lovely. Thank you so very much Tamara and I just, I just hope you guys are getting goosebumps and tons of inspiration because even when I'm hearing like all these ideas over again when I'm talking to my team and they're just just so many great ideas and things coming out and and I know when we were switching that language is just so fun like I have welcome messages on my thing but I really like that. I have an idea Tamara about not putting office hours, like I've done the explanation because I literally had some students, you're right they don't know what is office hours right, but and I really noticed that it was interesting that during COVID when my office hours were virtual. Every single office hour was packed. It was really interesting like what's different here so yeah some some neat ideas and to I think the the one thing about these rights of a learner to again. I just think those are so so valuable with really breaking down that barrier between students thinking that professors are these pedestals up here on stage and we can't ask them questions. I think those rights of the of the learner really help them realize like, no, like we are your team leader here we're your cheerleader, and I actually write that on my course outline beside, you know where it says course professor and you start putting all your information, I put in brackets, you're cheerleader your team member you're you know your go to support person you know because I want you to be successful I want you all to be getting 100% of my course right and I don't think they see that. You know you as the instructor, trying to get be as hard on them and you know give them the lowest grade possible, like, no. So, anyway, so just some fun ideas there. Okay, so oh thanks Tamara for putting that that link in there. That's great. That's really helpful for everybody. And no such thing as a stupid question. Absolutely it's their safe environment to ask the questions. Do it in the safe environment here before you're out in your in your career. Lovely. Thank you so very much to Vera. Okay, let's go to the next slide please. All right Brianna, let's hear a little bit more about the, the, the move you breaks and initiatives. Hey, thank you so much I'm just going to add some links in the chat. Perfect. Thank you. And then I'll give you a little bit more contacts later on as well. So hi everyone, my name is Brianna and I'm the physical activity and well being coordinator here at UBC Okanagan athletics and recreation. I'm going to be explaining about how you can actually implement movement breaks into your class. This is also open to all students and staff as well it doesn't have to be requested for just a class but a meeting or even an event. So I'm going to try to multitask and lead you through a stretch break because it's been an hour as I tried to explain what the movement breaks are. So I really encourage you to just follow along with me we're going to start with a little bit of a next stretch. I'm going to try to tempt to talk while doing this so hold it here. So I'm in charge of supervising the move you crew, which is Health and Exercise Sciences students here so switch to the other side at UBC Okanagan, as well as some students from our Health and Exercise is Medicine Club here at UBC. I know Vancouver also has a new view crew. So I really encourage you if you're on the Vancouver campus to check out the UBC Recreation Department there and you can find the link I share. We're going to do some rest stretches here. So as shown in the teacher's project as one of the implementations and from Dr. Sally Stewart's research movement breaks really improve while being by relieving stress improving mood, increasing energy and also making students more engaged and focused while in their class. So now some shoulder shrugs some will go forward and of course feel free to modify any of these movements based on your own abilities. So here at UBC Okanagan we're actually piloting that's for the first time. And it's actually been implemented at UBC Vancouver and then you can switch and roll back your shoulders. Now that I've provided you you'll be able to apply to 10 minute movement break from the new view crew for your class meeting or event. And now I encourage I'm going to actually stand up if you can. We'll do some arm circles just to loosen up our arms. You'll be able to find a reclass forum it's actually not launched at UBC Okanagan yet but I'll be launching it in September so as a faculty you'll be able to schedule a movement break for your class time whether whatever that class may be so you'll be able to schedule the day of your class and the time in the future you can come and implement a movement break there. I know you can't see me but try marching on the spot now to really loosen those legs. And from there you can request whether you want a stretch break an aerobic break, or a dance break so you can really cater it to whatever you think would work with your class. I think this reoccurring as well so not only you can make it a one off where you can have the movie crew come to one class but you can make it reoccurring where they come to class bi-weekly or every week throughout the semester as well. And what's really great is that you don't have to leave the movement break we'll have the movie crew come and lead the movement break for you so it's a really great way to break up sedentary behavior and really increase engagement in your classroom as well. And specifically at UBCO recreation you can find more about our movement breaks on the get after page and the link I provided if you're on the Vancouver campus you can find a little bit more about Reclosetient there and the process is very similar on both campuses as well. And if you're also more interested in learning more about it you can email myself directly. So thank you. Thank you so very much, Brianna. And I think it's really neat there that you, you did your presentation while we were moving because one of the things about doing movement breaks in in the classroom and the concern I mentioned earlier we're going oh my gosh but this is going to take up so much time, you can use your movement break as, as still instructional time, you can have people stand up while you explain, you know and move around while you explain a concept, or the other thing that you could do to is, you know, do the think pair share, or while you're standing up and moving, you know, explain, you know, take turns explaining this concept to, to your partner, because you know once you can explain a concept and verbalize it then you know you know what so you can also use that movement break time for actually, you know, learning and stuff. And even if you can have them, you know, I've had my students walk around the classroom like in some of those big lecture theaters, like okay well we're doing laps around, and, you know, talking away answering questions movement break time to discuss, the concept you're you're discussing in the class so you can use it as a complete mental break, or you can actually use it for teachable moments as well. So, thank you very much Brianna so I'm lovely the movement breaks has been very successful on the Vancouver campus. So some of you might be very familiar and have used it. So trying to get the more implemented here at UBC Okanagan. So again very helpful for people where movement isn't your thing, or you don't feel comfortable leading in your class. You know you can have this crew come to your classes. The other thing, when I talk a little bit more. There are some other opportunities for movement breaks in the classroom as well, which I will talk about here in just a minute because I think my little interventions are up next so let's go to the next slide Lisa and we're just watching the time here. Alright so a couple of things that I want to mention to you that I do so one of the things that I do is an intentional arrival. So this was mentioned earlier just a slightly different version. So basically when students come to my class this slide is up. So whether we were online or in person in the classroom. This is up and I explained at the first day. And it might take a few minutes the first day, but then as the students start getting into the hang of it, it really ends up taking no time at all because the students are doing this, you know, or have done it by the time you're starting your class. And you could take this slide and, and, you know, modify it for what is best for you. But these little ideas here are, you know, do what you need to do well and healthy in this class. So if you'd like to stand we're standing friendly class so if you need to stand you can stand and stand up here or do your, you know, your, your standing desk there some of the classrooms do have that. Some of the classrooms on the Okanagan campus actually do have those cardboard boxes. And so the picture of the standing there. I also encourage if people need a snack, you know, we cannot think and work and learn if we do not have a well fuel brain. So water bottles, do they have a snack. And again, as long as it's not a messy or smelly one then they need to bring it to share for the whole class but absolutely they can eat as fine. There are different regulations and certain classrooms where you know food is allowed. Again, as Jamie mentioned about the phones is like, oh my gosh, like, okay, like, let me just, you know, like put this away or I don't need to reply I know that text message or my friend is going to be there when I finish class so putting those phones away. And so you can be here and focus in the class. And the other thing that I really find that helps with that is having the students do it to do list and whether they do it on their phone or actually write it down. Because they might have been coming from another class going oh I have to remember to get that textbook or or do this online thing or get this quiz or whatever it might be. So if they write it down. They know it's taken care of put it aside. Now I can be present here in the class. So just some little tips like that again and it's all about making that transition. Can I be in this class and comfortable and ready to learn and be present and mindful. So that was just sort of my idea of an intentional arrival. And again you could take this idea and modify it for whatever is appropriate for your classes, your students and things like that, or what you think is important. Alright, next one please. The other thing that I often did with intentional arrivals is. I really like quotes, and so often I would do a quote with a picture up there, and it might have been related to our class content or just anything about well being or or anything and that was also another way just to get students to be to be thinking about well being and make that transition into their classroom. All right, next slide please Lisa. Okay. The next one I want to talk about is intentional kindness and actually I was doing another project. Some of you may have heard of Dr been fit on the Okanagan campus does the research with the dogs but also kindness research and so we have done some kindness research together as well to try to look at how our university students see kindness and just on the bottom of the slide there. This was typically what came out of the results from that study was students thought that kindness was helping others doing something for others, you know, being polite using kind words showing compassion, and just that idea people want to be cared for. If we go back to I'm sure we all know mezzles hierarchy of needs right, knowing that we are cared for and and love that's one of the things about being part of a family or a community. Feeling wanted is one of those basic foundational needs and by sharing showing kindness to others that is a way of showing people that we do care. It's kind of interesting. I think kindness has come a little bit more to the forefront over the last number of years because of COVID. Because of inclusion, the anti bullying days, day of reconciliation, all of these things are sort of really bring in again kindness out into the forefront which is lovely to see. But again, it's something that we can absolutely do in our classrooms, and it doesn't mean changing your personality we are who we are. But even it could be intentional kindness in terms of how we word things on our course outline, how we address students when they come into our class or into our office hours that that wording again can be really really critical. It's just acknowledging if if students are asking a question or or sharing something it's just acknowledging about how they feel, and and what can you do to inspire kindness, make kindness the norm. One of the things that I do in my class is, I have always four course themes that relate to the course and I can, I'm not sure if I put a slide in here on that or not, but always my last and fourth course theme is great. My next theme is grace and kindness. So, if I'm teaching nutrition, and I'm working with my students about on, you know, working with a client with nutrition challenges, then how can we approach that with kindness. And even just about if you're doing a group project together, how can you bring kindness into your group leadership. And it's just in whatever we do, put kindness in there. And can we act from a from a way of kindness so it becomes a norm it becomes our way of being it becomes a way of our community in the classroom is around kindness. And one interesting thing though that did come out of our research is when the students were asked about, you know, this intentional kindness, and about if you would have wanted this if you felt that this wasn't an implementation that your did. And some students actually replied no. And they're going, Why wouldn't anybody want their professor to be kind. And so I kind of grappled with this a little bit. And it's come out on the last two years and very small proportion but still if anybody says no I don't want my professor to be kind I don't So I'm wondering if there is some cultural ethnic thing there that is that is coming out. I don't know, but I'm just wondering and maybe it's you know where I'm here to learn I don't care how nice or mean my professor is. But anyways, again, that that kindness just does show show and care so hopefully I've given you a couple of different ideas about where you can bring kindness into that. Can you go to the next slide please, Lisa, I'm just. Okay, so I didn't show you a slide about my four course themes. But I, I do them with relative pictures and I encourage the students to print them off and put it up in their study area. So when they ever kind of lose sight of what we're doing in the class it sort of comes back to those four, four, four themes. And then that grace and kindness always does come up. And I'll just reflect back on what Tamara said like, you know, yeah, we all goof in the classroom we absolutely do. So I'm asking you, meaning the students for your grace when I go for I'm a minute late this happened or whatever. And I will also show you that grace as well. And maybe that grace comes into, you know, the, the, the idea around scaffolding or slightly flexible on due dates. Okay, things like that. All right. There's, there's so much, but I'm really hoping that this is giving you a little bit of an idea. So moving breaks again is another one that I do obviously coming from health and exercise sciences. It's where I really started doing the movement breaks and again so many other well being interventions are coming in to play now and I will be showing you some slides just in the next couple of minutes of where you can access. Again, ideas for movement breaks, where you can access a dozen different three minute videos that you can show in your class for for doing movement breaks. The whole idea about standing friendly stand up deaths. Those types of things as, as well. I'm trying to plot there for a second. Um, all right, okay, maybe that one that that thought will come back to me. All right, we just have a couple of minutes left. I just to see one question in the chat here that I will answer right away. This is how long do you give them to fully arrive and be present. Okay, really good question Sue. And again, sometimes, you know, once they get into the swing of doing an intentional arrival if you tend to do, you know, a very similar one each time. Eventually really I'm kind of maybe just giving them a minute, if that, and, or sometimes all have them kind of still doing their intentional rival maybe where I'm, while I'm just getting set up. Maybe they take a little bit longer but maybe they just had a week of like exams or you had your exam last class, and maybe it just takes sometimes you just have to read your class a little bit. Okay, so let's flip this over to you I'm hoping that you're getting excited some ideas feeling inspired about this. So, I'm, I'm just going to open up the chat or people want to speak up, please do. These are just some of the questions that I've kind of thrown out to you here about. You know, what sort of is your inspiration what questions you have anything like that so we'll take a few minutes here before we get into the closing and and the, the resources. Okay, anything in the chat or does anybody want to ask. Okay. Anyone here I'd love to look into the research supporting the notion that students learn better as a result of these movement breaks. Could you share these relative resources absolutely Irene I would be very happy to. Some of them we do have on the well being website. And I'm also very happy to speak with you individually because those were my research things as well so I'm just going to write down. Your name as well. Okay. Search. Okay, lots comments about love the tips to classes. The other thing too that I want to comment on is you know that we've put everybody's links up there and mine and Yannick's. And so we just really encourage you we would love to hear from you. If there's something that really is kind of tweaking you just email us we can have a short phone chat and help you maybe modify something that would be work wonderful for you in in your class. I'm seeing another question here is the teachers projects and ongoing research show viewer has been completed. Will it be published. Okay, very keen to learn more. Okay, so we have done three years. We have not published anything. My main goal and I think the team's main goal is about disseminating it. We want to get it out to you we want to, we want to activate it and get people engaged and so we're feeling that through the CTL workshops. Getting our names out there through the education leadership network, whatever we can we want people to and it's also on the UBC well being website which I'll show you. We're hoping that by getting the word out, talking about it, putting us out there in the CTL workshops that will get people interested. So we can meet with them and just keep this ripple effect going right so if you go to this workshop and you hear about it say okay well contact Jamie or Sally or whoever and get some input on it. We're not sure whether we're going to do another cohort of the actual research this year yet or not. We're looking at some other options of disseminating that's our big key is you know we've seen some really positive results I mean when you've got over 70% saying yay. This is great, then my goal is to really get it out there I'm really hoping that we can do some work with the deans and directors, and get kind of key people and each of the different faculties to help faculty members and professors actually implement in their classroom so. So that's what I'm really hoping for and putting emphasis on. And we do have one manuscript that's prepped to spend. Yes, that's right Jamie thank you yeah it's ready we just got to get it in there. Send it in I think it's just shows how busy everybody has been but it definitely is just needs to be polished and submitted so soon it will will exist but we're happy to discuss anything in the in the meantime, before it's in breath. Thanks to you. Anything else here. Okay, any specific tips that will be good for our key covert cohorts. Again Lucy I think really is our students are stressed and the mental aspects have gone up significantly. And I think one of the things is to really reflect on your teaching styles and what you're teaching. Sometimes even doing the teaching perspectives inventory if you haven't done that already can be very very helpful on identifying what teaching you come from, and it might actually really really help you decide on what to do from your class, because again, anything that you do that authentically is coming from you as a professor showing that you care about your students is probably the number one thing that students need to know that they're going to a safe place. And you know I was involved in some workshops this summer. And one presenter actually kind of summed it up as that school is basically like home. And if we think of what home really means to us home is our safe place. And if we've got students maybe that do live in Vancouver or Kona or wherever their their home campus is but we also have students coming from all over the world. And now UBC UBC Okanagan is their new home. The classroom is their home. And as professors were almost like the parents in that classroom. And so a home is where students feel safe and supported and gently nudged and challenged. And again so anything I think that we can do to make the students feel safe in that environment so I, I just really like that analogy that that school is like a second home to these students. And so how can we we make it feel comfortable. So I really like that analogy it kind of hit home with me pun intended. Okay, seeing some comments about the grading practices. Okay, yeah, yeah, that's the one more thing we don't want to overload those to do list so that's that's a key thing now. If you could go back to the screen share and I'll just follow up with those last couple of slides that have the resources on it. Yeah. Okay, so couple of resources here that I would like to highlight and again you will get be getting these slides. So the first one on the top right there is that on the UBC well being website the tools and resources for teaching and learning. So if you have specific resources in there you will see the one on the teachers project. There's examples and there's our research study results on there. The move you crew. There's the take a stand policy the random acts of exercise videos, and there's so many more about, you know, like a yoga or a stretch video or so there's so many tools and resources for teaching on well being so on the website and again you might find something that's really going to hit home for you. The next resource that I do want to share with you I'm sure all of you know that November is thrive month on campus. And again I just want to highlight it we're already planning for these events but again during thrive month really watch for the resources that are sent out to you. So the thrive five or about moving more sleeping well eating well connecting and giving. So again that might just give you some some ideas some themes of other resources for things that you can do in your classroom. The other wonderful resource for you here is the website from Simon Fraser University. They have been real leaders in campus well being and have also looked at a great deal at the learning environment. That website there for healthy campuses is a really good one. And again remembering all of the team here today that has helped me present we are so so open and welcome to to hear from you and work with you individually that would be wonderful. Okay, next slide please Lisa. There we go last one. I'm just, hopefully that you are feeling inspired. Thank you for caring for your students. Thank you for taking this time. And again remember what you're doing for your students also helps your well being. Okay, but that giving little analogy there of school is our home. And I just thank you so much for your participation we do have a couple of minutes left. I'll hang around if there is anything else. Yeah, so thank you and thank you Lisa for helping us facilitate and the technology and again thank you to everybody for for taking your time out today I know it's a very very busy time of year.