Instructor Tips: Incorporating Self-Care and Stress Management in Your Routine
As an instructor, we must take care of our minds and bodies to ensure we are managing our stress so we can show up for our students.
As an instructor, we must take care of our minds and bodies to ensure we are managing our stress so we can show up for our students.
Here are five quick strategies for college faculty to implement:
Integrate it into course content: Consider including readings, assignments, or class discussions related to self-care, stress management, and time management within the context of their courses. For example, in an art or humanities class, students could learn about art therapy and then discuss how to apply this to their own lives. These are great extra-credit posts, too!
Dedicated course or workshop: Most colleges offer courses or workshops specifically focused on mental well-being. Be sure to link to the calendar for them in your LMS or syllabus. Consider talking about upcoming well-being courses in class or during office hours.
Incorporate reflective assignments: Assign reflective essays or journals that ask students to assess their self-care practices, stress levels, and time management strategies. Encourage them to set goals for improvement and track their progress throughout the semester. These can be used as “mini” entries within the framework of a larger project to practice writing skills, as well as boost awareness of mental well-being.
Utilize technology: Digital tools and resources to support students' well-being are amazing! Recommend apps or online platforms that can help with time management, meditation, or tracking wellness habits. Many apps provide interactive exercises and reminders to help students stay on track. McGraw Hill’s Connect program comes with several tools to help such as “Succeeding in Your Online Course” or other introductory tools.
Peer-led discussions and support groups: Facilitate peer-led discussions or create student support groups where they can share their experiences, challenges, and strategies for self-care, stress management, and time management. This can create a sense of community and encourage peer learning. Many new-to-college students are unsure of how to communicate and interact—these types of small groups allow them to build skills, develop confidence, have a support system, and feel more connected.
Bonus strategy
Continuous support: Offer ongoing resources and support beyond the initial discussions. Provide students with access to counseling services, workshops, and materials to reinforce the importance of self-care, stress management, and time management throughout their college journey.
Incorporating discussions about self-care, stress management, and time management into the curriculum not only helps students during their college years, but equips them with essential life skills that will serve them well beyond graduation. It's an investment in their long-term well-being and success.
Sheila Levi-Aland has taught Art & Humanities classes for over 20 years, both in person and online. She received her MA & MFA from the Savannah College of Art and Design with concentrations in 19th-century American art & a creative focus in Chinese painting. Her teaching style entails an interactive, hands-on approach to learning about the various periods covered in her courses. Students work with a variety of mediums to explore each genre and present projects that showcase creativity as well as engaged learning. Her goal is to have each student explore and find their passion! You can find her artwork in SCAD's presidential collection, and several private collections, along with her current publications in SECAC.
