In July 2021 CELTSS hosted a conference that brought together high school educators and incoming first- and second-year students to discuss pandemic learning and how best to support students in the fall of 2021. Educators and students addressed a host of issues, including mental health and well-being. For those who would like to hear students speak frankly about the pandemic's impact, please check out the recording of the conference: CELTSS Conference 07.28.21
Did you miss the Brown Bag (Faculty/Librarian Service on Governance Committees) on January 19th?
What would Framingham State look like if faculty and librarians did not have the opportunity to make vital decisions and set policy through governance? How have faculty and librarians used their service on governance committees to enact meaningful change at our institution? The goal of this panel was to make transparent what service on each of the governance committees entails and to encourage faculty to nominate themselves for these committees. Panelists spoke briefly about the charge of the committee on which they serve, how they came to serve on it, and what their experience of serving on it has been. After each panelist spoke, discussion was had concerning the rewards of service on governance committees and how best to address the barriers that exist to embracing such service.
Did you miss the Brown Bag (Paths to Academic Leadership at FSU) on November 19th?
Listen to panelists James Cressey, Jerusha Nelson-Peterman, Yumi Park, and Luis Rosero share their leadership journeys. They addressed how they came to assume the positions they have held, the people and structures that enabled them to take these steps, and the advice and structural supports they wish they had along the way.
Did you miss the Brown Bag (Supporting Students' Mental Health In and Out of the Classroom) on September 17th?
Panelists Kimberly Arditte Hall, LaDonna Bridges, Glenn Cochran, Benjamin Day, Mirari Elcoro, Jeanne Haley, and Gabriela Mendez-Acevedo presented on: How may we support students' mental health and well-being as they transition back to in-person learning amidst an on-going pandemic? How may we support the mental health of students of color in particular, whose communities have disproportionately borne the impact of the pandemic? How may we use our classrooms and offices to build community, facilitate peer-to-peer engagement, and encourage metacognition and self-reflection, while explicitly addressing and respecting emotional, mental, and physical well-being?