Illinois CS Mental Health Committee

Faculty Compassion and Kindness Award

2021-04-06T00:00:00+00:00

This is the CS Mental Health Committee Proposal for the new Faculty Compassion and Kindness Award. If you would prefer to read a typeset PDF version of this proposal, it is available in Google Drive and at the bottom of this page.

Overview/Explanation of Award:

Mental health is a growing concern amongst college students, especially during the COVID-19 pandemic. With our faculty being an integral part of the student experience within the department, we want to recognize faculty members who have gone above and beyond to create a compassionate and understanding academic environment for students and incorporated empathy and kindness into their teaching.

The Faculty Compassion and Kindness Award is an award that aims to recognize these faculty members within the Computer Science department. We understand that mental health and wellbeing are daunting subjects to tackle, but we want to acknowledge those who have strived to promote a culture of caring for their students and become better allies in the department.

Motivation:

The American College Health Association and Healthy Minds conducted a survey of 18,764 college students at the start of the pandemic. Here was some data collected about the long-term disruptions students experienced in their lives due to COVID-19:

Two-thirds of students reported their financial situation became more stressful.
60% of students indicated that the pandemic has made it more difficult to access mental health care.
36% of students reported moving to a new living situation as a result of the pandemic.

The Active Minds study surveyed 2,051 students in September 2020, several months into the pandemic. Their survey found the following:

For most respondents, stress (84.25%), anxiety (82.35%), sadness (73.23%), and depression (60.7%) have increased since the beginning of the pandemic.

Finally, the Mental Health America study surveyed 471 college students who identified as having mental health disabilities prior to the pandemic. This report was written in October 2020, and the following results were found:

Only 30% of students with mental health disabilities were registered for disability accommodations due to low understanding of the accommodations available - this highlights the importance of creating a compassionate mental health environment for all students, regardless of formal DRES registration.
Only 47% of these students said professors have been flexible with requirements during the pandemic.

Research:

Over the course of a few months, our team spoke to individuals from the UIUC Counseling Center and Computer Science Undergraduate Advising Office and got feedback from over 10 faculty members within Engineering (in Computer Science and Bioengineering) and the Associate Head for Academics in Computer Science. We analyzed national research around similar faculty, allyship and ambassador training programs by renowned mental health organizations like Mental Health America, Active Minds, and the Federal Substance Abuse and Mental Health Services Administration.

We examined university precedents nationwide to look for similar award designed to recognize kindness and compassion among faculty in the community:

Emerson College has an example of a kindness award for the advancement of the university community, the Spirit of Emerson award. In order to receive this award, one must be nominated then evaluated on 10 different criterias by a committee of community representatives, selected by leaders.
Tennessee Tech also has a similar award called the Wings of Kindness award, which is to celebrate individual acts of kindness in their community. It’s also a nomination based award and is more simple than the Emerson award.

At UIUC, there is a noticeable shortage of awards designed to celebrate compassion, kindness, and empathy, especially within high-stress departments like Engineering and Computer Science. Currently, UIUC has awards that aim to improve the excellence in teaching, such as the “C.W. Gear Outstanding Junior Faculty Award” and the “Scott H. Fisher Computer Science Teaching Award”. While excellence in teaching is immensely valuable to the university, so is fostering a healthy environment for learning.

Thus we propose the Faculty Compassion and Kindness Award.

The Faculty Compassion and Kindness Award is an award that aims to recognize Computer Science department faculty members that take action to create a space of compassion and kindness within their classrooms. Outlined below are proposed metrics/criteria for this award, as well as candidate and application requirements, decision committee, timeline, and award design. Each of these sections will be explained in-depth later in the document.

Metrics/Criteria:

We feel that any candidate should embody the criteria below as it best exemplifies the positivity we seek in a faculty member.

Demonstrating inclusive kindness and thoughtfulness
Displaying compassion and patience in the classroom setting (especially during the COVID-19 pandemic)
Promoting mental wellbeing for students and faculty through dialogue with others as well as by example
Going above and beyond their role as a faculty member
Improving the Illinois Computer Science community

Decision Committee:

We propose the following decision committee of community representatives to select the award recipient(s):

Two current faculty members of the Computer Science Department
Two current undergraduate students of the Computer Science Department
Two current graduate students of the Computer Science Department
Current Computer Science Department Head
- i.e., Dr. Nancy Amato
Current Computer Science Associate Head for Academics
- i.e., Dr. Mahesh Viswanathan
Current Undergraduate Programs Coordinator & Academic Advisor
- i.e., Heather Zike
Current Broadening Participation in Computing Program Coordinator
- i.e., Jancie Harris

Application Process:

Faculty can self-nominate or be nominated by another member in the community (students, staff, faculty, administrators, etc.). In addition to a nomination (by self or others), the applicant must also provide two letters of recommendation once they have been notified of a nomination. We feel that it is appropriate for the candidate to have some prior experience in the Computer Science department before being eligible for this position. The candidate should seek the recommendations from people they have worked with in the department and students they have taught or worked with.

Short narrative/essay (no more than 500 words each)
For self-nomination, please answer the following:

a. How do you create a positive and kind environment in the classroom?

b. How have you promoted compassion and mental wellbeing in your teaching, especially during the COVID-19 pandemic?
For nomination by others, please answer the following:

a. How does this nominee create a positive and kind environment in the classroom?

b. How has this nominee promoted compassion and mental wellbeing in their teaching, especially during the COVID-19 pandemic?
Two letters of recommendation

a. One must be from a current faculty or staff member

b. One must be from a current undergraduate or graduate student

Candidate Requirements:

These are the basic requirements for all candidates for this award. While we are focusing on the impact of faculty compassion during the COVID-19 pandemic, we also want to assess the overall academic environment created by this faculty member over past semesters:

Must currently teach a course in the Computer Science department
Must have taught a course in the Computer Science department for at least two semesters prior to consideration

Timeline:

Ideally, this award application will open around the start of April in the Spring semester, with a nomination deadline around the start of May. The decision committee will meet to review the submitted nominations and applications and select 1-2 award recipients for the 2020-2021 year as we pilot this award. As the award continues in future years, the timeline can include a Zoom or physical interview with candidates.

Award Design:

This is a mockup of the award design we propose for the Faculty Compassion and Kindness Award. Awarded faculty members can display this badge on a website or syllabus or physically displayed on their office door. Ideally, this design will be displayed on the department website page for awards.

Citation/References:

“College of Engineering Teaching Excellence Award - College Awards - Illinois Wiki.” Illinois Wiki, The Grainger College of Engineering, 29 Sept. 2020, https://wiki.illinois.edu/wiki/display/collegeawards/College+of+Engineering+Teaching+Excellence+Award.

“Collins Award for Innovative Teaching.” Illinois Wiki, The Grainger College of Engineering, 28 Sept. 2020, https://wiki.illinois.edu//wiki/display/collegeawards/Collins+Award+for+Innovative+Teaching.

“Creating A Culture Of Caring: Faculty Resource.” Active Minds, Active Minds, Association of College and University Educators, 2020, https://www.activeminds.org/wp-content/uploads/2020/04/Faculty-Resource_Creating-a-Culture-of-Caring.pdf.

Davis, Kelly A. “DISABILITY AND CAMPUS MENTAL HEALTH: What 471 Students Have to Say.” Mental Health America, Mental Health America, 30 Oct. 2020, https://www.mhanational.org/blog/disability-and-campus-mental-health-what-471-students-have-say.

“Education Innovation Fellows (EIFs).” Academy for Excellence in Engineering Education AE3, The Grainger College of Engineering, https://ae3.engineering.illinois.edu/education-innovation-fellows-eifs/.

“Everitt Award for Teaching Excellence.” Illinois Wiki, The Grainger College of Engineering, 28 Sept. 2020, https://wiki.illinois.edu//wiki/display/collegeawards/Everitt+Award+for+Teaching+Excellence.

“The Impact Of Covid-19 On College Student Well-Being.” American College Health Association, American College Health Association, The Healthy Minds Network, May 2020, https://www.acha.org/documents/ncha/Healthy_Minds_NCHA_COVID_Survey_Report_FINAL.pdf.

The Robert Colby Kindness Award, Emerson College, 11 Mar. 2021, https://www.emerson.edu/emerson-life/campus/community-recognition/robert-colby-kindness-award.

“Rose Award for Teaching Excellence.” Illinois Wiki, The Grainger College of Engineering, 30 Sept. 2020, https://wiki.illinois.edu//wiki/display/collegeawards/Rose+Award+for+Teaching+Excellence.

“The Spirit of Emerson Award.” The Spirit of Emerson, Emerson College, https://www2.emerson.edu/about-emerson/spirit-emerson/spirit-emerson-award.

“Stanley H. Pierce Faculty Award.” Illinois Wiki, The Grainger College of Engineering, 7 Nov. 2014, https://wiki.illinois.edu//wiki/display/collegeawards/Stanley+H.+Pierce+Faculty+Award.

“Student Mental Health Survey (September 2020).” Active Minds’ Student Mental Health Survey, Active Minds, Sept. 2020, https://www.activeminds.org/active-minds-student-mental-health-survey/.

Sylla, Zenebou. “Meet the Spirit of Emerson, Kindness Award Winners.” Emerson Today, Emerson College, 2 Mar. 2021, https://today.emerson.edu/2020/05/06/meet-the-spirit-of-emerson-kindness-award-winners/.

Szofer, Riannon. “Illinois Student Government Teaching Excellence Awards 2017.” College of Education, University of Illinois Urbana-Champaign, 14 Feb. 2017, https://education.illinois.edu/about/news-events/news/article/2017/02/14/illinois-student-government-teaching-excellence-awards-2017.

“Tau Beta Pi Daniel C. Drucker Eminent Faculty Award.” Illinois Wiki, The Grainger College of Engineering, 29 Sept. 2020, https://wiki.illinois.edu//wiki/display/collegeawards/Tau+Beta+Pi+Daniel+C.+Drucker+Eminent+Faculty+Award.

Tech, Tennessee. “Wings of Kindness.” Nashville Lifestyles, 12 Oct. 2020, https://nashvillelifestyles.com/living/community/wings-of-kindess-initiative/.

“University of Illinois Awards.” Computer Science | UIUC, The Grainger College of Engineering, https://cs.illinois.edu/about/awards/faculty-awards/university-illinois-awards.

“Wings of Kindness!” Choose Kindness, Tennessee Tech University, https://www.tntech.edu/president/kindness.php.

Typeset Proposal

Faculty Mental Health Ambassador Program

2021-04-06T00:00:00+00:00

This is the CS Mental Health Committee Proposal for the new Faculty Mental Health Program. If you would prefer to read a typeset PDF version of this proposal, you can go here.

You can also view a typeset PDF version of our email training here or go to https://go.csmhcillinois.com/email-training.

Overview

Mental health is a growing concern amongst college students. With our faculty being an integral part of the student experience within the department, students may seek their help. We do not expect nor want faculty members to replace mental health professionals, but they can still be a source of support and help for students.

The Faculty Mental Health Ally/Ambassador Program is a set of initiatives that aims to create a greater sense of safety and support for students within the Computer Science department. We understand that mental health can often be a daunting subject to tackle, and as such, this program has a number of resources designed to increase faculty awareness about mental health as well as provide implementable initiatives to help faculty create a culture of caring that will allow students to thrive.

Motivation

Two-thirds of students reported their financial situation became more stressful.
60% of students indicated that the pandemic has made it more difficult to access mental health care.
36% of students reported moving to a new living situation as a result of the pandemic.

The Active Minds study surveyed 2,051 students in September 2020, several months into the pandemic. Their survey found the following:

For most respondents, stress (84.25%), anxiety (82.35%), sadness (73.23%), and depression (60.7%) have increased since the beginning of the pandemic.

Only 30% of students with mental health disabilities were registered for disability accommodations due to low understanding of the accommodations available - this highlights the importance of creating a compassionate mental health environment for all students, regardless of formal DRES registration.
Only 47% of these students said professors have been flexible with requirements during the pandemic.

Research

Over the course of a few months, our team spoke to individuals from the UIUC Counseling Center and Computer Science Undergraduate Advising Office and got feedback from over 10 faculty members within Engineering (in Computer Science and Bioengineering) and the Associate Head for Academics in Computer Science. We analyzed national research around similar faculty, allyship and ambassador training programs by renowned mental health organizations like Mental Health America, Active Minds, and the Federal Substance Abuse and Mental Health Services Administration.

We examined university precedents nationwide to look for similar programs designed to provide mental health ambassador trainings and resources for faculty, staff and students in the community:

The University of Pennsylvania implemented a faculty mental health awareness program that consists of a seven-hour training in order to help faculty “learn the signs of distress and mental health crises that can affect college students”.
The University of California Berkeley created a similar program for “Wellness Ambassadors’’ that allows volunteers among faculty and staff to be trained around both mental and physical wellness and promote wellness resources and programs within the student body.
Some universities like the University of Florida also encourage completion of the Kognito At-Risk Training specifically, creating a program for Mental Health Training Ambassadors to promote Kognito workshops at faculty and staff meetings.
We also found similar Mental Health Ambassador Programs at universities such as the University of Texas at Austin, the University of South Carolina, North Carolina State University, Simmons University, San José State University, and the University of Alabama.

Program Introduction

The Faculty Mental Health Ally/Ambassador Program contains five portions spread out over two semesters.

The first portion is comprised of trainings, both synchronous and asynchronous, that incorporate information about mental health allyship, disability allyship, inclusive language and communication. The next two portions: the check-in system and policy changes/wellbeing practices, are meant to be implemented in the courses. The last bit of the proposal includes the mental health syllabus statement, and community resources. Once the program is completed, faculty will be awarded an ambassador badge. Each of these sections will be explained in-depth later in the document.

Timeline

We expect the Faculty Mental Health Ambassador program to be staged in two parts over two consecutive semesters.

In the first semester, Ambassador candidates will be chosen by the CS Mental Health Committee and complete the required training programs (less than 5 hours of training). They will work on planning for the second semester in terms of how to implement the course policy and wellbeing practice suggestions into their course(s) and incorporate a check-in system and feedback form.

In the second semester, the trained Ambassador candidates will utilize ideas around policy changes/practices and dialogue, as well as the planning from the first semester in order to integrate those into ideas for their current course(s) for that semester. They will be required to promote or link the mental health resource list from this guide on their course website or syllabus as well as include the mental health syllabus statement.

After completing the second semester, the faculty members will officially be considered “Computer Science Faculty Mental Health Ambassadors” and will receive the Mental Health Ambassador badge in the Google Drive folder. This badge can be included on a website or syllabus, or physically displayed on an office door. We will also highlight the Faculty Ambassadors on our social media channels and website.

For the initial pilot of this program, we are aiming to have 5-6 Ambassador candidates for the Spring-Fall 2021 period.

Google Drive Folder

The Google Drive folder accompanying this proposal contains the following:

This Mental Health Ambassador Proposal
A Google form for faculty to complete the CSMHC email training (upon completion, this unlocks the email templates)
A Google form template that can be referenced or directly copied for the Check-in Form
A longer list of suggested Course Policies and Wellbeing Practices
A proposal about the Active Minds mental health Syllabus Statement
Flyers and graphics with mental health resources on campus for faculty to share with students

These resources will be available to faculty throughout the program and can be saved or downloaded after the program is completed as well via Google Drive.

Training

Faculty training around mental health is invaluable as discussions around mental health can be especially stigmatized in communities like Engineering and Computer Science where community standards like academic rigor, stress, and heavy workloads are often intertwined with student anxiety, depression, and mental health struggles. While academics are incredibly important, faculty can teach a rigorous course while still incorporating compassion into their teaching and classroom environments. We are including a training component of our program to prepare faculty to be more knowledgeable of topics such as mental health crisis signs, disability allyship, and inclusivity and communication, especially around mental health.

The required trainings must be completed prior to the start of the second semester in the Ambassador Program time period. We do not expect them to be extremely time-consuming or challenging but they provide an important basis for integrating compassionate policies and being able to support students in the second semester.

The recommended trainings are not enforced as part of the Ambassador Program but are still invaluable trainings for those in the UIUC community and will allow faculty to become better allies for their students and peers in the department.

Our CSMHC members have completed many of both the required and recommended trainings and are always available to answer questions. Feel free to direct any questions to contact@mg.csmhcillinois.com

Required Trainings:

Name	Description	Time/Format	Link
Kognito At-Risk Crisis Training Offered by Counseling Center	This interactive training allows faculty to identify students who may be struggling with mental health or in a mental health crisis	30-40 minutes, asynchronous interactive simulation	https://ui.kognito.com
CSMHC Email Training **templates available afterwards	CSMHC’s custom email training helps faculty respond to emailed student concerns about mental health	20-30 minutes, asynchronous email training	https://go.csmhcillinois.com/email-training
Disability Ally Training Offered by Disability Resources & Educational Services (DRES)	This workshop allows attendees to learn about disability allyship awareness, myths/truths, accommodations	3 hours, synchronous training	https://www.disability.illinois.edu/disability-allyship (requires prior scheduling)
Inclusive Language Training Offered by Handshake Diversity Together	These guides create a framework for inclusive language and terminology that includes tips, phrases, concepts to incorporate as well as those to avoid	10 minutes, asynchronous reading	Part 1: https://go.csmhcillinois.com/inclusive-language-1 Part 2: https://go.csmhcillinois.com/inclusive-language-2
		Total Time: ~ 4 h 30

Recommended Trainings:

* indicates training requires a fee

Name	Description	Time/Format	Link
LGBTQIA+ Ally Training Offered by Office Of Inclusion & Intercultural Relations (OIIR)	Being an ally on LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, Asexual, etc.) issues is the process of working to develop individual attitudes, institutions, and culture in which people feel they matter. In doing so, allies also work to end bigotry and discrimination against the LGBTQIA+ community.	90 minutes, synchronous training	https://oiir.illinois.edu/lgbt-resource-center/our-programs/lgbt-ally-network (requires prior scheduling)
Sexual Assault Survivor Ally Training Offered by Counseling Center	This video walks you through how you can support sexual assault survivors and various resources that are available nationally and for the University of Illinois at Urbana-Champaign community.	20 minutes, asynchronous video	https://youtu.be/BKHu-AyT4pQ
Mental Health Allyship Training Offered by Counseling Center	These are customizable requested workshops that can include topics upon request, including general mental health allyship, compassion, safer alcohol and other drug use, communication in relationships, eating disorders, intimacy, procrastination, self-confidence, stress management, study skills, test anxiety, and time management	1-2 hours, synchronous training	http://www.counselingcenter.illinois.edu/outreach-and-prevention/request-outreach (requires prior scheduling)
Sexual Assault Bystander Intervention Training Offered by WE CARE Sexual Misconduct Support, Response, and Prevention	In this interactive workshop, students will dialogue with peers in their organization about consent and sexually disrespectful behavior, understand what helps people intervene in sexually disrespectful situations, set a group norm in which sexually disrespectful behavior is recognized as a problem and active bystander behavior is promoted, and learn a variety of intervention skills.	90 minutes, synchronous training	https://wecare.illinois.edu/prevention/students/icare (requires prior scheduling)
Mental Health First Aid Training Offered by National Mental Health First Aid Organization*	Mental Health First Aid is a course that teaches you how to identify, understand and respond to signs of mental illnesses and substance use disorders. The training gives you the skills you need to reach out and provide initial help and support to someone who may be developing a mental health or substance use problem or experiencing a crisis. *occasionally, this training is offered free-of-cost through the School of Social Work events	8 hours, synchronous training	https://www.mentalhealthfirstaid.org (requires prior scheduling)
Racial Justice Allies & Advocates Training Offered by Student Affairs and Diversity & Social Justice Education	The Racial Justice Allies and Advocate training is designed to provide students, faculty, and staff with a core awareness of the structures of racism, its role in interpersonal relationships, and empower allies to elevate the voices of underrepresented populations at the University of Illinois.	3 hour, synchronous training	https://oiir.illinois.edu/inthezone (requires prior scheduling)
Veteran Allyship Training Offered by Veteran Student Support Services	Veteran students have different paths to college and their experiences can cause unique obstacles in their education. This training aims to educate on those differences, as well as discuss how to best assist veteran students with adjusting to the world of higher education.	1 hour, synchronous training	https://oiir.illinois.edu/inthezone (requires prior scheduling)

Check-in System:

Overview:

Here are some basic strategies to identify students who may be at risk, check in with them, and refer or report them to further resources, if needed.

Please note that faculty and course staff are not meant to be a replacement for professional mental health services but since they are on the front lines of interacting with students, they can often be the first people to notice warning signs.

It’s important for course staff to try to be compassionate and approachable so students feel comfortable asking for help. You do not need clinical or medical experience to reach out to a student and check in with them, but you should not be diagnosing them or trying to support them in a crisis situation.

Common Warning Signs:

Here are some common warning signs to look for in students:

Missing classes, assignments, projects and/or exams
Lack of communication or responsiveness
Repeatedly asking for extensions and absences
Statements like “I’m really stressed”

Ask course staff if they have any students who they are concerned about or who have noticeable changes in absence, participations or grades.

How to Check In:

Be transparent that you cannot promise confidentiality as UIUC has specific mandatory reporting requirements.
If you cannot speak to the student yourself, delegate a TA or staff member to check in with the student.
If you and course staff members are uncomfortable speaking to the student, consider reaching out to one of the resources specified later in the “Resources” section of the document instead.
Use discretion and offer the student some privacy such as a private Zoom call or in-person office meeting.
Focus on discussing behaviors you have observed or noticed instead of making assumptions. Let the student know that you are concerned.
Use the VAR strategy (explained in the “VAR” section of the document).
If you are concerned a student needs professional treatment, ask the student to consider speaking to a mental health professional.
If you are unsure if a student is safe or potentially in a crisis, call the crisis line or emergency services. If it is during workday hours, you can contact the Student Assistance Center or Counseling Center directly.

V-A-R (Validate-Appreciate-Refer):

VAR can be a helpful strategy to engage in a conversation with your student.
Validate their experience
- Use phrases like “That makes sense.” or “That sounds difficult.”
Appreciate the student’s courage in being open
- Use phrases like “Thank you for sharing with me.”
Refer them to support services

General Things to Avoid:

Avoid judgment or personal opinion.
Avoid trying to diagnose the student or offer medical advice.
Avoid minimizing or invalidating the student or their situation.
- Do not use phrases like “All my students feel that way”, or “It’s fine, trust me, you’ll get over it”
Avoid comparing the student’s situation by looking for something positive in their situation.
- Do not say something like “Well, at least this good thing is happening”.

Check-in Form:

If you would like a way to check-in with students in larger courses, one option is to create a form for students to fill out with basic feedback and self-assessment.

This form should ideally be non-anonymized if you want to be able to reach out to individual students, but let students know that the form is not anonymous.

Ideally, the form should be 5-6 questions that are multiple choice or short-answer so students can easily fill it out. Consider also incentivizing a form with extra credit.

Some sample question ideas are:

Sample Question	Answer Format/Options
How are you feeling? (In general, not only in relation to academics or this course)	Linear Scale of 1-6 6- I’m doing really great! 5- I’m doing pretty well 4- I’m doing okay 3- I’m starting to struggle 2- I’m having a really hard time 1- I need to reach out for support
How confident do you feel that you will pass this course?	Linear Scale of 1-5 5- Very confident 4- 3- 2- 1- Not confident at all Other- Completely unsure
How confident do you feel that you will get a B or higher in this course?	Linear Scale of 1-5 5- Very confident 4- 3- 2- 1- Not confident at all Other- Completely unsure
How supported do you feel in this course?	Linear Scale of 1-5 5- Very supported 4- 3- 2- 1- Not supported at all
Has this course been negatively affecting your mental health?	Linear Scale of 1-5 5- To a great extent 4- 3- 2- 1- Not at all
How can we help or support you?	Free response/short answer question

You can also view a Google form example of this here. This form is included in the Faculty Ambassador Drive folder and can be directly duplicated and modified.

Policy Changes and Wellbeing Practices:

These are course policy changes and wellbeing practices we are asking faculty to integrate into their course(s). They will be able to plan over the first semester of the program on how best to incorporate these policies before implementing them directly in the second semester.

Many of the suggestions listed on this document have been compiled from student suggestions and experiences.

In addition to this list, there is a longer list of other suggested policies and practices that can be found via Google Docs as well as in the Google Drive folder.

Policy Changes:

Avoid early morning deadlines (ex. 8 AM) - this encourages students to pull all nighters
For virtual instruction: If lecture is asynchronous, consider making intro videos for major assignments to help students get started with the assignment
Offer flexible extension policies, if possible
- Increased willingness to offer students Incomplete grading in times of crisis
- Especially with students going through mental health emergencies
  - They likely can not provide advance notice as easily
Clear communication about course policies
- Transparency and consistency with policies, especially around drop policies and other scheduling changes – visible and accessible on a website or syllabus
Clear communication about grading, especially in classes graded on a curve
- For many students, college is the first time they have seen grading on a curve
- Low grades can be a massive shock and demoralizing to students
Release midterm grades, if possible, or mid-semester course feedback forms

Wellbeing Practices:

Include DRES and Mental Health Resource Information on syllabus
- Syllabus statement included in next section
Normalize needing help
- Discuss this at the beginning of the class, and around stress points in the course (ex. difficult quizzes/exams, basically times when student morale is likely low)
Encourage students to access mental health services as needed
- Faculty members can refer students directly to Advising or the Student Assistance Center/Dean of Students Office
- Consider checking in or communicating with a student before making an external referral so they are aware why you are concerned or making a referral
Remind students of the importance of general wellbeing, especially sleep management
Consider incorporating mental wellbeing and mindfulness into course time
- Ex. Playing a guided meditation at the end of lecture or in office hours, holding a short break in lecture for students to get up and stretch

Syllabus Statement:

We require that Faculty Mental Health Ambassadors add the following statement to their syllabus alongside the DRES statement:

Significant stress, mood changes, excessive worry, substance/alcohol misuse or interferences in eating or sleep can have an impact on academic performance, social development, and emotional wellbeing. The University of Illinois offers a variety of confidential services including individual and group counseling, crisis intervention, psychiatric services, and specialized screenings which are covered through the Student Health Fee. If you or someone you know experiences any of the above mental health concerns above, it is strongly encouraged to contact or visit any of the University’s resources provided below. Getting help is a smart and courageous thing to do – for yourself and for those who care about you.

• Counseling Center (217) 333-3704

• McKinley Health Center (217) 333-2700

• National Suicide Prevention Lifeline (800) 273-8255

• Rosecrance Crisis Line (217) 359-4141

(available 24/7, 365 days a year)

• If you are in immediate danger, call 911

This statement would be extremely helpful in raising awareness of community resources and letting students know that their mental wellbeing and health should be a priority.

The statement was developed by Active Minds and has also been vetted and approved by the UIUC Counseling Center.

If you’d like to read more about the proposal and the reasoning behind it, you can check out the proposal at https://go.csmhcillinois.com/syllabus-statement. There will also be a copy in the Faculty Ambassador Google Drive folder.

Resources:

We recommend the following resources for referral of students who may be struggling or in-crisis:

Computer Science Undergrad Advising Office:
- Website: https://cs.illinois.edu/academics/undergraduate/undergraduate-advising
- Phone: (217) 333-4428
- Email: undergrad@cs.illinois.edu
  *Faculty have been asked by the Advising Office to share concerns about any students to undergrad@cs.illinois.edu (including names and ideally netids/UINs) at any point. Advising will then reach out to the students (and their advisors if they are non-CS) and other campus resources to assist them.
Office of the Dean of Students
- Website: https://odos.illinois.edu
- Phone: (217) 333-0050
- Student Referral Form: https://cm.maxient.com/reportingform.php?UnivofIllinois&layout_id=8
UIUC Counseling Center
- Website: https://counselingcenter.illinois.edu/counseling
- Phone: (217) 333-3704
- Counseling Referral Forms: https://counselingcenter.illinois.edu/faculty-staff-parents/seeking-help-others/referral-forms
Champaign-Urbana Crisis Line
- Phone: (217) 359-4141
National Crisis Line
- Phone: 1-800-273-TALK (8255)
UI Police Department
- Website: https://police.illinois.edu
- Phone: (217) 333-1216 or 911 in an emergency
- Email: police@illinois.edu (does not guarantee an immediate response)

We also would like faculty to promote and share the following resource guides with students as they include a more complete list of resources that are campus-wide, Engineering and LAS-specific and CS-specific, as well as allyship resources:

General Mental Health Resources (includes campus-wide, Engineering/LAS-specific and CS-specific resources)
Allyship Resources
Faculty Resources

For concerns with faculty or staff mental health, we would recommend the following resource:

Faculty/Staff Assistance Services:

Website: https://humanresources.illinois.edu/fsas/
Phone: (217) 244-5312
Email: fsas@illinois.edu

Badge:

Following the completion of the two semester Faculty Mental Health Ambassador Program, faculty members will be awarded a badge signifying that they are an official “Computer Science Faculty Mental Health Ambassadors”. This badge can be included on a website or syllabus or physically displayed on their office door. A downloadable copy of the badge will be included in the accompanying Google Drive folder.

Here is a mockup of the Computer Science Faculty Mental Health Ambassador badge:

Citations/References:

“Ally Network And Training.” LGBT Resource Center, University of Illinois at Urbana-Champaign, Office Of Inclusion & Intercultural Relations, https://oiir.illinois.edu/lgbt-resource-center/our-programs/lgbt-ally-network.

“Disability Allyship.” Disability Resources & Educational Services, Disability Resources & Educational Services - University of Illinois, https://www.disability.illinois.edu/disability-allyship.

Green, Nehemiah. “70 Inclusive Language Principles That Will Make You A More Successful Recruiter (Part 1).” Medium, Diversity Together, 20 Aug. 2018, https://medium.com/diversity-together/70-inclusive-language-principles-that-will-make-you-a-more-successful-recruiter-part-1-79b7342a0923.

Green, Nehemiah. “Part 2: 70 Inclusive Language Principles That Will Make You A More Successful Recruiter.” Medium, Diversity Together, 15 Aug. 2018, https://medium.com/diversity-together/70-inclusive-language-principles-that-will-make-you-a-more-successful-recruiter-part-2-eb0f5e4f6e80.

“ICARE: Sexual Assault Bystander Intervention Workshop.” ICARE, At Illinois We Care, Student Assistance Center, Office of the Dean of Students, Women’s Resources Center, Office of University Counsel, Office for Access & Equity, University of Illinois Police, https://wecare.illinois.edu/prevention/students/icare.

“Kognito At-Risk Suicide Prevention Training.” Illinois Youth Suicide Prevention for Higher Ed Gatekeeper Training, Kognito, 2021, https://ui.kognito.com/.

Mental Health Ambassador Handbook, San José State University Counseling Services, 2008, https://www.myacpa.org/sites/default/files/MHA_Handbook.pdf.

“Mental Health Ambassador Program.” Counseling Center, North Carolina State University, Aug. 2020, https://counseling.dasa.ncsu.edu/workshops-and-events/mental-health-ambassador-program/.

“Mental Health Ambassadors Program.” The University Of Texas At Austin University Health Services, The University Of Texas At Austin, https://www.healthyhorns.utexas.edu/mental_health_ambassador.html.

“Mental Health Ambassadors.” Student Health Services, University of South Carolina, https://sc.edu/about/offices_and_divisions/student_health_services/wellness-prevention/get-involved/mental-health-ambassadors/index.php.

“Mental Health First Aid USA.” Mental Health First Aid, National Council for Behavioral Health, , 19 Jan. 2021, https://www.mentalhealthfirstaid.org/.

“Mental Health Promotion Ambassadors Program.” School of Public Health, The University of Alabama at Birmingham, 2019, https://www.uab.edu/soph/home/academics/student-involvement/mental-health-promotion-ambassadors-program.

“Mental Health Training Ambassador.” Gator Times , University of Florida, http://gatortimes.ufl.edu/2020/03/02/mental-health-training-ambassador/.

“Racial Justice Allies & Advocates Training.” In the Zone Allies and Advocates Trainings, Office of Inclusion and Intercultural Relations, Disability Resources & Educational Services, the Office of the Dean of Students, the Center for Wounded Veterans in Higher Education, College of Applied Health Sciences, https://oiir.illinois.edu/inthezone.

“Request An Outreach.” University of Illinois Counseling Center, University of Illinois Counseling Center, http://www.counselingcenter.illinois.edu/outreach-and-prevention/request-outreach.

Schaedel, Sydney. “Faculty to Be Trained in Mental Health Awareness through University-Wide Program.” The Daily Pennsylvanian, University of Pennsylvania, 22 Mar. 2016, https://www.thedp.com/article/2016/03/faculty-wellness-ambassador-program.

“Student Mental Health Survey (September 2020).” Active Minds’ Student Mental Health Survey, Active Minds, Sept. 2020, https://www.activeminds.org/active-minds-student-mental-health-survey/.

“Survivor Ally Training.” YouTube, University of Illinois Counseling Center, 20 Apr. 2020, https://youtu.be/BKHu-AyT4pQ.

“Veteran Ally Workshop.” In the Zone Allies and Advocates Trainings, Office of Inclusion and Intercultural Relations, Disability Resources & Educational Services, the Office of the Dean of Students, the Center for Wounded Veterans in Higher Education, College of Applied Health Sciences, https://oiir.illinois.edu/inthezone.

Wellness Ambassador Program, Simmons University, https://www.simmons.edu/undergraduate/athletics-and-fitness/health-wellness-and-recreation/wellness-ambassador-program.

“Wellness Ambassadors.” University Health Services, University of California, Berkeley, https://uhs.berkeley.edu/facstaff/wellness/wellness-ambassadors.

Typeset Proposal

Email Training

TPro2 February Event – A Grassroots Perspective: Students Sharing their Experience on Mental Health

2021-02-23T00:00:00+00:00

Join the College of Engineering Teaching Professional (TPro2) Group for an event on student perspectives and experiences on mental health during COVID-19. The event includes a presentation by the CS Mental Health Committee about their new Faculty Mental Health Ambassador Program and resources for how faculty can get basic mental health training as well as tips for implementing more mental health-friendly policies and dialogue in courses.

The presentation will be followed by a student panel and open Q&A. Panelists include:

Ananya Cleetus (Computer Science)
Neha Prabhu (Computer Science)
Melissa Chen (Computer Science)
Cora McVey (Engineering Physics)
Ali Nunes (Materials Science and Engineering)
Devin Dionne (Gies College of Business)

Check out the video of the event below:

You can also watch directly from Mediaspace at https://mediaspace.illinois.edu/media/t/1_41srcxnu.

Check out the presentation slides below:

Resources

You can access more information about the TPro2 group on their website and check out our Faculty Resources guide.

Faculty Resources

2020-11-16T00:00:00+00:00

Hi!

Welcome to our faculty page on the CS Mental Health Committee forum.

We’d like to thank you for taking the first step towards becoming a better ally and supporting students in the community.

We have a few resources and tips our members have compiled below. We are also constantly trying to improve resources for faculty training and awareness and if you are interested in helping us work on further initiatives, we have an extremely short (< 2 minute) multiple-choice survey that would help us a lot in better understanding faculty awareness around mental health. It is completely anonymous and requires no log-in or email sign up. You can find the survey via Google Forms.

Mental Health Training

Faculty training around mental health is invaluable as a lot of mental health and mental illness can be especially stigmatized, especially in communities like Engineering and Computer Science where community standards like academic rigor and stress and heavy workloads are often intertwined with student anxiety, depression, and mental health struggles. While academics are incredibly important, even the smallest bit of faculty compassion and awareness can go a long way. Faculty is often also at the front lines when it comes to interacting with students, so being able to identify and assist students at risk is especially helpful.

We would highly recommend everyone complete the basic Kognito At-Risk training for faculty, located at https://ui.kognito.com and provided free-of-cost by the Counseling Center. This is a short, self-paced training simulation that should take no more than 25-30 minutes.

If you are looking for more intensive trainings, you can also check out our ally space or request a workshop directly from the Counseling Center.

We also have a comprehensive page specifically about mental health resources that includes university-wide resources, Engineering/LAS/Computer Science resources, and local/state resources. We would highly recommend familiarizing yourself with basic university resources.

Syllabus Statement

If you are comfortable doing so, we would also request that faculty add the following statement to their syllabus alongside the DRES statement:

Diminished mental health, including significant stress, mood changes, excessive worry, substance/alcohol abuse, or problems with eating and/or sleeping can interfere with optimal academic performance, social development, and emotional wellbeing. The University of Illinois offers a variety of confidential services including individual and group counseling, crisis intervention, psychiatric services, and specialized screenings at no additional cost. If you or someone you know experiences any of the above mental health concerns, it is strongly encouraged to contact or visit any of the University’s resources provided below. Getting help is a smart and courageous thing to do – for yourself and for those who care about you.

Counseling Center: 217-333-3704, 610 East John Street Champaign, IL 61820

McKinley Health Center: 217-333-2700, 1109 South Lincoln Avenue, Urbana, Illinois 61801

This statement would be extremely helpful in raising awareness of community resources and letting students know that their mental wellbeing and health should be a priority. The statement has also been vetted and approved by the Counseling Center.

If you’d like to read more about the proposal and the reasoning behind it, you can check out the proposal PDF.

Faculty Compassion

Faculty compassion is one of the most important things in an academic setting, even more so this year during the COVID-19 pandemic that has brought a lot of increased anxiety and uncertainty for all. We recognize that everyone is struggling right now, including faculty, but we would urge faculty to continue to be kind towards students, especially in classes. The reality is that all students have additional stressors this year whether based on changes to home and living situations, job insecurity, financial instability, lack of insurance, familial obligations, physical and mental health difficulties, etc., or even from the anxiety surrounding the pandemic itself.

Active Minds, a nationally-recognized mental health organization has put on an excellent guide “Creating a Culture of Caring: Practical Approaches for College and University Faculty to Support Student Wellbeing and Mental Health”. You can find that resource on the Active Minds website.

In particular, the guide talks about normalizing the need for help, actively listening, embedding well-being practices in courses, and practicing one’s own self-care.

Faculty/Staff Mental Health

For concerns with faculty or staff mental health, we would recommend the following resource:

Faculty/Staff Assistance Services
Website: https://humanresources.illinois.edu/fsas/
Phone: (217) 244-5312
Email: fsas@illinois.edu

CSMHC Event Calendar

2020-08-29T00:00:00+00:00

Interested in attending CS Mental Health Committee Events? Check out our calendar below!

Allies Space

2020-08-10T00:00:00+00:00

Welcome, dear (potential) ally!

What does it mean to be an ally?

According to the Merriam-Webster dictionary:

ally (noun)

al·​ly | \ ˈa-ˌlī, ə-ˈlī \

plural allies

(2) one that is associated with another as a helper: a person or group that provides assistance and support in an ongoing effort, activity, or struggle

To be an ally is not only to provide the people around them with the resources they need but also to support them in their time of need. As an ally, it’s important to understand the needs of those with mental health issues. But even more importantly, it’s important to recognize that no ally is perfect because as human beings, it is impossible to perfectly understand someone else and to be perfect in our responses.

Some of the most core tenets of allyship include:

Self-awareness: When one realizes an error and how it might be negatively affecting someone else, the right thing to do is to grow from one’s mistakes.
Inclusivity: People suffering from mental health issues aren’t any less human and should be treated as such. Often, talking about ordinary, everyday-life things can help just as much as a healthy conversation about the challenges they’re facing.
Self-care: Can’t help someone else when you’re hurting yourself! It’s ok to take care of yourself. Don’t let the so-called “superhero complex” take over your life.

We’re all constantly growing. Here are a few ways to get started!

Kognito Training: UIUC Kognito
Tools to help change mental health around you: Five Signs Tools
Disability Ally Training: UIUC Division of Disability Resources & Educational Services
Counseling Center Paraprofessional Program: UIUC Counseling Center
LGBTQ+ Ally Training: UIUC Office of Inclusion and Intercultural Relations
Sexual Assault Survivor Ally Training: UIUC Counseling Center via YouTube

In addition to these self-improvement programs, check out some useful links on the Resources Page located here to pass along to anyone you think might need them.

If you feel someone is in need of an intervention, please fill out this form (managed by Student Assistance Center)

Alternatively, if you strongly feel someone is at risk for suicide, please fill out this PDF form (managed by UIUC Counseling Center).

Thank you for taking the time to help our friends and family in their mental health journey and towards de-stigmatizing mental health, one ally at a time.

-The CSMHC team

Mental Health Resources

2020-08-10T00:00:00+00:00

Welcome to the resources page! All of these resources have been put together by the CSMHC team for people in need. If you’re looking for direction towards becoming a better ally, check out our allies space. If you feel like there is another resource that should be here, email us at contact@mg.csmhcillinois.com with the relevant information.

Suggested Mental Health Resources:

Dean of Students Office- A catch-all for general issues. Reach out to them for helping you advocate for yourself with staff, faculty, students, and other organizations on campus. Website: https://odos.illinois.edu/
Counseling Center - The UIUC Counseling Center is committed to providing a range of resources intended to help students develop improved coping skills to address emotional, interpersonal, and academic concerns. Website: https://www.counselingcenter.illinois.edu/
Women’s Resource Center- A completely no-strings-attached*, anonymous resource center for women with a wide variety of resources. Website: https://oiir.illinois.edu/womens-center
*The WRC has 4 confidential advisors not mandated to report to the Title IX office. Pursuing accountability/safety options requires a report to the Title IX Coordinator in a survivor-led, well-informed, guided manner. More info at https://wecare.illinois.edu/faq/employees/ and at https://wecare.illinois.edu/policies/terms/#advisor.
National Suicide Prevention Lifeline – Call 800-273-TALK (8255) to speak with a trained crisis counselor.
Crisis Text Line – Text 741-741 to connect with a trained crisis counselor to receive crisis support via text message.
Champaign-Urbana Crisis Line This is similar to the national crisis line but specifically for those in the local area. This one is especially useful in that a crisis counselor can help you access local resources or help.
You can also call 911 if the crisis is a life-threatening emergency. Make sure to notify the operator that it is a psychiatric emergency and ask for an officer trained in crisis intervention or trained to assist people experiencing a psychiatric emergency.
National Domestic Violence Hotline – Call 800-799-SAFE (7233) to speak with trained experts who provide confidential support to anyone experiencing domestic violence or seeking resources and information.
National Sexual Assault Hotline – Call 800-656-HOPE (4673) to connect with a trained staff member from a sexual assault service provider in your area that offers access to a range of free services. Crisis chat support is also available at Online Hotline.
Disaster Distress Helpline- Call 1-800-985-5990 or text “TalkWithUs” to 66746. The disaster distress helpline provides immediate crisis counseling for people who are experiencing emotional distress related to any natural or human-caused disaster. The helpline is free, multilingual, confidential, and available 24 hours a day, seven days a week.
Rosecrance Substance/Mental Health Helpline- Call 1-866-330-8729. This group does mental health triage at hospitals and offers partial hospitalization, mental health recovery services, and recovery living. They also have substance abuse centers (with one located in Champaign).
Social Media Support - If you are worried about someone on social media, you can contact the safety team on various social media sites (Facebook, Twitter, Instagram, Snapchat, YouTube, and Periscope) to ensure that they are connected with the help they need Support on Social Media.

Additional List of Mental Health Resources:

University-specific

Telehelp (online counseling for students with United Healthcare)
Website: http://telehelp4students.com
Counseling Center
Website: https://counselingcenter.illinois.edu/counseling
Phone: (217) 333-3704
UIUC Psychology Department’s List of Covid-19 Mental Health Resources
Google Docs: link
DRES Mental Health Resources
Website: http://disability.illinois.edu/health/mental-health-resources
Phone: (217) 333-1970
McKinley Health Center Mental Health
Website: https://mckinley.illinois.edu/medical-services/mental-health
Appointments (schedule by phone): (217) 333-2701
Emergency: (217) 359-4141
Psychological Services Center
Website: http://psc.illinois.edu/
Phone: (217) 333-0041
Campus Well-Being Services
Website: http://humanresources.illinois.edu/campus-wellbeing-services/about.html
Phone (217) 265-9355

Engineering/LAS/Computer Science-specific

Computer Science Advising
Website: https://cs.illinois.edu/academics/undergraduate/undergraduate-advising
Phone: (217) 333-4428
College of Engineering Embedded Counselor: Juvenal George
Contact: juvegeor@illinois.edu
College of LAS Embedded Counselor: Andy Novinska
Contact: anovinsk@illinois.edu
College of Engineering Weekly DRES Office Hour Counselor: Rachel Green, DRES
Wednesdays, 3:30-4:30 pm (30-minute appointments) in 206 Engineering Hall
Appointments: To schedule an appointment, contact Kyra Lochelle (lochelle@illinois.edu)

You can find the complete list of Embedded Counselors at https://counselingcenter.illinois.edu/about-us/embedded-counselors

Local/State-specific

24/7 Champaign-Urbana Crisis Helpline
Phone: (217) 359-4141
Rosecrance Mental Health Services
Website: https://rosecrance.org
Phone: (866) 330-8729
Illinois WarmLine
Website: http://illinoismentalhealthcollaborative.com
Phone: (866) 359-7953

Faculty/Staff Resources

Faculty/Staff Assistance Services
Website: https://humanresources.illinois.edu/fsas/
Phone: (217) 244-5312
Email: fsas@illinois.edu

Other Important Resources:

Academic Resources

Grainger CARE (Center for Academic Resources In Engineering) Website: https://students.grainger.illinois.edu/care/home/ Phone: (217) 244-2678 Email: engr-care@illinois.edu

And as always, if you need to, contact us via email or social media and we’d be happy to chat with you about your troubles and your triumphs, or if you just need a buddy :D

Thanks!

-The CSMHC team

Illinois CS Mental Health Committee

Faculty Compassion and Kindness Award

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Typeset Proposal

Faculty Mental Health Ambassador Program

Overview

Motivation

Research

Program Introduction

Timeline

Google Drive Folder

Training

Required Trainings:

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Check-in System:

Overview:

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Badge:

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Typeset Proposal

Email Training

TPro2 February Event – A Grassroots Perspective: Students Sharing their Experience on Mental Health

Welcome to the CSMHC Forum’s page for our collaborative event, TPro2 February Event–A Grassroots Perspective: Students Sharing their Experiences on Mental Health

Check out the video of the event below:

Check out the presentation slides below:

Resources

Faculty Resources

Mental Health Training

Syllabus Statement

Faculty Compassion

Faculty/Staff Mental Health

CSMHC Event Calendar

Allies Space

Mental Health Resources

Suggested Mental Health Resources:

Additional List of Mental Health Resources:

University-specific

Engineering/LAS/Computer Science-specific

Local/State-specific

Faculty/Staff Resources

Other Important Resources:

Academic Resources