Throughout the academic year of 2023-2024, the members will read three books on faculty/educator wellbeing and connect with each other. They will exchange, explore, reflect, and implement strategies for sustaining physical, mental, emotional, and social well-being to bring the best selves to work. They will also work together to create a learning community, strengthen the sense of belonging, and contribute to building a better Brockport.

The three books are:
“Educator Wellness” (2021) by Kanold & Boogren (Amazon link to "Educator Wellness");
“Wellbeing in Higher Education: Cultivating a Healthy Lifestyle Among Faculty and Students” (2018) edited by Henning, Krägeloh, Dryer, Moir, Billington, & Hill (Routledge link to "Wellbeing-in-Higher-Education"); and
“Wellbeing at Work” (2021) by Clifton & Harter (Amazon.com link to "Wellbeing-at-Work").

SUNY has made changes to its general education framework. The updated program now includes course requirements for diversity, equity, inclusion and social justice in order to prepare students for the real world.
 
The changes aim to provide students with a 21st-century education, said Philosophy Chair and Chair of the General Education Committee at SUNY Plattsburgh Donald Maier.
 
“These courses are helpful because they prepare students for the world we live in today. Every student needs to learn the basics that are key to functioning in society no matter what their major is,” said Wendy Gordon, SUNY Plattsburgh’s Cardinal Core Curriculum coordinator, about the updated framework.
 
The requirements were created to make sure all undergraduates have a foundation, regardless of degree or area of study. According to the SUNY general education Vision Statement, the system wants to give students the highest quality education, deep and engaged learning and overall success. The program is also meant to be transferable between all SUNY institutions.
 
“The general education program is great because it gets students to step outside of their comfort zone and see the world from a different perspective,” said Maier.
 
SUNY Plattsburgh has renamed its general education program to the Cardinal Core Curriculum.

“Our SUNY Plattsburgh Cardinal Core Curriculum gives an added benefit to students. Cardinal Core requires every class to develop students' skills in one of four areas: Communication, Critical Thinking, Quantitative Reasoning, or Discovery and Inquiry. They also have to take on a perspective for examining our diverse society: at the individual, social or global level,” said Gordon.
 
Kristi Henderson, chief of staff and assistant provost for strategic communications at Stony Brook University says Stony Brook is also working with the academic units to align the curriculum with the new requirements.
 
Henderson describes why the changes to the curriculum are essential.
 
"It's important that any institution of higher learning regularly assesses the curriculum it offers to ensure it's meeting the needs of students. Often these updates reflect changes in technological advancements and to broaden students' awareness across a variety of perspectives, politically, culturally and globally. We are always striving to ensure students have an educational experience that is both modern and rigorous."
 
For more information about the changes to the framework, visit
https://system.suny.edu/academic-affairs/acaproplan/general-education/suny-ge/
​

In March 2020, all 64 SUNY campuses were shut down due to COVID-19. Classes swiftly switched from in-person to online. Students were attending classes only through phones and laptops. This rapid shift affected not only students but faculty and staff as well. Everyone was forced to change their known way of learning and teaching to adapt to the new normal. Now in 2023, students are back in the classroom, but in-person learning isn't the same as it was prior to COVID.
 
When campuses were fully remote, we saw the positives and negatives of remote learning. It became clear that in-person learning allows students and teachers to connect and communicate in a way they couldn’t do online.
 
“If I’m in the classroom with you I can see your face, and I can see you struggling, and I can figure out how to help. It’s hard to do that online,” said Provost and Vice President for Academic Affairs at SUNY Plattsburgh Anne Herzog.

​Faculty agreed that in-person learning was easier to connect with and teach students.
 
“Most people suffer with online learning,” said Lauren Zito, an assistant professor of communication at SUNY Plattsburgh. “It’s hard to connect with students through a computer, but depending on the setting, it can be beneficial.”
 
Shifting from online learning to being back in the classroom was not only an adjustment for teachers, but students as well. The shift caused students’ interactions in the classroom to lessen.
 
“Students now are not as used to interacting with other students, especially freshmen,” said Center for Excellence in Learning and Teaching Director at SUNY Oswego John Kane. “They are reluctant, motivation is lower and weaker because they spent a lot of time with remote instruction.”
 
As a result, both the students and teachers have had some work to do in getting used to being back in person and interacting in a classroom setting. SUNY faculty have been working hard to help students feel more comfortable with in-person instruction again.
 
“Helping students rebuild a sense of class and community is key to making connections better in the classroom,” said Kane.

“The child gets to decide whether or not they’re going to eat and how much they want to eat,” Yandow said.

She also pointed out that parents have to “decide what food is available, where food is going to be available and when food is going to be available.” Keeping these ideas in mind and exposing children to various types of foods is the best way to get children to try new foods.

Another speaker, Del Hart, chair of the computer science department, gave a presentation on how to monitor internet access and screen time. However, Hart was quick to point out during his presentation that he tries not to monitor exactly what websites his own children view. He instead has conversations with them about what is and is not acceptable.

In addition to holding workshops for parents, Shine On! also participates in student outreach throughout the school year, culminating in an overnight with participating students and Shine On! committee members. Additionally, the members of Shine On! are extremely dedicated to the club, putting hours of work into the club each week.

“We call it the Shine On! bug because it literally sucks you in like it takes over your whole life,” Molly Nelligan, a current Shine On! committee member, said.

While that may be off-putting for some, Nelligan enjoys the work that she does and the impact that she has on young girls’ lives. Although Shine On! is directed toward young girls, Nelligan said that they are open to making it more “gender-inclusive.”

​In March 2020, all 64 SUNY campuses were shut down due to COVID-19. Classes swiftly switched from in-person to online. Students were attending classes only through phones and laptops. This rapid shift affected not only students but faculty and staff as well. Everyone was forced to change their known way of learning and teaching to adapt to the new normal. Now in 2023, students are back in the classroom, but in-person learning isn't the same as it was prior to COVID.

When campuses were fully remote, we saw the positives and negatives of remote learning. It became clear that in-person learning allows students and teachers to connect and communicate in a way they couldn’t do online. 

​“If I’m in the classroom with you I can see your face, and I can see you struggling, and I can figure out how to help. It’s hard to do that online,” said Provost and Vice President for Academic Affairs at SUNY Plattsburgh Anne Herzog. 

Faculty agreed that in-person learning was easier to connect with and teach students. “Most people suffer with online learning,” said Lauren Zito, an assistant professor of communication at SUNY Plattsburgh. “It’s hard to connect with students through a computer, but depending on the setting, it can be beneficial.”

Shifting from online learning to being back in the classroom was not only an adjustment for teachers, but students as well. The shift caused students’ interactions in the classroom to lessen.

“Students now are not as used to interacting with other students, especially freshmen,” said Center for Excellence in Learning and Teaching Director at SUNY Oswego John Kane. “They are reluctant, motivation is lower and weaker because they spent a lot of time with remote instruction.”

As a result, both the students and teachers have had some work to do in getting used to being back in person and interacting in a classroom setting. SUNY faculty have been working hard to  help students feel more comfortable with in-person instruction again.
​
“Helping students rebuild a sense of class and community is key to making connections better in the classroom,” said Kane.