We found 16 results that contain "ombudsperson"

MSU's policies about a range of different topics and situations, some of which apply directly to grad students and some do not. The website is that of the university Ombudsperson, whose job it is to help students resolve conflicts within the university.

Spartan Fireside: May 27, 2020
Hosted by Mark Largent, Associate Provost for Undergraduate Education & Jeff Grabill, Associate Provost for Teaching, Learning and Technology. Featuring special guest Shannon Burton, University Ombudsperson.
 

Access the audio-only of this chat here.

If you are concerned that a student is participating in dishonest academic practices, you may consider filing an Academic Dishonesty Report (ADR). This form can be accessed through the Instructor Forms Menu. An ADR is the form that an instructor completes when they allege that a student has committed an act of academic dishonesty. More information and FAQ can be found on the Office of the University Ombudsperson’s page here. The Office of the University Ombudsperson also provides additional resources on their page here related to academic integrity. 
As the Dean of Students Office manages the formal hearing process for undergraduates under the Integrity of Scholarship and Grades policy, they have also provided flow charts outlining the steps a student might take in appealing either the allegation of academic misconduct or the sanction associated with it found below. Hearings for graduate students are managed by hearing procedures within the individual academic units and colleges, as well as the Graduate School.

Flow chart for process to determine additional sanctions for a student accused of academic misconduct (pdf).
Flow chart for process for Academic Grievance Hearings initiated by undergraduate students contesting allegations of academic misconduct (pdf). 

 

Updated text accessible any time via the Registrar's Office. Also, visit the HR Faculty Handbook for more policy information. posted 08/19/2021Satisfaction of teaching responsibilities by instructional staff members (herein referred to as instructors) is essential to the successful functioning of a university. This University conceives these responsibilities to be so important that performance by instructors in meeting the provisions of this Code shall be taken into consideration in determining salary increases, tenure, and promotion.

Course content:  Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi:  Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a)    instructional objectives;(b)    instructor contact information and office hours;(c)    grading criteria and methods used to determine final course grades;(d)    date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e)    attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f)     required and recommended course materials to be purchased, including textbooks and supplies; and(g)   any required proctoring arrangements to which students must adhere. 
Student Assessment and Final Grades:  Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments.  Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents:  Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience.  Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them.  All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects:  Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience.  Term papers and other comparable projects are the property of students who prepare them.  Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work.  Instructors have a right to retain a copy of student course work for their own files.
Class Meetings:  Instructors shall be responsible for meeting their classes regularly and at scheduled times.  To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of  the Code of Teaching Responsibility to Student Assistants:  Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students:  Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences.  Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours.  Each teaching unit shall determine the minimum number of office hours for instructors in that unit.  Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods.  In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials:  The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor.  Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.

Hearing Procedures

Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.

Photo by NeONBRAND on Unsplash

The ideal learning expereince fosters thoughtful discussions between educators and students. These collaborative conversations, dialogues, and even debates can empower students to develop and grow their ideas and perspectives. It is important to remember that conflict is normal, and there are effective [healthy] ways to navigate difficult conversations with your students. By adopting an open and proactive approach to conflicts, you can reduce the frequency with which conflicts arise and their impact. Here are some strategies to help you both prevent and manage conflicts in your teaching:
Preventing conflicts

Be credible. Credibility is built from the first day of class and is continually judged throughout the term. On the first day, establish your credibility by providing some background information about your experience with the subject matter, your experience as a student, your research, etc. Show that you are focused and prepared. Keep this up throughout the term by coming to lectures prepared and sharing your lecture goals with your students. Organization, enthusiasm, solid knowledge of the content, and fairness all help to build and maintain credibility. Finally, you do not need to be perfect to be credible. If you make a mistake or don’t know the answer to a question, acknowledge the situation and focus on ensuring that the students get access to the required information as soon as possible. Defensive reactions tend to build conflict instead of preventing it.
Set clear expectations. Provide expectations from the start, both by writing them in your course outline and stating them in class. You can describe the goals of the course and outline roles for you and your students. You can also clearly emphasize your expectations for student behaviour and the consequences for prohibited behaviour, stressing mutual respect as a rationale for any ground rules. You can also include University policies towards certain behaviours (e.g., plagiarism) in your course outline. What this looks like in practice:

Listing expectations in your course syllabus. 
Discussing the expectations in class at the beginning of the semester. 
Reminding students of the expectations throughout the semester when teaching and during office hours.


Develop rapport and listen for understanding. Strengthening your relationships with students can help prevent conflict. Students work better when they feel that their instructors care about them; therefore, try to reduce anonymity and use students’ names whenever possible (e.g., in lectures and when grading assignments or papers). Be present a few minutes before and after class to answer questions and chat with the students informally. If students feel comfortable sharing their concerns with educators, every effort should be made to take those opportunities to listen. Employ these tips for productive conversations: 

Enter conversations with an open mind. 
Recognize that there may be something going on in the student’s life outside of academics that is impacting them. 
Express empathy for how a student’s life experiences can impact their behavior. The student’s reaction may differ from your interpretation of the conflict. 
Acknowledge and validate the student's feelings by listening fully without judgment. 
Help the student feel heard and valued by asking questions to clarify what they are trying to say. 


Use a dynamic teaching style. Good presentation and facilitation skills as well as enthusiasm for your teaching are assets that will keep students’ attention focused and help prevent distracting classroom behaviour such as lateness, talking, sleeping, etc. Using interactive teaching methods also helps to prevent distracting behaviours by involving students in the lecture.

Responding to conflict situations
Not all conflicts can be avoided with proactive measures. The following six steps describe a flexible response to many conflict situations. To practice implementing these steps, remember a conflict you have experienced and think about how these steps could be adapted to help you respond to that situation.

Don’t take it personally (but reflect on your impact). Conflict situations can make the participants feel upset, threatened, frustrated, and/or angry. These emotional reactions are unpleasant and they can interfere with your ability to respond constructively. Educators are in a position of authority when dealing with students and how you react/respond matters. Be aware of the power dynamic and take responsibility for initiating the conflict resolution process. Help to control your emotional responses to challenging situations by changing your perceptions of them. Due to this power imbalance, there may be times when your intentions do not align with your impact. Take steps to evaluate your actions and rectify the situation. What this looks like in practice:

Reframe your reaction...think to yourself, “That student is really upset – I wonder what the problem is?”, or “This is a distraction that needs to be addressed.”
Consider the impact of your words and actions on students.
Ask yourself if your message or delivery was disproportionately demanding or hurtful. 
Take responsibility for the harm caused and discuss actions you will take in the future to ensure it does not happen again.  You can serve as a role model by showing students a positive example of taking ownership of your impact and working to repair harm.
Ask yourself if you are the best person to discuss the situation with the student. Would other faculty, staff or students be better suited to respond? Sometimes asking for help to initiate a difficult conversation can be beneficial.





Choose when and where to deal with the situation. Responding immediately to student concerns, distress and inappropriate behaviour demonstrates that you are attentive to your students’ needs and reinforces your expectations for student behaviour. For example, if students are noisy in class you can respond immediately by pausing until you regain the students’ attention, making eye contact with the disruptive students, or asking if there is a problem you can help resolve. Some situations can not be fully addressed immediately. For example, addressing a serious disagreement in class can distract the students, undermine your authority and take time away from the planned learning activities. The best response can be to note that there is a situation that needs to be resolved and suggest when and where it might be further investigated. Try to be attentive to both your needs and the student’s situation when picking the time and place. If you sense that a student is intimidated by authority, you may want to meet in a neutral location, like a conference room, rather than in your office. By meeting at an appropriate time and place, you can facilitate open communication between yourself and the students.


Follow up, listen, and find common ground. When you meet with students, indicate that you are interested in hearing their perspectives by keeping a positive tone, and asking them open-ended questions, like “What part of the marking do you see as unfair?” When the students explain their situation, really listen: focus on their communication, don’t interrupt, and let them finish. Consider asking:

What outcomes do you and the student each hope come from the resolution? 
How can you and the student work together to meet each other’s needs? 
What steps can you and the student take to achieve these goals? 



Check your perception. It’s very easy to misinterpret someone, especially if either of you are at all emotional. To ensure that you understand your students, you can check your perception of their accounts by describing your understanding and asking them to correct any misinterpretations or elaborate on anything that you find unclear. When describing your understanding, reframe their points as positive comments using non-blaming words. For example, “If my group members think they can do this to me again, they’re mistaken!” can be rephrased as “It’s important to you that your rights are respected.” Rephrasing the problem reassures the students that you are listening to them and it ensures that all the parties understand the problem. You can also ask lots of open-ended questions until you have enough information to understand the problem. Ideally, the feedback process would end when the students’ comments and body language confirm that they are sure that you have completely understood their message.


Select and explain your position. Now that you understand the students, you are in a good position to select a course of action. Be sure to choose an action that is in line with your teaching goals for the course. Tell the students what you have decided and give them your rationale for your decision. For example, when responding to a mark dispute, you might choose to review the assignment with the student by making reference to the marking criteria. In explaining your position, you might want to show an example of an assignment that better meets your expectations.


Discuss next steps and document your decision. When you have explained what you have decided to do, you can discuss possible next steps with the students. Finally, in many cases, you will want to document your decisions and, where appropriate, the information upon which you have based your decision.

If your plan of action requires follow-up on your part, you may want to briefly explain the process. For example, if you agree to review an assignment, you might want to indicate when they can expect to receive your comments.
You may want to direct students to other resources on campus, including counseling or health services, to get support and/or documentation.
If the students are not satisfied with your decision, it is good practice to direct them to an appropriate avenue for appeal (e.g., department chair).



Responding to highly emotional students

Schedule an appointment. If a student is too emotional to communicate his or her situation, it may help to schedule an appointment for a later time. This delay gives both parties a chance to calm down and to review the problem.
Open your door. This gives a chance for neutral, outside observers to witness the event. Leaving the door open protects both the student and the instructor.
Acknowledge behaviours and emotions. You may want to recognize the student’s emotional state at the beginning of your meeting. For example, you could say, “I can see that you are really upset. Can you tell me what you find especially frustrating?” If a student’s behaviour becomes inappropriate, point it out to the student.
Get assistance. If you don’t know how to approach a conflict situation, get assistance from a colleague or one of MSU's relevant offices (IDI, Ombudsperson, CTLI). If a student becomes very aggressive or threatening, contact the Michigan State Univesity police.
Keep others informed. If you are concerned that a difficult situation is developing, consider notifying others immediately. For example, if you are a teaching assistant, you could notify the instructor, the department chair, and the Graduate School GTA-Development staff.

Ineffective ways to deal with conflicts

Conquest. Trying to win an argument will turn a disagreement into a battle for dominance. Intimidation tactics can cause students to challenge you further and discourage their participation.
Avoidance. Ignoring problems does not make them go away.
Bargaining. Compromise can be a laudable way to resolve a conflict, but not when your teaching objectives get subverted by the resolution process. For example, asking a student to be less disruptive in class in exchange for a better grade on an assignment rewards unacceptable behaviour, harms your credibility, and is unfair to your other students. Make sure that your response to conflict situations is consistent with your teaching and assessment goals and is equitable to all in your course.
Quick fix. A band-aid solution, like changing a grade to get rid of a student, can not solve a conflict. This strategy also rewards unacceptable behaviour, harms your credibility, and is unfair to other students.

Thank you to colleagues in university educator development at the Center for Teaching Excellence at the University of Waterloo, the Division of Student Affairs at the University of Colorado Boulder and others for their materials that informed or were adapted into this resource. Photo by Kenny Eliason on Unsplash

An Overview of the Syllabus and its Role at MSU
In this resource, we describe the purpose and history of the syllabus and describe the required and recommended elements of syllabi at Michigan State. We end with links to MSU’s many existing syllabus guidelines and resources. While what to include in your syllabus is flexible, we encourage educators to keep students’ needs in mind and think about how your syllabus can contribute to their learning. 
What a syllabus is
A syllabus is a synecdoche for a course of study—a part of the curricular experience that represents the whole. They are often the very first course texts our students encounter and, accordingly, they frame and preface learning in powerful ways. On one hand, they communicate practical and structural details—where and when a course meets, what to read, and how to contact an instructor. But they also express intellectual and discipline-specific expectations. 
As a special genre of educational texts, syllabi have taken various forms and played various roles over many centuries. In the 17th century ‘syllabus’ was synonymous with ‘table’ or ‘index.’ They served as a structural preview for manuscripts or a list of speakers and topics for a lecture series—they were a means of organizing texts, ideas, and experience. Although that core function remains, post-secondary syllabi have expanded significantly in volume and purview over the past forty years. 
What a syllabus needs at MSU
There is no universal definition or template for contemporary syllabi. There are, however, some critical things that effective syllabi share. At Michigan State University, our Code of Teaching Responsibility states  “Instructors [are] responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester [that] minimally includes:

instructional objectives;
instructor contact information and office hours;
grading criteria and methods used to determine final course grades;
date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable; 
attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;
required and recommended course materials to be purchased, including textbooks and supplies; and any required proctoring arrangements to which students must adhere.”

If you are creating a new course or new to teaching at MSU, it can be helpful to request sample syllabi from your Departmental Chair, from past versions of the course you're teaching or even adjacent courses. These samples can help you learn more about general and discipline-specific expectations within your department. Syllabus templates are also available from different colleges; for example, CANR has a downloadable template.
Additional considerations
Beyond the fundamental requirements listed above, contemporary syllabi often include additional information or passages. We encourage MSU educators to consider including the following policies, keeping empathy and flexibility in mind: 

notify students about MSU’s religious observance policy
describe available mental health resources 
include equal opportunity/affirmative action and inclusion statements
include statements on civil discourse and the civil discourse policy
consider including your attendance policy
acknowledge the indigenous land(s) on which their teaching will occur
provide an accessibility statement, link to the Resource Center for Persons with Disabilities
list institutional resources to support students
describe policies for student athletes
explain the technologies students will be required or asked to use
describe the instructor’s communication preferences or instructions for scheduling office hour appointments
describe COVID-specific health and wellness guidelines or emergency measures
provide information about academic dishonesty
provide study or writing tips and link to the Writing Center
include other course- or college-relevant policies 

Some instructors include these and other statements in a ‘policies’ section, while others prefer to write a shorter syllabus that refers students to other course documents containing these and other course and university resources. 
Flexibility for students
It's best to communicate expectations in the syllabus for students that need to miss class or discuss adjustments to due dates with you for excusable reasons, such as religious observance, bereavement, health, or athletic competition. We strongly recommend that educators consult the university’s academic calendar and a current interfaith calendar when planning your course and make accommodations for students’ religious observance, or when courses directly conflict (e.g. final examination conflicts). Educators should make every effort to avoid scheduling exams and oral presentations during days of religious observance. It's best to remember that if the absence is excusable, and you'd do it for one student, you should apply your method consistently for all students. Your syllabus should include when and how to contact you to make arrangements for excusable absences. Instructors should provide a university expectation/deadline by which students need to inform instructors of an accommodation (i.e., 2 weeks after the start of the semester) in the syllabus, and this expectation be iterated during the first day of class. We encourage you to be flexible and empathic with students, and to act consistently and equitably. 
Innovative models for syllabi
Many educators, especially over the past few decades, have experimented with syllabi and created texts that reach far beyond basic documentation. For instance, some instructors use a fill-in-the-blank syllabus whereby students are asked to expand a set of learning objectives or required texts in order to customize their learning. The ‘annotated syllabus’ model gives students the opportunity to make suggestions for the syllabus at the beginning of the course, making it more of a living document.  Others have reconfigured the syllabus as a course textbook and used it throughout the semester to support learning (instead of just the first week). Other models reimagine the aesthetic potential of the document, approaching it as a graphic novel (Barry, 2017), mixtape, or chapbook (Lockett and Wong, 2018). Although their approaches differ, these educators have questioned the role and conventions of syllabi and found creative ways to expand the educational potential of these ubiquitous texts. 
Additional MSU syllabus resources 

MSU Syllabus Checklist with in-depth descriptions of potential sections of the syllabus.

Syllabus Checklist (2-page version)


Revised MSU Syllabus Checklist for [Fall 2020] online and hybrid courses
Inclusive Pedagogy Syllabus & Template
Civil Discourse Syllabus
Discourse Policy on Syllabus
Attendance Policy on Syllabus
Syllabus Resources from the Office of the University Ombudsperson
Generative AI Syllabus Guide  (with examples and sample language)
Calendar of Religious Observances from MSU's Office of the Provost
Guidelines for Online Camera Policies
Advice for MSU students about using a syllabus

Additional readings

Rocha et al. (2022) The syllabus as curriculum: A reconceptualist approach.  
Hsu (2020). A celebration of the syllabus.
Germano and Nicholls (2020) Syllabus: The remarkable, unremarkable document that changes everything.
Lockett and Wong (2018). Reframing syllabi as aesthetic encounters.
Barry (2017). Syllabus: Notes from an accidental professor.

MSU Resources on Civility and Community Enhancement in Academic Environments
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans. 
Resources available at MSU

Conflict Resolution: 

The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.






The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.






MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships. 


The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:

Inclusive Communications Guide (coming soon). 






One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments. 

Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)








Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.


Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate. 


List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff) 


MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester. 


MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments: 

List of behavioral competencies
Free online learning opportunities through elevateU including topics such as: 

Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.) 


In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include: 

Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability    
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change




Prevention, Outreach and Education Department offers a variety of trainings on  violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families. 
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice 
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions  offers intercultural leadership training for departments and organizations

Other useful external resources

Climate/Culture/Inclusive Environments

Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI 
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time. 
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture




Inspiration & Personal Growth

Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success






8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work




There are also numerous resources available at the MSU Library: 

Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online

With the transition to remote learning we have all faced some difficulties, but how has this affected our students? Based on posts and stories that we have seen on the internet, we compiled this resource for students to help support their transition to remote learning.
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:

Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.

Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what  impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:

How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?

Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:



Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)



I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:

Comcast

Free essential internet for two-months and no data caps (60 days).


T-Mobile & Sprint

Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.


ATT

Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.


Verizon

No late fees.


CenturyLink

No late fees, no disconnects, and no data caps (60 days).


EduROAM

Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.



Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.

Note Taking Tools

Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.




Study Tools

Quizlet

Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.


Kahoot!

You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.




Screen Recording Tools

Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


Techsmith Snagit

Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.




Speech to Text, Text to Speech, and Captioning Tools

Otter.ai

Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.


Kurzweil 3000

Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.


Read&Write

Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.


NonVisual Desktop Access (NVDA)

NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.


Google Docs

Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.




Time Management Tools

Be Focused Timer

This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.


Remember the Milk

This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.




Focus Tools

Freedom

This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.


Reader View Chrome Extension

Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.




Additional Tools

Grammarly

Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.


EquatiO

EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.


WordToEPUB

WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.





Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.

Tools:

Evernote

Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.


Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.


Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


OneNote

OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.




Tips

Microsoft Word

Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.

Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.







Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:

Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.

For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email

Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.

Managing your Files/Documents

If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.

Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:

Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.

Wellness Strategies

Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.

Applications to Support Health and Wellness

What’s Up (Free; What's Up for iOS and What's Up for Android)

What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.


Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)

Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.


Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)

SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.



Phone and Hotline Resources

The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889. 
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]

For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time

Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.

What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References

Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now