In the second part of this three-part podcast, Wellbeing Advisors Douglas and Tessa talk to Dr Mark Hoelterhoff about the examples of other universities work on bringing wellbeing into the curriculum and they discuss some of the potential challenges of doing so. This episode belongs to Podcast series: Student Wellbeing↗️.
Douglas asks for some good examples of wellbeing in the curriculum found in other institutions and how they have informed Mark’s work. Mark highlights the ongoing partnership with The Engelhard project at Georgetown university and his work with NYU, before discussing the different approaches that the university could take. He outlines three different approaches named the “curricular”, “co-curricular”, and “extra-curricular” approach, and mentions that he hopes to see a mix of all three here at Edinburgh University.
Tessa notes how she thinks that giving people choice would encourage engagement:
“Giving people choice would lead to sort of more engagement. I can think from at least in the time when I was a master’s Student, we had all of those wellbeing, you know, get togethers inside the residences, accommodations, which were very nice, very wholesome. Not always the best attended, for probably for a variety of reasons, but I think that students do need a buy-in that goes beyond their own personal development.”
Mark reinforces what Tessa touched upon and the importance of “buy-in” as well as reaching all students in the university not just ones who are already invested in seeking wellbeing information:
“So, if we really take the outcomes of the student feedback in the curriculum transformation seriously, that experience of wellbeing needs to be universal across the university. It needs to be embedded and universal, so that every student at University of Edinburgh has some kind of experience of wellbeing in the curriculum and workshops and retreats and all the extracurricular stuff are not going to cut that.
Mark goes onto highlight the different work ongoing with schools in the university. Douglas speaks on how embedding wellbeing into subjects such as Psychology is quite straightforward but in other ones it might not be. He asks Mark on what he would say to staff members in those subject areas. He discusses what he would say to staff members who were resistant with an emphasis on positive psychology:
“And so I think my first response to a staff member who is somewhat resistant, I’d say, let’s, let’s be honest with what we’re actually asking you to do. We’re not asking you to do a suicide prevention course within music theory. We’re asking you to talk about thriving and flourishing among in this kind of way and not talk about the whole thing, but pick something that you could bring into your content.”
This podcast finishes with a chat about the impact of covid on attitudes on wellbeing. Mark
“The Edinburgh lead well model is something that they’re kind of highlighting is something that would be a good preventative strategy in investing into student mental health. So both I think politically and socially and across institutions, we are more sensitive to these issues and people are talking about them more, which is I think a good thing “.
Mark then highlights his passion in wellbeing seen not just as “risk reduction or symptom reduction” but with an emphasis on thriving.
“Nobody is inspired by simply reducing symptoms of depression in their life. No one has ever been inspired by that. They are inspired by hope. They’re inspired by purpose. They are inspired by achieving and reaching out and kind of going after dreams that is inspiring.”
Timestamps:
(00:45) Douglas asks about other university examples and Mark answers.
(06:11) Tessa talks about her thoughts on buy-in and Mark adds his thoughts.
(13:52) Douglas asks Mark about the challenges and opportunities in embedding wellbeing in the curriculum of different disciplines
(17:36) Tessa and Mark speak on the impact of Covid on implementation and wellbeing attitudes.
Douglas Beales and Tessa Warinner are Student Wellbeing Advisers at the Student Wellbeing service, The University of Edinburgh. Dr Mark Hoelterhoff is a lecturer in clinical psychology at The University of Edinburgh and recently has been working on the idea of well-being in the curriculum.
Episode produced and edited by:
Sylvia Joshua Western
Sylvia is currently doing her PhD in Clinical Education at The University of Edinburgh and has a Master’s degree in Clinical Education. Her PhD research explores test-wise behaviours in Objective Structured Clinical Examination (OSCE) context. Coming from a dental background, she enjoys learning about and researching clinical assessments. She works part-time as a PhD intern at Teaching Matters, the University’s largest blog and podcast platform through Employ.ed scheme at the Institute of Academic Development.
Twitter/X: @sylviawestern↗️
