In this final blog post on care in the academy, I want to highlight Wofford College’s self-care pedagogy workshops for instructors who teach incoming students in their first semester at the college.
This work, funded by our 2020 NetVUE Program Development Grant (entitled Self Care Pedagogy for First-Year Students), supports sustainable practices for both students and instructors. Instructors applied to participate in our workshop. The opportunity to create and implement professional development began with a vision and these guiding questions:
How do we take the concept of care beyond the superficial aspect of “self-help” genres?
How do we move self-care to deep care and sustain that care in our vocations and in our lives?
Do we have the audacity to add care to our professional development and to our classrooms?
In this third part of a four-part series on care in the academy, I want to share details about an upper-level course I developed for the Wofford College Religion department for Fall 2020 titled A Global Guide to Caring for the Self.
In 2018, Wofford received a grant from the Andrew W. Mellon Foundation for general education reform. One high-impact educational initiative we have piloted is a senior culminating experience (SCE) for all fourth-year students. In our reform efforts for general education, we have focused on strategies that explore the growth mindset, identity and perspective, writing, and critical reasoning. I developed A Global Guide to Caring for the Self as an SCE course which embodies the idea of building cumulative learning.
As self-reports of anxiety and depression are on the rise for our students and suicides continue to impact small and large college campuses alike, we have hit a moment of reckoning: how mental health is viewed, represented, and accepted in the academy. Now, in the midst of a pandemic, administrators, staff, professors, and students are being asked to stretch themselves in new and inventive ways. Uncertainty surrounds us all. The silver lining might be officially recognizing and naming the need to care for ourselves.
As we are being asked to radically accept this new world order of teaching, whether it be over Zoom or behind glass shields in masks, we too must come to terms with the need to stop and care for ourselves. How often have you viewed caring for yourself as a form of professional development? Therapy can be a tool for self-care and an official way to care for yourself. A yoga app that you use at your leisure or a mindful meditation can be your self-care ritual. Self-care can be focusing for 5 minutes on your breathing—just thinking intentionally about your breath in and your breath out. I am extending the invitation to you all to add a small shift in your day, of either extending your care rituals or starting a care ritual (however long or involved) as a way to sustain us on this voyage of teaching and learning amidst a global pandemic.
If I do not provide deep moments of care for myself, I won’t be able to extend that care to my students. Creating a culture of care for myself also allows me to model that care to my students and encourage them to take time for care for themselves. I have adopted a form of self-care pedagogy where I define, normalize and institutionalize self-care in my classroom. I insert self-care days, so students see that it is as important as the content I am teaching them. We talk of self-care as a form of ritual and practice, a way to center ourselves for the learning before us and to rejuvenate from the learning behind us.