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Supporting Faculty Wellness Initiatives During Times of Crisis and Change: Bloomsbury Handbook Speaker Series Session

September 9 @ 4:00 pm - 5:00 pm UTC-5

Bloomsbury Handbook Speaker Series w/ Dr. Sofia Georgiadou: Supporting Faculty Wellness Initiatives During Times of Crisis and Change 

Date: Monday, September 9th 2024

Time: 5:00-6:00pm (AT) / 4:00-5:00pm (ET) / 1:00-2:00pm (PT)

Register here!

Session Description:

Come join our very own Dr. Sofia Georgiadou (Yorkville University) and Dr. Katrina McChesney (University of Waikato) for their chapter on supporting faculty wellness during times of change.

Sofia and Katrina will share frameworks (drawn from the authors’ national contexts) for workplace wellbeing, all of which highlight the need for holistic, transformative approaches from those in positions of leadership. They will also share practical strategies, policies, and programming that higher education leaders can initiate now to promote faculty wellbeing within a transformative orientation, considering protection from harm, connection and community, work-life harmony, mattering at work, and opportunities for growth.

Details

Date:
September 9
Time:
4:00 pm - 5:00 pm UTC-5
Event Category:
Matthew Dunleavy wearing a pink and purple polka-dot shirt under a grey blazer with red-framed glasses and a long reddish-brown beard smiling into the camera
Matthew Dunleavy

Senior Educational Developer, Faculty Excellence and Development

mdunleavy@yorkvilleu.ca 

Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.