Rest is Holy; It is Not a Reward

I organized my office to be a place of comfort, both for myself and my students. There are scrolls, books, fidget toys, plushies, small hard candies, and comfortable seating specifically to encourage students to be comfortable when they stop by. Students regularly tell me that my office is “Cozy.” What they notice first is the comfortable chair with the soft pillow and the shelf of fidget toys and hard candy. What they don’t notice is a small, bright yellow Post-it note, set at exactly my eye level, beside my computer. It is not particularly prominent to anyone but me. But for me, it is the most important thing on that wall.

It reads: Rest is holy; it is not a reward.

I place a lot of value on my productivity, which is not a particularly healthy mindset to have. Sadly, I gained that mindset in my previous employer. Before my current position, I was employed at a toxic work location that had a lot of negative attributes. One of those was the expectation that employees would be productive in all situations without reward. As a parent of small children, I worked in that environment under a cloud of fear that I would be fired. I was undervalued and underpaid, and the experience left lasting scars on how I operate in the workforce. I also have a streak of perfectionism that gets in the way of just getting the work done. So, I may finish my work, but since it is never perfect, there are times I will spend a lot of effort and energy to fix those things that don’t necessarily need to be fixed. I have learned to remind myself that I “can’t let perfection get in the way of good enough”, but that is a discussion for another day.

So, this is how I found myself in Spring Break of 2021, running on empty.

I recognized that I had not taken a break in over a year. I had been in the same basic situation the year before with the COVID flip to online, and my teaching over the summer had meant I had little to no actual breaks. I chose to use my winter break to refine the OER textbook I had worked on, and I had even added additional work with the district OER committee. I could hear my internal voice telling me that I really needed to take a break, but I kept thinking that I needed to prepare for my class stuff with the computer issues, and I felt guilty about “letting my students down.”

Dear reader, have you ever felt guilty about taking a break? Were you ever afraid that stopping would cause more problems than just getting through it all? Have you ever said to yourself, “I will rest when…” and then just continued? Because that was the frame of mind I was in. I kept charging forward. I just need to make it to Spring Break. I just need to make it to Summer. I just need to get through Summer School. When you push yourself that hard, something is going to give.

I have been teaching for over 25 years now. I hit burnout at year 15 and had to take a year’s sabbatical to find myself and my love of teaching again. Having gone through it once, I could see the signs in myself. The passion that had carried me through years of teaching was fading out. And my body, which had been keeping score all along, finally sent me a bill I couldn’t ignore. I had to take that sabbatical to find my way back to the love of teaching.

And so, here I was, winding my way into a similar situation when I found myself in a conversation with a dear friend. When I pushed back on all of the things that I needed to do before I could rest, he said, “Rest is holy; it is not a reward.” A light came on in my brain. I came to the sudden realization that I had been treating my rest as a reward for my hard work rather than something I deserved, regardless of the level of effort I had been putting in. I wrote down his words on a Post-it note that now sits at eye level beside my computer as a reminder that I can’t decide to put off the break I need. I need to take those breaks, or I will be the one to break.

That which is holy is something to be protected and adhered to. And so I had to flip the script.

For me, making rest holy meant a change in how I approached my days, my weeks, and my vacation days. For my days, I allotted an hour of rest where I walk with my husband and share my day. It allows me to relax, talk to someone I care about, and get a little exercise. For my weeks, I have one day each week that I save as a day of rest. I might schedule family or friend activities, but it is a day when I plan my time to avoid thinking about work-related tasks. Sometimes that day is a weekend day, and sometimes I will reserve that day during the week, but there is always one day of rest where I don’t check my email, don’t look at my to-do list, and if something comes up, I will send myself a note to look at it when I am not resting. Because that rest has to be protected.

For me, gardening has become a big part of my rest. I spend time cultivating my plants and forming my own sanctuary just outside my door. The joy I felt when my pomegranate tree cutting got its first new leaves, or my amaryllis bloomed, that joy is like a deep, cleansing breath of fresh air to the soul.

For my vacation days, I set clear boundaries for myself. My proclivity for working and staying productive means that I can’t just sit around and do nothing. At least, not yet. But I am working on it. I sit in the garden with a cup of tea and watch the wildlife dance around the plants. I sit in the rocking chair in my home office and read a book that has no other purpose than to be entertaining. I walk with my family or friends and talk about all the things happening in their lives and mine.

And here is what I am learning. While I find myself more productive after my rest, I am coming to realize that my true goal is to recognize and embrace the value of rest for the sake of rest. That rest itself is the payoff. And that by continuing to treat rest as holy and not a reward, I will eventually come to value rest as the goal. Rest will be how I get back to being the me that is filled with passion for painting, scuba diving, and herpetology. Rest will be how I return to doing those fulfilling things that I enjoy but have been putting off until “I have more time”.

So, dear reader, as I am reflecting on my goal to make rest holy and to stop treating rest as a reward for my hard work, I invite you to reflect on your own treatment of rest. Are you rewarding yourself with your days of rest, or are you making your rest the important and holy time that is necessary to sustain the best you that you can be?

If I could go back to the Spring Break of 2021, I would tell myself to stop stressing over all the work I thought I needed to get done and take that breather that I should have been taking. Because I needed a break. I may have taken one 8 weeks later, but rest is not something we can afford to keep putting off.

I have to remind myself regularly that rest is not a reward, which is why that Post-it still sits on my wall. I am just as busy today as I was then, but honestly, I am in a much better place. Because I am finally learning how to rest.

Extend Your Healthspan with Social Wellness

This post represents a collaborative writing effort by two members of the GCC Employee Wellness Team, Louise So and Lori Walk.  Louise is a member of the Fitness and Wellness faculty, and Lori teaches English and reading courses.  Both share a passion for empowering others to be their healthiest selves. They support campus initiatives like Exercise is Medicine and the new aqua fitness opportunity at the GCC pool.  Each of their posts will share personal experience and research in support of the Eight Dimensions of Wellness.

According to the Wellness Maricopa website, social wellness is defined as “as our ability to effectively interact with people around us and to create a support system that includes family, friends and colleagues. It fosters connection with others and contributes to a sense of belonging. Social wellness is vital for our overall health and well-being. Relationships have just as much impact on physical health as other factors, such as: inactivity, high blood pressure, obesity, heart disease and smoking.

What if making friends and having fun helped extend your “healthspan” and reduced your risk of dementia by up to 60%?  Dr. Peter Attia, author of Outlive, promotes creating a “healthspan,” not just more years of existence, as a key “quality of life” indicator.

Louise: I’ll speak for the introverted among us who might cringe at the idea of hanging out in a large group of people. I have no problem teaching a class of 24 students about exercise science, but once I am done teaching, I no longer want to be the center of attention. Leave that to the extroverts! I am, however, a collaborator, and can introduce people all day long! A collaborator is someone with high sociability but low dominance.

Since my job is wellness focused, I am constantly driven to find ways to enhance my healthspan. When I look at holistic wellness as a wheel, there are aspects that I score well on, for the most part, but there are areas that could certainly use a little help! Social wellness is one of them. I do not want my wellness wheel to wobble because of my social wellness score. 

I prefer one-to-one social interactions. Meet me at the pool, or join me for a hike or a GCC Wellness Walk. For the past year I have been regularly attending a yoga class at EOS Fitness that is taught by one of my former students! It is a class filled with people who are looking after their health and seeking that positive energy and proximity with likeminded warm and friendly people.


Lori:  Believe it or not, I also classify as an introvert. For context, Louise and I were part of a GCC book study several years ago for the book Quiet:  The Power of Introverts in a World That Won’t Stop Talking.  What makes us introverts is how we recharge. I need to do it solo, thank you very much! I’ve learned, however, that I’m a social exerciser and a natural connector. I do best when I’m scheduled into regular fitness or exercise classes with people that make me laugh.  I enjoy bringing people together, so I also facilitate our ladies’ Nine and Wine golf group as well as GCC’s Aqua Fitness.

Introverts need to stay connected with others too – although they do not have the high level of frequency as their extroverted counterparts. Maintaining connections with colleagues fosters trust and increases individual and team productivity. This is key to not feeling overwhelmed and isolated in a work environment.

Consider the following to enhance your social wellness and get involved with others:

  • Volunteer
  • Take a walk with a friend
  • Join a club – or create your own – such as a book club
  • Connect with an old friend
  • Call and make someone’s day who lives alone or is in a nursing home

Create a GCC team culture of care! Here are some current opportunities:

  • Join a wellness walk
  • Come to lap swim or aqua fitness
  • Find a buddy who will do a twenty minute workout at the Fitness Center or will join you in meditation in the Center for Learning
  • Join the GCC Crafting Community, Wednesdays, 12:30 – 2 p.m. in the CTLE Collaboration Space

References
https://sites.google.com/domail.maricopa.edu/wellness-maricopa/8-dimensions-of-wellness/social

Contributors:  Louise So and Lori Walk, members of the GCC Employee Wellness Committee

A GCC Pot Pie

This time last year, Mary Anne posted “Mary’s Teaching Pie,” and more recently, Lore posted “A Cake Made of Purpose”, which inspired me to write a recipe post of my own. If my work at GCC were a recipe, it would be a pie: A GCC Pot Pie, a recipe for something warm, structured, and nourishing.

Every semester, when I step into the metaphorical kitchen of GCC, a hot and busy location filled with activities and opportunities, I am delighted at what is produced. My GCC kitchen is the classroom, the Gaucho Urban Garden, the faculty senate meetings, and the “pit” where the dragons are slain.

Pot pie isn’t particularly glamorous or exciting. Rather, a hot pot pie is something warm and wonderful; humble, hearty, and made with care. It is a golden crust holding together the hot, tasty filling. It is my work at GCC.

The Crust

A good crust is firm but not rigid. It holds the shape without immediately crumbling under pressure, and provides a foundation for the rest of the pie. This would be the structure, the rubrics, defined expectations, and purposeful lessons.

Starting the Filling

Students walk into the classroom carrying their doubts and fears; their worries and expectations. So a gravy of patience is necessary to loosen it up. Encouragement is necessary to make that gravy thick and hearty.

Mentoring students, being willing to work with them even after the classes are done, encouraging them to reach their potential, and having them continue to stop by years after they have completed my courses with the knowledge that they are always welcome, that is one good gravy. It is my way of keeping the kitchen warm enough to help those students rise.

Fold in Vegetables

GCC sits in a food desert, one of many around our state. I have talked many times about my work with the English students in the Gaucho Urban Garden. Well, my time with Dr. Angela Schwendiman and Mr. Jared Mann has led to conversations and now action on the creation of a campus food forest. The food forest will be a living statement that we grow what our community needs. I have had the pleasure to watch my students grow in more ways than one as they help to plant and harvest vegetables and fruits as part of their research. And their involvement in this burgeoning project is more than a little exciting.

Then there is the club work. Being a club advisor is incredibly rewarding, particularly when the other advisors are from different departments. The Dungeons and Dragons Knights of Pen and Paper club offers the students a place where they can find fellowship. Students who might otherwise be reluctant readers are transformed into storytellers, and recently, the club collaborated with the library on a club READ poster. These students are declaring quite clearly, “We Belong at GCC”. This is a literal and metaphorical folding in of vegetables.

Seasoning

Faculty senate work is a seasoning. As a faculty senator, I try to make sure my colleagues’ voices are heard and carried into rooms where decisions are made. I bring back concerns and try to make sure those concerns are addressed.

The Secret Ingredient

The thing that makes this pot pie work is one special ingredient. Belonging. Belonging is the focus of my doctoral research, and the longer I study it, the more I see it in everything I do. The students who keep coming back because they feel welcomed; the D&D tables filled with different ages, backgrounds, cultures, and majors; the garden where composition lessons have become something the students can hold in their hands; the classroom where every week the students are reminded that they are supposed to be there, that they belong. Research tells us that students who feel like they belong are engaged, take risks, and persist. They come to class, to the garden, to the D&D tables because they feel like they belong to something special. We Gaucho Back has solid meaning.

Belonging isn’t a seasoning or a garnish; it is in every layer: the crust, the gravy, the vegetables, even the seasoning. It can’t be tasted in isolation because it is what makes this pot pie work.

In my recipe, belonging is the first thing added, and the last.

Bake and Serve

Spoon all that wonderful goodness into the shell and lay the top crust over, pressing down the edges. This dish has a lot going on inside, so there needs to be a few vents to allow it to breathe. Bake in Arizona temperatures. When the crust is a golden brown and the filling bubbles up through the vents, it is ready to serve.

Make sure to serve while still warm. Pot Pie is best while it is still piping hot.

That is my recipe for the work I do at GCC.

Bon Appétit!

The Kindness in Thinking It Through

This past week has been a whirlwind of logistics and duct tape as we successfully launched the Access in Action conference. The speakers were amazing, and each one reinforced a shared idea: accessibility is less about grand gestures and compliance checklists and more about the everyday choices that make learning easier to participate in and engage with.

Late last week, I started to plan how to thank our speakers. I’ve always been a “thank-you card” person, so that felt like the most genuine way to express my gratitude. When I paused to think about how that gesture would actually be received, it became clear that I needed to adjust. One of our speakers is blind, so I need to make adjustments to the format, but not the intention.

Using a braille machine to create a thank-you note shouldn’t be something we frame as “going above and beyond”. Creating an accessible experience should be the expected minimum. If I’m going to make thank you cards for all my speakers, I’m going to make thank you cards for all of my speakers.

Kindness, at its core, isn’t about effort or novelty. It’s about taking a moment to reflect on how our actions land, and whether they fully and completely communicate the care we intend.

As a homeschool student, I vividly remember many, many trips to the Burton Barr Central Library, particularly for a lesson on Helen Keller. What left an impression with me wasn’t the lesson itself, but a small moment: a librarian taking the time to show my sister and I how the braille embosser worked and printing our names so we could feel them on the paper. It wasn’t presented as anything special, just someone noticing curiosity and responding with an act of kindness. I’ve remembered that moment for more than twenty years and that moment led to recognizing an opportunity to express gratitude in a more appropriate format.

My identical twin sister recently recommended Unreasonable Hospitality by Will Guidara. Although it’s rooted in the hospitality industry, I’ve been surprised by how closely it mirrors Higher Education. Both are service-driven spaces that succeed when people feel considered rather than processed. The book emphasizes how small acts of intentional kindness and proactive thinking can help others to feel seen, heard, and cared for in a way that creates a sense of belonging and leaves a lasting impression.

This act of kindness wasn’t complicated; it just required intention.

Finding a braille embosser was difficult, but it did require asking the right questions and making a few phone calls. With Burton Barr under renovation, I followed the trail to the Mesa Public Library, where a librarian and I learned to use the machine together and printed the note. I got to play with a really neat piece of technology (ask me sometime, this thing is COOL), and I now have a note for our speaker. Now that note is winging its way to Tony, and my handwritten thank-you cards are on the doorknobs of our other speakers. Mission accomplished.

This story isn’t about getting to learn a new technology (which was AWESOME) or hunting down a memory of my childhood (thought both were genuinely meaningful). It’s about demonstrating a commitment to kindness and recognizing when our practices don’t effectively serve our audience. It’s about recognizing that sometimes what might at first glance seem “unreasonable” or “above and beyond” is really just the minimum expression of demonstrating kindness and consideration.

I could have very easily sent an email or made a phone call. But the spirit of our conference is all about the choices and efforts we make in our interactions with students and each other to make our lives easier. To remove barriers and to remind those around us that they are valued members of our community… and that’s what this week’s act of kindness embodies.

Genuine gratitude isn’t about writing out the card with meaningful words, cursing my handwriting skills when my letters get sloppy, and delivering the cards to offices. The true act of gratitude lives in reflection. When we write a card, or send an IM, or tell someone “great work!” in passing, kindness shows up through intention, consideration, and the pause we take to think about how our message will be received.

So let me leave you with this thought:

Where in our lives can we pause to consider kindness? What small adjustment could help build a sense of belonging or show someone how much we value their role in our community?

In a world with so much unkindness surrounding us, it costs us nothing to practice kindness and be that light.

And maybe we’ll learn something new along the way… 

Maybe They’re Writing Poetry

As a life-long English teacher, one might think that I would have a cherished collection of stories to share about the English teachers in my past who inspired me, pushed me to do better, and guided me on this path. The truth, however, is that I have memories of past English teachers, first in middle school, then in high school, who actually chose to put barriers in my way. I keep these memories in my back pocket, not out of resentment or spite, but because they inspired me to be better.

I first fell in love with reading at the age of 8. My family was on a cross-country road trip, and because it was the 1980s, I rolled around in the back of my dad's pickup truck all the way from Phoenix to Washington, D.C. (There was a camper shell ensuring I didn't leap to my demise--we weren't animals.) I read E.B. White's classic children's novel, Charlotte's Web, for the first of a dozen times on that trip. It was the first time I felt the now-familiar butterflies of awe and magic that still wash over me to this day when I read something beautiful. From that point on, I became a voracious reader--my mom would literally hide my books to get me to do my chores--and I soon took up the mighty pen to capture the delight and the agony of youth in poetry.



By the time I entered middle school, I frequently sat in the back of my classes reading and writing. I'd quickly complete the day's assignments, then retreat once again into my own world. Thanks to excellent test scores, I took honors English in middle school, and I earned good marks. Despite this, my 8th-grade English teacher recommended I not carry on with advanced English classes in high school due to my inattentiveness. It's funny to me that what I was actually doing in her class was carrying on a love affair with the written word, but she made a different assumption about me.

I began Freshman English at Independence High School in 1992. I was bored out of my everloving mind. I hated. that. class. The teacher advised me that I should speak to the department head, Ms. Lipscomb, and ask to take a placement test for the honors and AP track. Though the prospect of having this conversation terrified me, I did it anyway, and she gave me a date to come by after school to take the test. The week of the test, the advisor for the (VHS!) video yearbook informed me that we had a deadline to meet and that I absolutely could NOT take an afternoon off--not even for a placement test. Trapped between two competing authorities, I went back to Ms. Lipscomb to ask if we could reschedule. She said no. It was now or never. 

I decided that meant never.

I mean, that was so worth it, right? Thirty years later, I just know everyone still cherishes their fuzzy VHS memories of the 1992-1993 school year.

Needless to say, I continued to languish in English classes for the rest of my time in high school. I also traded in my books and poetry for loftier pursuits like making signs and balloon arches for StuCo and convincing people to give me a lift to Taco Bell for the 59, 79, 99-cent menu.

Four years of middling English classes later, during my senior year, I found myself as Ms. Lippy's--yes, the very same Ms. Lipscomb's--student. Oh, how she loathed that class… but she liked me. I sat in the first seat of the first row (as I did in all my classes with a last name like Akers), so we'd talk sometimes about current events. She was also the first of my English teachers to require that I read a novel. I chose Wuthering Heights. I was hesitant when I started reading it, discouraged by the language that felt stuffy to me, but soon the book swept me away in a flurry of those old familiar butterflies and magic. I devoured it, and came to class ready to talk her ear off about what I suspected the moors might symbolize and the role that nature played in the story.

I remember so clearly that she looked up from her desk, smiled, and said, you, my dear, should have been in Honors English.

Womp womp.

When I started my own teaching career as a high school English teacher, I returned to these two memories at least once a semester. I could see that both teachers, instead of nurturing a big nerd into an even bigger nerd, chose to make assumptions about me and what I was capable of. They were wrong about me. What a gift!

When I was the honors English teacher, every semester, someone would come to me with a paper slip in hand, nervously asking if they could "bump" into my class. And every time, I clicked my pen, smiled, and welcomed them to class as I signed the form.

Did all of them succeed? No. But I rest easy knowing I never closed the door on anyone's chance to see what they are capable of.

Here at GCC, I don't make choices about who can take what course, but I do continue to check my assumptions about my students. The student in the back who looks like they are fiddling with their phone — maybe that student doesn't care. But maybe they are writing poetry.

The Gradebook Is Fine. Everything Is Fine. (It’s Not Fine.)


For years, I have had this nagging feeling that my gradebook, filled with hundreds of scores at the end of the semester, is serving neither me nor my students. What's the difference between a 92% and an 88%? Does that parade of assignments support student learning? Would they learn less if I asked them to click fewer buttons? Am I offering the best feedback when I am always underwater with my grading?

*dramatic sigh*

I long to step away from… whatever this is… and shift to something that feels simpler and more honoring of how humans learn. But the questions felt too big to sit with alone — so I didn't.

In response to this feeling of dis-ease with my current grading practices, I invited a few colleagues to join me in exploring the pros and cons of the most common approaches to alternative grading. In our first few meetings, it became clear that we are all a little frustrated with our current grading practices, which can feel, at times, like they are sucking the life out of us (and the joy out of teaching). As we talked about what brought us together, even more questions arose about how alternative grading could work in our classes (in addition to a healthy dose of skepticism).

Here are some of the questions that arose in our discussions:

  • Would alt grading impact how we meet the requirement of a three-hour course having six hours of work outside of class?

  • Would something like portfolio grading just push the work of grading to the end of the semester?

  • How might alternative grading impact grade inflation?

  • Can alternative grading increase transparency? Or would it make grades more foggy?

  • We need to be certain that our students meet our course competencies and are prepared for the next course in the sequence (for example, ENG 101 moving to ENG 102). Which alternative grading practices best address this?

As I write this, I do not have the answers to these questions. We've each chosen one or two strategies to dig into, and in future meetings, we will share what we learn in service of addressing these questions.

I am going to dig into portfolio-based grading (paired with minimum standards for accepted work). To me, this feels like the most natural fit for a writing class. Instead of assigning a grade to each piece of work as it comes in, students collect their work over the course of the semester and are assessed on the whole body of it at the end, often alongside a reflection on their growth.

What draws me to this is that it mirrors how writers actually work. Mature writers don't finish a first draft and call it done. Writing is recursive — you circle back, you revise, you see things differently after some distance. A portfolio supports this cycle of writing.

I am also drawn to the reflection component of this approach. Students have to look back at what they produced and articulate what changed and why--they have to articulate how they’ve grown as writers.

Our PLC's other participants are exploring standards-based and mastery-based grading, specs and labor-based grading, contract-based grading, and equitable grading. I am eager to learn from their discoveries! If you want to know how this all unfolds, you are a) welcome to join our group! We meet every other Tuesday morning at 10:00 AM (reach out to me for more info), or b) watch for my follow-up posts on the CTLE blog!


UDL: An Undeniably Delightful Learning Space

In recent years, I've been learning more about Universal Design for Learning. At the heart of UDL lies student engagement, flexibility, and choice. As I learn more about all the ways I can use the principles of UDL to strengthen my courses, I admit I also find myself indulging in a little daydream about my perfect classroom. Currently, I teach in the LA building. It's a little dingy and the fluorescent overhead lights might steal a little bit of my soul every day that I stand beneath them, but the rooms have desks with wheels, so that's cool. However, I dream of a classroom that is bright, welcoming and flexible: UDL IRL.

iStock: Varijanta

Let me paint a picture for you of my dream classroom. And, this is my dream, so I reserve the right to go nuts.

First, the room would be large, and not overly crowded with furniture. It may sound elementary (pun intended for a college blog...), but when my students enter the space, there would be space for them to store their massive backpacks that hinder movement around the space and that we (I) frequently trip over. Next to that storage area, I'd have a coffee, tea, and snacks to welcome students. I would encourage them to take a break from their cell phones and get cozy in the learning space.

Around the room, I dream of windows, so many windows, cut high into each wall to let in lots of natural light. Somehow, working in perfect harmony with all the windows, multiple screens would hang around the room allowing everyone to see the day's slides without squinting. Each wall would also be lined with whiteboards for gallery walks and standing group work. I'd make the room feel a little cozy with an area rug and some lo-fi music in the background.

In the learning space, I envision tables that roll so that I can divide them for small-group work, line them up when it's time for notes, push them into long rows for class discussions, or move them entirely out of the way for Socratic seminars. Again, since this is my dream, I am going to go nuts: I'd mix in some other seating options like beanbag chairs and stools, maybe even a few standing desk options along one side of the room. I'd have ChromeBooks in the room that we'd pull out only when polishing our final drafts—no stationary computers hiding everyone's faces and making it hard to connect with one another. This magical room would also never run out of whiteboard markers and the instructor's computer would never freeze or crash.

When class ends, I imagine a Free Little Library awaiting students just outside the door, and maybe a Pharmacy of Poems, offering art for whatever ails the student heart or mind.

My dream room would communicate to students that, not only are they welcome there, but that the space was made for them and their scholarship. It would be designed for our community, and it would be ready for whatever adventures in writing and thinking we could conjure up.

We don’t have to wait to hear from DRS

If you drop by my house on any given day, it is equally likely that you'll be pinned to a chair while someone lovingly infodumps on you about their latest special interest (like Severance, or lasagna gardening) as it is likely that you'll have to watch one or more of us search wildly for some lost possession (car keys, a left shoe, that one top that will complete an emergency pirate costume). We are all what the internet affectionately calls neurospicy.  My daughter was diagnosed with ADHD around 4th grade, but didn’t experience the cheat code of medication until high school. My son was diagnosed with autism also around 4th grade. I clued in and got my own ADHD diagnosis in my 40s, and my husband’s spiciness is... “peer reviewed.”


Why am I sharing this? Well, this means that each of us, at one time or another, stumbled our way through the world of education without support for our neurodivergence. I know that each of us wondered what is wrong with me? and why can I just _______?! Here at GCC, our DRS team does so much behind the scenes to support our students, but the story I want to shine a light on is that of our students who, for one reason or another, are living with an undiagnosed neurodiversity. 

According to the American College Health Association (2024), around 3% of college students report that they have an autism diagnosis, around 15% of students report an ADHD diagnosis, around fewer than 3% of students report a learning disability. When those students bring documentation of their hidden disability to DRS, they are able to receive support to make their learning experience equitable with students who do not live with a disability. Sounds simple, right? Get a diagnosis, get support!

However, here's an un-fun fact: a typical diagnosis will cost a family between $1,500 and $3,000 dollars? Many of our students simply cannot pull together that kind of money to identify (or rule out!) a hidden disability. Another barrier that impacts whether a student may seek an official diagnosis is, simply, a lack of awareness about ADHD and Autism and how they can present differently from one person to another. Autism and ADHD also have very commonly run in families (eh hem, see my intro paragraph). It is common for a parent to see a child struggling in a similar way to how they struggled in school and assume that struggle is normal and fine. (“Oh, you can’t focus on math and your backpack looks like the inside of a trash compactor? Totally normal!”)   

We all have neurodiverse students in our classrooms who have not qualified for support through DRS. Without access to accommodations that create an equitable educational experience, many will earn poor grades and some may withdraw from their classes. Some undiagnosed learners wrestle with immense anxiety and depression causing them to disappear from our rosters. So what can we as classroom instructors do to meet the needs of all students, regardless of whether or not they have a formal diagnosis? 

Here are a few tips to consider:

  1. In the first week of school, ask students two questions: First, what barriers do they foresee that might impact their ability to be successful in your class? (This question helps us understand a lot of things about a student—do they work? Do they work two jobs? Kids? Ailing family member? Unreliable transportation? No computer at home?) Next, what have instructors done in the past to support them? Here’s where you may see hints of undiagnosed neurodivergence. Students often say a clear agenda and fixed due dates helps them, or a grace period with a due date, one on one help helps them, the ability to handwrite their work or, alternatively, type their notes. The need for headphones in class.
  2. Can you find spaces in your pedagogy to allow a little flexibility? I have a consistent but very generous late-work policy. I accept all late work for one week after the due date for 10% off. After that, the assignment closes, and I no longer offer points, but I do offer feedback if the student comes to see me during support hours.
  3. Get to know each student as an individual  as much as possible.Getting to know each student’s life circumstances, their strengths and their struggles allows me to offer each student the support they need.
  4. Share tips and tricks for focus (like the Pomodoro method, Lo-fi YouTube channels, Binaural Beats, focus apps, time boxing) and continually remind students of our campus resources including tutoring and basic needs support.
  5. Finally, a reliable class structure helps all students. In my ENG 101 classes, assignments are always due on Tuesdays and Thursdays and writing assignments are due on Sundays. Each week, they have assignments that fall under the categories of “read”, “learn,” then “apply.” I give a clear agenda at the beginning of each class and end every class with a closure activity and the opportunity to ask questions out loud or on their ticket out the door. This consistent structure reduces anxiety for neurodiverse learners and traditional learners alike.

I view myself as a coach rather than a 'sage on the stage.' My job is not to get every student to perform at a certain level, but to unlock potential in each student and help each student grow as a scholar. This approach helps me do my best not to lose a student because of an undiagnosed disability. 

Simply put, we don’t have to wait for the email from DRS to help a student who is struggling.

Dog Walking as Medicine 💊 🐕

This post represents a collaborative writing effort by two members of the GCC Employee Wellness Team, Louise So and Lori Walk.  Louise is a member of the Fitness and Wellness faculty, and Lori teaches English and reading courses.  Both share a passion for empowering others to be their healthiest selves. They support campus initiatives like Exercise is Medicineand the new aqua fitness opportunity at the GCC pool.  Each of their posts will share personal experience and research in support of the Eight Dimensions of Wellness.

We know what to do, and yet we often don’t do it, right?  We know that movement is key to a healthy lifestyle.  Did you know that you might be living with a terrific health partner?  In his video “23 and a Half Hours,” Dr. Mike Evans tells us that 67% of dog walkers achieve the universally recommended 150 minutes of exercise per week. 

Accountability is key to maintaining a healthy lifestyle. As Dr. Mike Evans reminds us, people who walk their dogs are healthier. Dogs make excellent accountability partners. First of all, they will tell us when they are ready for a walk, and it is usually when we least want to walk. Louise repeatedly tells her dog (and her kids), “But I just sat down!” That’s when we and the dog need to walk the most!

On campus, we can use walking to aid cognitive processing.  In Lori’s 75 minute classes, students take brain breaks involving walking and talking.  Sometimes the topics are curriculum based.  Other times the focus is on building community.  According to the Cleveland Clinic, 10 – 30 minutes of sunshine can provide Vitamin D, improve mood, and reset sleeping challenges.  College students definitely need support in those areas.  Even just two laps inside or around the perimeter of HT2 results in a higher energy level and better thinking.  Music can be a motivator for movement, but Psychology Today also points out the mental health benefits of silent walking.  Let’s face it.  There are no bad consequences of walking, especially when we are outside and enjoying nature.

At GCC consider joining a 10 – 15 minute Wellness Walk Tuesdays at 10:00 a.m. and Wednesdays at 10:30 a.m.  The walks start at the SE corner of the library facing the Center for Learning.

If the scheduled times don’t fit your schedule and you want help starting a group at a different time, contact Louise or Lori.

Walking specifically supports the physical and emotional wellness dimensions. Hippocrates was promoting walking over 2000 years ago.  He’s known for saying that “walking is man’s best medicine”.  He strongly promoted walking as the most accessible, effective, and free form of exercise known to prevent chronic illness.

Louise and Lori are both fond of this quote attributed to Hippocrates:  “If you are in a bad mood, go for a walk. If you are still in a bad mood, go for another walk.”

To summarize, “if you just sat down, get up!” Your dog and your future healthy self will thank you!

References

 “23 and a Half Hours”; See Dr. Mike Evan’s Video 23.5 Hours (at approx 5:40 mins)

Contributors:  Louise So and Lori Walk, members of the GCC Employee Wellness Committee

Pushing Back on a College Myth

A story I have heard a lot is that college is a cold, strict place. For students, they hear “There is no late work accepted.” “You won’t get the benefit of the doubt.” “You better figure things out because you’re on your own.”  “You won’t be able to do x, y, or z in college.” The message? College is a scary place.

palm of hand pointed out

As if our first-gen students or anyone else coming to college does not already have a challenging time overcoming imposter syndrome or learning the ropes or having enough gas to get to campus or making sure they get to eat before class! This really is a myth that needs to stop. 


This myth doesn't just affect first-gen students, though they may feel its weight more than others. It affects returning students who left college once and are terrified of repeating the experience--we have many in our online classes. It affects students who grew up hearing adults talk about professors as unreachable figures. When students walk through our doors already bracing for rejection, they're less likely to ask for help, less likely to persist through a hard week, more likely to disappear quietly instead of asking for help. The myth costs us students before we even get a chance to show them who we actually are.


I talked with a student in office hours the other day who reiterated a version of this myth to me. She was truly worried about how she would be perceived for asking questions. I did my best to convince her that educators here at GCC would appreciate her asking questions; that is, after all, how students learn. People at GCC do care. They hold office hours hoping students will show up. They send emails checking in on students who've gone quiet. They build in flexibility for when a student is juggling two jobs and a sick parent at home.


How do we change the story? We can be intentional about telling a different story--starting on day one. The way we introduce ourselves, the tone of our syllabus, whether we smile when a student asks a question that's "already in the syllabus.” All of it sends a message. Counter stories don't spread on their own. We have to repeat them wherever we are able.


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