Motivation has been a common topic of conversation the last year and a half, and understandably so. Many students felt less motivated learning remotely and that their motivation would return once they were back in-person. However, it may not be that simple. A student may feel motivated to complete course work but may find it difficult to study for exams; they may find it easy to motivate themselves to connect with peers but find it challenging to connect with instructors. Given motivation is complex and contextual, I wanted to provide an overview of how we in the Academic Success Center (ASC) talk about motivation with students and share tools you can use to support students.

Encourage Self-Awareness

I hear many students talk about motivation as something that is out of their control. They see it as something they have to wait for, or they see it as a fixed trait; they are either someone who is easily motivated, or they’re not. When talking with students, I encourage them to see motivation as a skill that can be better understood and improved. Understanding themselves and how they respond to the task they need to complete can help them tap into strategies for getting work done. As with many of the skills we chat about at the ASC, developing successful motivation techniques take time and practice.

Everyone is different and what works for one person may not work for another. Given motivation can shift depending on the context and task, it may help to start a conversation with the following questions when helping students develop self-awareness around their motivation:

What about this task feels challenging? Does it feel too large? Do they need resources? Are they uninterested in the subject? Knowing what feels challenging can help you ask better follow-up questions.
When you’ve felt unmotivated in the past, what has helped you start working on things? Tapping into previous strategies can help students realize they are capable of getting work done.
How could you reward yourself for finishing this task? Sometimes having something to look forward to can provide incentive.

You can also support them by introducing ASC worksheets. After your initial conversation, you could introduce Motivation Techniques and ask them what they think could work for them, depending on the situation.

To help with developing self-awareness, you could share the 6 Reasons People Procrastinate. This could be especially helpful for students who aren’t sure why they aren’t feeling motivated and want to read more about the research behind procrastination.

Help Students Identify What They Can Control

One important note is that motivation often depends on our environment. We each face countless distractions in our work spaces – our phones, friends or family, that Netflix show we would rather be binging. One strategy for motivation can be setting up an environment that feels more productive. As you’re working with students, consider asking them some of the following questions:

Where do you do your best work?
Is there anything you can do to make your environment more productive?
How long can you typically focus before you need to take a break?

Besides adjusting their environment, students can also control the way they break down tasks and how they use their time. Students may have a hard time starting a task if it feels overwhelming or if they don’t have much time. One strategy we discuss with students is the “ten-minute rule.” We recommend students tell themselves, “I’m just going to work on this for ten minutes.” Once a task is started, people often keep going – motivation builds as we work on things, rather than striking like lightning. If they only have ten minutes, they’ve still gotten something done which could motivate them to keep chipping away at the task later.

Let Them Know They’re Not Alone

As I mentioned before, we talk to students about motivation a lot. They may feel like everyone else is able to get stuff done while they struggle, but they are definitely not alone in the challenge of motivation.

As you support students, consider sharing your own stories and techniques, while also noting that the strategies that work for you may be different from what works for them, and this is ok. Being able to normalize different approaches and validate their ability to seek support is so important.

In addition, sometimes talking to fellow students about motivation can be a helpful step. Students can drop by the Academic Success Center in Waldo 125 M-F 9 AM to 5 PM to talk with an ASC Strategists. Strategists are also available via live chat on our website and via email, phone, or text message.

I know how challenging it can be to talk about motivation, and I hope these tools and strategies are helpful as you support students.

May 14, 2025August 12, 2025

Embedding Learning Strategies in Your Course

by Clare Creighton

In my 12 years at the Academic Success Center (ASC), I’ve enjoyed teaching dozens of sections of ALS 116: Academic Success. This course helps students develop skills and strategies for success in college-level learning environments. The course includes topics like time management, metacognition, and effective study strategies—all topics that students apply to courses they’re taking.

ALS 116 is an absolute delight to teach, but my favorite approach to teaching learning strategies is embedding strategies into the context of a specific course. In fact, I would argue that every course has the opportunity to help students make connections between learning strategies and what it means to be successful in that particular course or discipline.

With 5-10 minutes here or there early in the term, instructors can help students identify and apply strategies to support their success throughout the term. This is an easy way to help flatten the learning curve around college expectations and create an on-ramp for what is already a rapid 10-week term.

How to Get Started

One entry point for embedding learning strategies would be to ask yourself, “What learning strategies and skills would help students be successful in my course?” You could then follow that up with, “Where in my course do students learn those strategies and skills?”

Another entry point could be to review the list of strategies below and consider which activities might be relevant to students in your course.

Model Reading Strategies

Reading is used differently across courses, and students may not know how approach reading differently for each course. You can help by naming the role reading plays in your course. Does it precede lecture? Exist primarily as a reference? Support homework or exam prep? During the first week of the term, talking through how readings are used in your course and explaining and modeling reading strategies can make reading more manageable and effective for students.

Plan Out Long-Term Projects

It’s easy to feel overwhelmed by a long-term project. Students who haven’t had a chance to build project management skills may benefit from learning about a tool like the backwards planning worksheet. Working together to apply this tool to a project gives students the opportunity to practice organizational skills like breaking a large task into smaller tasks and scheduling work over time.

Support Note-Taking for Online Lectures

We’ve heard from students that note-taking for a live online lecture or a video is different from previous approaches. We also know that there are many note-taking variations. Follow an early lecture with discussion. Ask about note-taking approaches and main points folks captured in notes. Share an example of how you (or a TA) took notes on the same content. Invite students to upload their notes and try different note-taking approaches based on the content and format of your lectures.

Make Study Groups a Lighter Lift

Students are looking for connection and community and ways to replace their typical in-person study groups. Talk about how remote study groups might work in your course and encourage use of tools to get started.

Encourage Test-Prep Strategies

Like reading, test prep looks different for each course. Direct students to Learning Corner resources on test prep or encourage students to attend an ASC workshop on test prep and the science of learning. Creating a brief assignment or extra credit opportunity where students reflect on and apply takeaways can help students tailor their test prep strategies to the course and content.

Deconstruct Assignment Expectations

Interpreting assignment expectations can be a source of stress for students. You can help by giving time during class or in online discussions for students to analyze an assignment, practice using a rubric, or plan how to approach tasks. This can also be a great time to let students know about resources available to help with their assignment. For example, a Writing Center virtual tour can make students aware of ways to get feedback at any stage of the writing process.

Scaffold Independence

With any of these techniques, you can scaffold to move relatively quickly to independent learning. For example, you could guide students through creating a study plan in advance of the first midterm, debrief the process post-midterm, then give students time to create their own study plan for the second midterm or final exam.

Embedding learning strategies early in the term can be a great way to encourage students’ use of strategies all term long. If you find yourself looking for tools and resources to support students in your course – reach out! Email me or Marjorie, and we’ll help you navigate resources from the Academic Success Center and Writing Center.

May 14, 2025August 12, 2025

How Grief and Trauma Impact Learning

by Anika Lautenbach and Sarah Norek

This year students have been asked to adapt to myriad changes and uncertainty. Throughout these transitions, students have experienced collective grief and trauma, while also balancing the needs of family, work, school, and other commitments. We know none of this is easy, and we want to share some key ideas about grief and trauma and how they show up in learning contexts.

Grief & Trauma

This summer, Chris and Anika attended a Trauma-Informed Care workshop presented by the Oregon Family Support Network. This workshop emphasized how trauma impacts the brain in many ways—affecting problem-solving, reasoning and learning, and perception of time and the world around us. Trauma can also cause disassociation—feeling separate from self and surroundings—and can trigger fight, flight, and freeze reactions. These are extremely challenging states to learn in, and these are states that our students (and our colleagues and ourselves) are experiencing regularly (Canaga, 2020).

Additionally, Sarah and Clare, partnered with CAPS to design a webinar and Canvas module Learning During Times of Stress. The webinar and module content help students identify and understand feelings of loss, anxiety, fatigue and overwhelm, and provide them with strategies to navigate the experience while taking care of themselves. We learned a lot from our colleagues Emi Brown and Bonnie Hemrick about the symptoms of grief and how these symptoms manifest in our daily lives.

When we experience grief and overwhelm and fatigue, it isn’t uncommon to see changes in our sleeping and eating patterns or to have difficulty with focus or memory. In addition, we may either feel like disengaging or wanting to be even closer to those with whom we find comfort. You may also have heard of anticipatory grief—thinking ahead to loss—in response to something that hadn’t happened yet. Not surprisingly, all of these feelings and experiences can impact a student’s ability to focus and learn.

In a 2020 Healthy Minds Study, 30.5% of students reported that their mental health conditions negatively impacted their academic performance. 31.1% of students reported that anxiety impaired their academics. You can read more about the impact of COVID-19 on college student well-being here.

Even though only 31% of students actively identify the impact of anxiety on academics, many more students may report symptoms associated with anxiety. How students describe their experiences may vary, and students may be experiencing the impact of trauma, grief, or anxiety, even if they use different language when describing their experiences.

Student Experiences

During spring term, students often shared their feelings of frustration, sadness, worry, and fatigue. Students offered that they were feeling overwhelmed by coursework, that things which had previously been easy were now difficult, and that it was difficult to focus and stay motivated. At the same time, they were worried for loved ones, experiencing job losses, and navigating new responsibilities within living spaces. All of these experiences are likely amplified by pandemic’s disparate impacts on marginalized communities, as well as the continued racial injustice and violence.

From the Spring Student Experience Survey and from the Fall Survey conducted in September, we know students continue to experience concerns about mental and physical health and the well-being of their family and friends. In addition, students have expressed concerns about academics, finances, and responsibilities like work and caregiving. If you’d like to learn more about the survey findings, please consider registering for the FYI Friday Session, or contact Clare Creighton for access to the report.

We’ve learned a lot from workshops, collaborations, and students. While students may find remote and online learning a little more familiar this term, we know that they’re still adapting and facing trauma, grief, and overwhelm that make learning difficult. We’d encourage everyone to keep this in mind while also being active in reaching out to students, checking how they’re doing, and engaging in supportive conversations.

Canaga, S. (2020). OSU Trauma Informed Care [Webinar]. Oregon Family Support Network. https://www.ofsn.org/

The Impact of COVID-19 on College Students’ Well-Being (2020). Healthy Minds Network and American College Health Association. https://healthymindsnetwork.org/wp-content/uploads/2020/07/Healthy_Minds_NCHA_COVID_Survey_Report_FINAL.pdf

May 14, 2025August 12, 2025

Let’s Make a Pie

by Nicole Hindes

Let’s make a pie.

With that simple sentence, I’ve invited you into a collaboration, but I haven’t actually asked if you want to make a pie with me. Do you also want to make a pie? How will we proceed? What norms and patterns will guide us – and what can intentionality help provide for us? At Indiana University, where I completed my Higher Education and Student Affairs master’s program, we often spoke about how important it is to be intentional in our practice, both in completing the work, and in how we showed up relationally with our students and colleagues. We used intentionality to further goals of student development and dignify relationship norms. “Be intentional” was a repeated refrain inside of my graduate experience. Intentionality is a powerful ingredient we can bring to our pie making effort and how we approach our work together.

So, we’ve chosen to make a pie, together. Both of us are in the place of wanting pie and wanting each other to be involved in the effort.

Is the pie the only thing we care about? How do we want our experience of pie making to be? How will our relationship be impacted by this experience of pie making?

One of the things that helps me find my way to intentionality in my practice at OSU is to look at an experience through a metaphor. We can use our experience of pie-making to deepen understanding about who we are in collaborations with others and build understanding about choices between us in how we will make this pie that illuminates patterns of collaboration and choices that aren’t limited to pie-making. We can also look at roles common inside of academia to consider how these roles, in archetypical form, constrain our access to choices.

If a Professor archetype is collaborating on a pie, we might see the busy professor ask that the pie crust be made ahead of time, expecting (or assuming) a level of base knowledge before deciding what will go in the crust. The professor might use communication norms that assert expertise and authority about the quality of the pie ingredients or the best way to make a pie. The professor may not see that their assertive claims make it too risky for the other to suggest an unusual, but also delicious, gluten-free crust.

Similarly, if a Campus Leader archetype is collaborating on a pie, we might come to the meeting about pie making and see that person set the timeline and predetermine the output expectations (‘traditional cherry’ or ‘key lime’). That person might not see how their suggested ideas or preferences could be heard as expectations that are limiting opportunities to consider the seasonality of fruit, the recipes preferred by the bakers, or understanding that there is a backlog of cakes that have been ordered.

If a New Student archetype is collaborating on a pie, they may be relating from a place of insecurity, unsure that pie in Corvallis is the same as pie in their hometown. They may not know how to bring up the shepherd’s pie they loved eating at their grandfather’s house. They may not know that the blackberry bushes in their backyard can be a valuable contribution to our pie-making goals.

Because archetypes and metaphors are so powerful to the human experience and how we make meaning of the world, we often find ourselves playing out scripts or norms of what dominant culture prescribes as normal. We can do this knowingly to find belonging – or unconsciously because we’re busy and operating as if on autopilot. Because we do our work inside of academia, there are some ways that norms and patterns might prescribe for us how to approach our pie making. These may or may not serve our goals. If we’re not intentional, we might find ourselves communicating or planning in a way that limits the possible pies we could cook up together.

So, remember that I want to make a pie with you? I have some ingredients, some experience and some challenging limitations getting a flaky crust. What ingredients do you have? What experience do you bring? Do you want to work together? What will our conversations be as we make this pie? After we make and consume the pie, how will our relationship have changed? What will that mean for future fruit harvests? Did my choices in relating with you create the context for you to trust me enough to tell me about your grandpa’s shepherd’s pie?

I’ll never forget asking a peer “how do you like to approach collaborations?” and seeing reflected back to me, in her response, how rarely she was asked that question. When I practice intentional collaboration with a group, I might use agendas and meeting design to create the context for collaboration that works for me, the team and our goals. If there’s anyone new to OSU or meeting each other for the first time in the collaboration, I might spend a meaningful chunk of the first meeting (30 minutes!) to build relationships and trust with the group. I like to choose conversation topics and questions that encourage everyone to share about prior roles, strengths and skills that may not be evident based on title or positionality. I’m practicing how to create a brainstorming or idea-generating process that ensures everyone—especially those with less social or positional power—have opportunities to contribute to the vision and approach of the project. Along the way, I try to promote conversation that builds understanding about everyone as whole people with lives outside of roles at OSU.

The pies we make will get eaten and enjoyed. The connections we make when we bake together will be the nourishment that resources us both for years to come. Do you want to make a pie with me?

May 14, 2025August 12, 2025

Student Staff Picks: Tools for Finals Prep

As we head into the last few weeks of the terms, students are preparing for final exams. While the study process and exams might look different this term, there are still many tools to help students prepare. Here are recommendations from our student staff based on what works for them and what they share with students who access ASC programs. Click on the visual to see the full-size version of each tool.

Term at a Glance

Maria, ASC Strategist

One of my favorite tools is the Term at a Glance worksheet. It allows me to visualize my midterms, final exams, quizzes, and large projects all in one place. It also prompts me to start on projects earlier, rather than putting them off until the last minute. Especially now, with the days of the week blurring together, being able to see when important projects and essays are due helps me to stay on track. I feel accomplished when I can cross off assignments that I have completed.

Finals Survival Guide

Hana, ASC Strategist

The Finals Survival Guide is incredibly useful for getting a head start on finals. Inside the packet, there is a large calendar [with] weeks leading up to final exams, so students can break down everything they need to do in order to feel fully prepared and confident going into finals. Along with the calendar, there are study tips and advice for how students can succeed in the last phases of their classes.

7 Day Study Plan

Theresa, Academic Coach

My favorite resource is the 7 Day Study Plan. It breaks studying into manageable chunks, so students can make tangible progress while not being overwhelmed. The best part about this worksheet is that it shows what to do each day and how to do it. It also has a page where students can think about what they need to study and how they can create the best study environment. All in all, it is a great starting point for students when it comes to test preparation!

Aarya, ASC Strategist

This tool can be used to plan for exams across various classes. I have been able to utilize it within STEM courses, writing-intensive courses, hybrid courses, and more. This worksheet has been especially helpful in the online learning environment because I can organize what materials I need, what I know, and what I need to know for an exam. The checklist feature is also helpful for keeping me accountable as I study throughout the seven day period.

Test Autopsy

Hana, ASC Strategist

The test autopsy worksheet is great for students who may not have done as well on a test as they would have liked. It creates a structured approach to evaluating their performance on a test. Instead of taking the grade they received as a testament of their entire understanding of a subject, the student can review each question to identify why they didn’t get an answer right. This allows the student to see exactly which areas they could put more energy and time into studying.

Studying Checklist

Hoan, ASC Strategist

My favorite tool to use when preparing for exams is the Studying Checklist. This worksheet is great for summarizing important concepts and ensuring all of the topics will be mastered prior to the exam. It’s a great tool for students who have several challenging courses to keep up with. Seeing a broad overview of concepts will help students think about how to set up their study schedule. With this worksheet, students can plan their studying time based on the levels of learning needed for each concept: remembering, understanding, applying, and mastering.

Emergency Studying

Bo, ASC Strategist

My go to tool for studying is the Emergency Studying worksheet. I find that the term gets busy fast. [W]hen it comes to studying, I want to figure out the best use of my time. This tool helps me focus on what’s most important. [I]n doing so, I am able to create a study guide [and] a plan for how much time to spend studying each day leading up to the test. I’ve found that the Emergency Studying worksheet is beneficial no matter how much time I have before a test.

May 14, 2025August 12, 2025

What Are OSU Colleagues Reading?

As we head into the last few weeks of the term, we wanted to share what some of our colleagues from around campus are reading. Perhaps one of these will spark your interest or get added to your To Be Read list over winter break.

We asked colleagues, “What have you read that has informed your work or resonated for you, and why? This can be reading in any form (e.g., books, articles, videos, podcasts, audiobooks, etc.).”

Dan Larson, Vice Provost for Student Affairs

T he Sum of Us: What Racism Costs Everyone and How we can Prosper Together, by Heather McGhee.

While I am not yet finished with the book, I am finding the information and analysis to be helpful in understanding systems and how they perpetuate social and racial disparity.

How College Works by Daniel F. Chambliss and Christopher G. Takacs. This book provides an analysis of what about the college experience produces student success. It’s a Student Affairs anthem!

Scott Vignos, Interim Vice President and Chief Diversity Office, Office of Institutional Diversity

I am a huge fan of the podcast “Throughline” from National Public Radio. Hosted by Ramtin Arablouei and Rund Abdelfatah, Throughline dives deep to illuminate connections between historical events and contemporary issues. I particularly love the episodes on voting rights in the United States, and James Baldwin’s enduring influence.

Sarah Tinker Perrault, WIC Director & Associate Professor, WIC & School of Writing Literature, & Film

For my research, I’ve been reading about bibliometrics, that is, statistical methods of measuring scholarly output and impact. Two articles offer a good introduction to how bibliometrics affect scholars’ working conditions and work: “The Leiden Manifesto for Research Metrics” and the San Francisco Declaration on Research Assessment. These and other articles are informing the book I’m writing on rhetorical approaches to teaching science writing. To teach rhetorically, we need to convey the complex contextual factors that affect writers’ decisions; therefore, the book will help writing studies and science faculty understand how factors like bibliometrics shape scientific genre ecologies.

Daniel López-Cevallos, Assistant Vice Provost for Undergraduate Education & Associate Professor of Ethnic Studies, Academic Affairs

This fall, my undergraduate research team (URSA, STEM Leaders) and I are reading the book “Relationship-Rich Education: How Human Connections Drive Success in College” by Peter Felten and Leo Lambert of Elon University. The book argues for the importance of centering human connections/relationships towards a transformative undergraduate educational experience; and propose four principles for advancing relationship-based learning: 1) Every student must experience genuine welcome and deep care; 2) Every student must be inspired to learn; 3) Every student must develop a web of significant relationships; and 4) Every student must explore questions of meaning and purpose.

February 14, 2025

Collectively Designing Mentorship: A Journey

by William McDonald-Newman

What do you do when mentorship doesn’t exist? Build it. Or at least that’s what we did.

I was hired in Fall ’24 to be the Assistant Coordinator of Supplemental Instruction (SI). At that time, I barely knew what SI was. Weeks into the job I had student staffers, SI Leaders, asking for help that I didn’t yet know how to give, but I knew a thing SI Leaders do. At a study table, an SI Leader redirects questions, they pivot and pull in others to give them a chance to build confidence by helping their peers. So, I did an approximation of that. I connected one extremely competent student staffer with the newcomer dealing with challenges.

Then it happened again. And again.

By the time winter term rolled around, I was getting better at my job. I knew enough to help, but there were times when a peer mentor was needed, and there was no structure. I recommended this student, that student; the experienced and friendly and knowledgeable, to those looking for mentorship. Usually, I had the chance to chat with both students first, to prep the duo for success, but not always.

I like structure. Not too much, but enough to help people succeed. The system as it stood was messy, improvised, and only helped those who came to me and asked. Chatting it over with some of those I’d directed students towards, that I’d asked to be informal mentors, we decided to make it an actual ‘thing.’ I sent out one email for volunteers and got twelve replies from our team of roughly forty: five seniors who wanted to help design it, and seven underclassmen who wanted to design it, train for it, and be mentors. It only took three meetings.

Meeting Overviews

Meeting 1 involved collecting what mattered, what they wanted it to be. I suggested things here and there, largely to consolidate similar ideas, but that was it.

Meeting 2 involved splitting into two groups going over what their mentors had done, what a mentor can’t do, what the mentor/mentee relationship should be, and comparing between the groups.

Meeting 3 was for consolidation. We put all the pieces together and made it into a training schedule.

Here is a detailed list of meeting topics and notes, so you can see the range and depth of thinking in each meeting. The topics and plan were student-driven and informed by SI Leader experiences and perspective on how we could better support incoming SI Leaders.

So What?

It’s all about the journey. I believe that, and this journey reminded me of it. At the end of that term, we had a document, a plan, and a group of brilliant people who were ready to make it a reality, but we all knew it’d evolve. It wasn’t a project that ended, it was a journey with a pause. Now, I’m looking at spring and planning another design meeting.

As a supervisor this felt easy, natural, but it was only that because we did it together. Twelve students built something that would help the nineteen joining the team then, the eighteen joining the team soon, and who knows how many to come thereafter.

My advice is to trust good people to do good things, to build something ambitious, insightful, and amazing. There may be moments where you need to keep things on track, clarify confusion, or keep the creation inside the scope of your resources, but be honest, be open, and be flexible.

February 14, 2025

What’s WISE about Human Support in the Era of ChatGPT?

by Chessie Alberti & WAW

Dancing Through Chaos

To deal with the increasing chaos, precarity, and uncertainty of rapid change in a higher education environment that is impacted by continually expanding generative AI tools, lately we have both been drawn to embodied practices which feel untouchable by AI: Somatic Experiencing and social dancing.

As Woodrós explained in prior posts (here and here), they have been studying Somatic Experiencing (SE), a particular type of supportive, one-on-one conversation.

Recently, Chessie started taking lindy hop classes and learning about the role of “lead” and “follow” in partnered dancing. Dance is also deeply somatic and embodied. Social dancing requires the ability to connect and respond to another human body in a one-on-one context, noticing the cues of a partner and responding.

On Being Embodied

So, we found ourselves reflecting: what can we learn from these partnered embodied practices, like dance and SE, that can help us understand what makes our 1-on-1 work go beyond what an AI large language model can provide to a specific person? After all, AI doesn’t (at this time) have a body. Humans are essentially nervous system mammals, and our need for other people in order to learn is why we have universities.

In the Office of Academic Support, our programs use a conversational framework called the WISE model. According to the WISE model, academic support conversations move through four stages: Welcome, Identifying goals and approach, Supporting the learner, and Ending with purpose. When we think about what human-centered learning support services have to offer in comparison with AI programs, it makes sense to consider our embodied experience within the WISE conversation cycle.

So, how do we consider WISE as an embodied practice?

Looking with Both “I”s

As we reflected and brainstormed ideas for this article, we kept coming back to the power of identifying an approach for each conversation. We realized that the I in WISE has two features: Identifying goals (the one we’re most familiar with) and Identifying APPROACH. Somehow, we realized, the “Identifying approach” piece of WISE kept falling out of our training materials or ending up in the S (Support the learner) part of the cycle.

When we “Identify goals,” we ask questions like: Why is the student at office hours? Why did your colleague want to meet with you? What is the student hoping to accomplish in their conversation with a peer coach or writing consultant? This way, we draw on the knowledge the person seeking support has about the challenge they are facing and the knowledge of the person offering support, working together to clarify the goals.

The second part, “Identify Approach,” is essential but we find it is easier to overlook. We typically have trained students on this component as a part of the “Support” phase, but believe it adds values to clearly root it in the “I” of “WISE,” and conceptualize the different shapes this “Identify Goal” and “Identify Approach” phase of the conversation might take.

“Im-Bodied” Idea Generation

It is here, as well, that we make distinctions between what AI can do and what is possible with a body, a “soma” – what somatic information and moves are available to us as social animals interacting with fellow mammals? The state of each nervous system entering the conversation and the extent to which the two people’s nervous systems can sync up in a productive way also impacts the approach that will be taken towards the goal. Maybe a conversation needs to start with a little venting, then move into problem solving or brainstorming, and then narrow the plan based on that. Maybe laughter is needed to dissipate tension so that deeper thinking can be possible.

These two areas intersect to help determine the most optimal conversation shape: Who knows more about the relevant part? How much deep thinking can be made available in the conversational space?

The combination of deciding the two “Identifies” is important, and there is also variety in the way the I and S might interact (Identify Goals, Identify Approach, offer Support). Some conversations are linear, following the progression we’ve outlined. In others, there is an ebb and flow between the different components – it might not be clear when identifying goals shifted into choosing an approach or offering support, as they do have interconnected components. Additionally, the model can be recursive, with several small cycles of identifying goals, identifying approach, offering support, and repeating, starting with identifying the next goal. That’s a little theoretical, so let’s put it in an embodied context.

Conversation as Dance

Actually–the shape of this conversation starts to feel a little bit like partnered dancing. At the beginning of the conversation, one partner takes the “lead” role, and one partner unfurls as the “follow.” In social dancing, being a good “lead” is less dictator-like than one might expect; the “lead’s” role is more about creating a “picture frame” for the “follow” to fill in. The “lead” offers cues that are responsive to the “follow” and within their skill level. A “follow” responds to the “lead,” filling in the space offered by each cue. In gender-inclusive “Everybody Leads, Everybody Follows” dancing culture, partners may switch roles depending on what they’re trying to practice–depending on the goals of their dance.

We believe the WISE model of 1-1 support conversations connects to this “Everybody Leads, Everybody Follows” culture, and Woodrós also sees connection to wisdom gleaned from the Somatic Experiencing model. Responding to the reality of what’s accessible and important in that moment and prioritizing based on that – still informed by deep topical or self-knowledge – allows a more compelling conversational “dance” to unfurl. Each person brings relevant, deep knowledge (whether self-knowledge or subject-specific knowledge) and uses that to create the necessary “picture frames” that will evoke a solution aligned with the goals. The nervous systems of these two social mammals inform, support, and enable this complex and multi-tiered exchange, mixing explicit and implicit knowledge sources to optimize the conversation for these two embodied individuals in this particular moment.

AI Not WISE Enough

This is so different from talking to ChatGPT! There, you have to be the “lead” and the “follow.” You have to define both the approach and the goals you want. You cannot receive coregulation from ChatGPT to support higher level thinking, but instead need to have prepared that ahead. It’s a different kind of conversation than the one that is possible with another person. Of course, it’s also quite complex to facilitate one-on-one support as a whole person with a nervous system of our own: ChatGPT isn’t going to have days where it’s less regulated and less able to effectively empower someone (but how good at empowerment is it to begin with, really?)

Perhaps a person under stress is more likely to fall into a “saviorist” mentality or tell someone “just go here instead, I can’t help you,” but AI is known to be sycophantic, offer hallucinations, or do the math wrong. If we human facilitators can remember that we are embodied and attend to the needs of our own nervous systems to support co-regulation, we can access our strength. Embodiment provides us the magic of the dance, and it also calls us to have the level of self-awareness that an experienced lead brings to that medium.

In conversation, we can also adjust to best support the other person to be as skilled and confident as they can be that day, supporting their agency. This might mean doing the conversational equivalent of switching roles so they can introduce a favorite dance step, setting them up for a solo spin, or supporting them in learning a new set of dance steps they’re stressed about and unsure of by providing firm direction and then gradually reducing the pressure of that guidance as they increase in confidence.

AI can’t dance like a person can, so it’s worth the effort it takes to have high quality conversations. One-on-one conversations can shift the world.

February 14, 2025February 14, 2025

I Kill Trees for Quality Feedback. I Am a Tree-Killer.

by Nicole Hindes

A few years ago I integrated the regular use of a new paper-based feedback tool when I facilitated discussions and workshops at the Basic Needs Center. I also began to intentionally reserve (spacious) time at the end of each workshop and discussion for participants to complete the feedback tool before the session’s scheduled end-time. Immediately, I noticed how useful the feedback was for my practice, how quickly the regular feedback helped me improve my facilitation and staff development skills.

When I distribute these forms at the end of a workshop, I name my goals authentically, and I make my request clearly. I might say something like “Feedback you share with me always helps me grow and get better at this. I consider today’s workshop a 1.0 version—there were definitely some parts of today that felt clunky to me—help me take this workshop to the next level so I can get even better for future BNC students. I take your feedback seriously and it’s really helped me grow our team. I appreciate all the time you spend writing your feedback every week.” And then I wait patiently for students to record their feedback, and I try to say thank you to each of them as they finish and add theirs to the stack.

Some of the helpful (real) feedback I have received has included:

“I liked the out-loud reading of the article, kept everyone in sync (paying attention)”

“Let us read to ourselves.” “It’s difficult to annotate when we read aloud. I can’t take in the information in the same way.” (We can’t please everyone at all times!)

“Seeing where my coworkers stand on the discussion questions helps me to understand them better.”

“Good mix of moving and sitting.”

“It might be good to re-order this: do the reading earlier in the workshop and then the activity to explore the ideas in the reading.”

“I enjoyed not being rushed in conversation and the facilitator’s continued solicitation of input from the group; this led to richer discussions.”

“I would like more practice with things we learn or examples we will face at work.”

The team sees me integrate their feedback—and when I remember, I mention in the next workshop that the facilitation changed as a result of feedback from the team. I also like that the worksheet makes clear what my goals are, metrics and values that matter to me in my leadership. These forms get kept in binders in my office. Some of the quotes on my feedback forms make clear how important staff development is to quality services for students. Feedback from co-curricular and student employee workshops help demonstrate Student Affairs’ contribution to student learning outcomes. This qualitative data can be useful contributions to annual reports, advocacy efforts, budget considerations, donor communications and other strategic communications.

Last week one of the BNC students left feedback suggesting that I use a digital feedback tool to save paper. Because I’m committed to feedback, I find myself clinging to this paper form not willing to let go (it is just so effective!) and simultaneously challenging myself to stay open-minded to the feedback being offered, open-minded to the idea of a digital version of the same questions I’m asking nowadays.

But I don’t feel ready to jump in yet.

I would love to hear of a colleague finding success with a digital workshop feedback form. I would be thrilled to hear that an OSU staff member is regularly receiving (in a digital format) the same quality of feedback that I’m receiving from these paper forms. If someone shows me proof of concept, I’ll experiment with a digital form. But until then, you can pry these binders full of paper feedback forms out of my cold, dead hands.

Nicole welcomes feedback and conversations about promoting feedback practices throughout our division and our campus. Send her an email: nicole.hindes@oregonstate.edu

February 14, 2025

Five Ways Fiction Fuels My Work

by Sarah Norek

I love reading fiction. I love being read fiction. Some of my favorite kid memories are me in my bed watching stories my mother read form and shift inside my brain. Fiction has fed me for a long, long time. It’s offered escape, provided comfort, consumed me with discomfort, and shown me structures for narratives I wouldn’t have known otherwise. And, I think it’s an interesting thought experiment to explore how it shapes moves I make and perspectives I have in my role here at OSU. Because it’s not non-fiction that I’m using to learn more about a topic, or to grow my skills as a communicator or facilitator or supervisor, or to deepen my understanding on a key topic (though I do engage with this kind of reading, too). But the fiction I read can still offer insight into those areas.

Reading fiction has…

1… informed my email voice. I read, and listen to, as many books as I can, and the cadence and rhythm and sentence structures I’m exposed to inherently inform the way I approach written communication with others. I communicate with colleagues and a lot of students. And in this communication, I need to inform and convey care, or leadership, or both, and more. Do my sentences get too long sometimes? 100%. But the bones and tone and voice are there and have been informed and supported in their development by the stories I’ve consumed.

2…girded my reflection. As I like to read, so too do I like to write. And, in particular, I love an exploratory free-write. While free-writing I’m often reflecting, and these reflections help me explore what might be going on for me at work that I’m not necessarily voicing. I find it so much easier to write than to speak! Reflection has led to realizations about boundaries, support, connections, and more. It’s offered a container to puzzle through challenges and try out solutions. Is fiction involved? Sometimes. Or maybe all the time in that my personal narratives are informed by the narratives I’ve read, if not in terms of content, then perhaps in terms of flow and the invitation to engage in free-association, which can make things an adventure and also offer avenues for resolutions I might not have entertained otherwise.

3…offered points of connection with others. This feels like one of the most consequential to my work-work, even though it’s grounded in non-work. I love talking about fiction and novels or story collections being read. I love to share and hear about books and to process narratives and characters with colleagues. I get to learn about their experiences as readers, and also about them as humans, and I feel like (and I hope they do too, but no pressure… 😊) our relationships become richer because of these shared fiction experiences, which then further our work-work together too.

4…given me multiple opportunities to learn about experiences different from my own (and, to read similar experiences or thinking in others and feel less alone). I’m reading characters who hold different identities than me and finding authors whose backgrounds and experiences may overlap with mine, but also may diverge quite a bit. Am I learning strategies for supporting others and to better recognize processes and structures that have inequitable impacts on students? Maybe not explicitly, but I do think that by choosing to read a variety of books and authors I have the opportunity to apply learning and thinking I’ve done within academia to fictional spaces, and to find ways I’ve developed and also gaps in understanding I still have.

5…humbled me. I used to have a lot of strong feelings about romance novels. I used to have a lot of biases against them and what I assumed was their writing. And I was challenged in these biases and misconceptions by first one book, then another, then another, as I listened and thought, wow, what a fabulous description, or, good grief, what a gorgeous sentence. Now, these are books and authors I seek out. It may seem small, but it’s an instance of me getting to practice changing my perspective. It feels low stakes, but practice is practice and informs my ability to walk into more challenging conversations, or more divisive or contentious discussions, and to bring that experience of being open to changing my thinking and interested in listening to others.

I write all this not to imply that everyone should go and read a bunch of fiction now (but, totally, everyone should definitely go and read some fiction right now, and if you want to talk about books and what you like to read or what you recommend or what we’ve both read, surprise!, definitely let’s connect), but to reflect on how this act (reading) and this form (fiction) have played a part in my being who I am and what I do in my work at OSU. It’s not a connection I would’ve made naturally (thanks for the nudge, Marjorie!), but I think that’s maybe what I’m getting at – what are the things you love outside of work and how do they shape who you are and what you do at work? We’re complex! Comprised of so much. And as much as we may compartmentalize, what might happen when we select a non-work compartment to see what it means to the work that we do?