I remember sitting, terrified, at my college graduation. I clutched the sides of my white plastic lawn chair like it was an ejector seat that could go off at any moment, propelling me from comfortable student life into a reluctant adulthood. At the time, the skills I had perfected through trial and error as a student– like keeping up with class assignments, studying for exams, and writing research papers—seemed entirely disconnected from my new role in the workforce. How would I cope with having a boss and coworkers? What if the pace was too demanding and I couldn’t keep up?

At my first job after college, I worked as an administrative assistant at a busy news magazine. I soon found out that the independent skills I learned from being a college student, such as juggling multiple assignments, keeping a to-do list, and staying on top of my schedule, were all transferrable to the workforce. For example, when I had a big project to tackle at work, I thought of large research papers I had written, and how I had broken them into smaller steps and assigned deadlines.

In my current role as a learning instructor, I often reflect on how the skills we focus on at Weingarten are setting our students up for success not only with coursework, but in their many off campus pursuits. Here are some practical ways you can use Weingarten learning strategies over the summer and beyond:

1. Plan your syllabus. A syllabus is really just a roadmap, a kind of project plan with a few over-arching goals, and key dates and deliverables. Think about how you might use a similar syllabus or project plan to stay on track this summer. Remember to pick 3-4 big picture goals.
2. Make a summer calendar. Many students love the colorful Weingarten semester calendars, which provide an overall view of key assignments. Why not make your own to plan out major dates and deadlines this summer?
3. Use active learning strategies. Whether you are trying to ace an entrance exam for graduate school, or learn a new language for study abroad, remember to use visual diagrams, practice problems, and other techniques to keep your brain active.

By Staff Writer: Jennifer Kobrin, Learning Fellow

Many of us may have heard the term ‘lifelong learning,’ as it relates to an educational journey that may span several decades or even a lifetime. However, this term is often used to refer to the kids of education that happens within formal settings for adults – in classrooms such as on college campuses, or certificate programs that might prepare us for a career in a specific field. The term ‘lifewide learning[1],’ was created to acknowledge that adult learning happens in a nearly infinite range of places and situations, most of them outside the traditional classroom. Although we generally think of learning as intentional or deliberate, lifewide learning acknowledges that learning frequently happens unintentionally. Navigating these unexpected situations as opportunities for growth, no matter how frustrating, help us to develop resilience.

For students ending the semester and reflecting on what they learned from classes, the biggest takeaways may not have been from the syllabus or class assignments. For example, maybe the shock of receiving a bad grade on an important exam caused you to reexamine your time management and study strategies in ways that will ultimately help you succeed later in life. As students across Campus embark on summer internships, or perhaps a new job after graduation, remember that your biggest opportunities for growth may also be spontaneous or unplanned. You might find that your next job experience is something very different than what you expected. Again, rather than dwelling on this disconnect, be open to what you do learn. Uncomfortable or challenging situations can be particularly important opportunities for personal growth, if we are open to the lessons they bring.  

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[1] Source: Reischmann, J. (2019). Lifewide learning – Challenges for Andragogy. Journal of Adult Learning, Knowledge and Innovation, 1(1), 43–50. https://doi.org/10.1556/2059.01.2017.2

By Staff Writer: Jennifer Kobrin, Learning Fellow

In the last post of this two part series, we considered why unplugging from our phones is important to destress, become more productive, and connect with the people around us. But is unplugging really even possible? Phones have become a ubiquitous part of life in 2019, and in many ways have made life easier. I wouldn’t be here if it wasn’t for my phone, and neither would you, possibly (I am thinking about myself and many of our students who got lost while trying to find the Weingarten LRC).

In my last entry, I suggested some simple alternatives to picking up your phone, like taking a deep breath or giving a friend a quick hug. I hope that if you tried them, you felt more connected or relaxed, even if it was only for a moment. My wish is that the more you make unplugging from your phone a habitual practice, the more peace will enter your day, causing you to actually want and need a phone-free space in your life. This is a lot easier said than done, however. Like I tell myself and many of our students, keep trying. Very few things that are worth it feel effortless the first time.

Here are some ideas to help you reduce your daily phone usage:

• Available for both iPhone and Android, the highly-rated forest app plants an actual forest on your phone’s main screen. Help your forest grow by staying off your phone!

• If using an app on your phone to stay off your phone sounds too meta, consider asking a friend or partner to join you in your goals. Set a phone free time when you are together and stick to it!

• Finally, you may wish to consider throwing your phone into the Schuylkill! That’s a joke, but keeping it in a drawer or elsewhere out of site or (gasp) not bringing it with you on your trip to WaWa can help. I’d recommend a cool, dry place.

I hope you enjoyed this two-part series on unplugging from your phone, and good luck!

By Staff Writer: Jennifer Kobrin, Learning Fellow & Instructor

Crossing Locust Walk during peak hours can be a risky venture. Twice yesterday, I narrowly missed crashing into students on their way to class, their eyes too fixated by whatever was happening on their phones to notice. It’s easy to judge, but I’m sure I too have been guilty of this unsavory behavior. Although body-slamming another student on Locust Walk would be extremely unpleasant, if we were crossing the street or driving there could have been far worse consequences.

We all know that smartphone use has become an epidemic. According to the Pew Charitable Trust, 26% of Americans go online almost constantly. No pun intended, given that another statistic I found online claimed that 40% of people check their phones on the bathroom. For busy students, phone overuse can be a barrier to productivity and focus, or even cause feelings of anxiety as we compare ourselves to photos of our seemingly happy and healthy friends on social media, outside having fun on a sunny day while we are trapped in the basement of Van Pelt.

The next time you reach for your phone (I am guessing it is at some point as you read this short article), consider the following alternatives:

• Take a few deep breaths and a moment to check in with yourself today.
• Stop by to say hello to a coworker or give a friend a hug.
• Get up and walk around for a few minutes.
• Go get a healthy snack or a drink.
• Listen to your favorite song (or try a new dance move, no judging!).

My challenge for you today is to try 2-3 of these strategies. You may find it’s harder than you think. I’ll be back with part two of this series, where we’ll explore strategies to help you unplug from your phone.

By Staff Writer: Jennifer Kobrin, Learning Fellow & Instructor

Have you considered how you will practice self-care and prioritize your wellness for the rest of the semester? Consider attending the Mindfulness at the Museum Series at PENN’s Institute of Contemporary Art (ICA):

“Mindfulness at the Museum is a series of drop-in sessions focused on helping our wider community—inside and outside of the museum—to have access to tools to become more aware. Mindfulness meditation can help us to develop healthier minds and bodies, reduce stress, foster compassion, and increase our memory skills, among many other studied benefits. Participants may discover that this appreciation of the “here and now” extends outside the museum” (Mindfulness Program Series at UPENN-ICA).

• These free drop-in sessions are open to all. No special clothing is required. Space is limited and available on a first-come, first-served basis. No prior meditation experience is necessary.

While attending a public Mindfulness program series is not necessary, and you can just as meaningfully practice within the privacy of your own space and in the moments afforded in-between, there is so much support and joy in practicing mindfulness in community.

Also, an aesthetically stimulating, yet peaceful space such as the ICA Museum plays an important role in helping us connect to our sensorial system. Awakening our senses and re-connecting to our inner being and the world through them is an essential part of well-being.

Take a study break and practice self-care through Mindfulness at the Museum!

By Staff Writer: Min Derry, Learning Fellow

We live in a modern world, which in many ways hyper-stimulates our senses through technology and high-speed connectivity. What are the wellness implications of our new norm: 24×7 data availability, data connectivity, and data sharing?

It’s no wonder that we are over-committed, restless and unrested, and fatigued. We call it brain fog when processing demand surpasses our own body’s limits. Limits, what a concept, huh? We push and push ourselves, expecting to produce continued, increased and optimal output, like a machine.

In the Academy, our students report increased difficulty focusing, prioritizing, and making decisions. They experience stress, anxiety, and social isolation. In addition to seeking professional counseling and support (e.g. Penn CAPS, Penn Advisor, etc.) when needed, we can also develop and refine some metacognitive wellness practices to help us pause, center ourselves, and focus on what is important. Consider the practice of attachment, detachment, centering, and focus:

Identify Your Attachments

Become aware of your attachments. The things that we’re attached to tend to trigger a physical, emotional and/or psychological reaction in us. Is it family? friends? school work? professional obligations? the causes to which you’re committed? We pour all of our energy into external activities, commitments, and triggers, herein, our attachments.

Practice Detachment

Practice detachment. Once you identify your attachments, practice noting and letting go. If you can’t let it go, then set it aside momentarily. That from which we cannot let go has power over us. Practice ambivalence. It does not mean that you do not care anymore, it does mean that you put a distance between you and the trigger, so that you can behold it from a distance and with reason, without it enveloping you. What can you control, and what does it make sense to acknowledge as ultimately outside your sphere of influence?

Focus on What Matters Most

Re-center and focus on what truly matters to you the most. What is most important to you? What is essential to your wellness? What feeds your inner being? Who is in your love circle? Who is in your support network? When you re-center yourself and start focusing on internal growth factors, a.k.a. healthy attachments, you will start restoring, recharging and fostering healthy energy, rather than seeing your energy slipping away in a myriad of activities, obligations, and conflicts.

The process of attachment, detachment, centering, and focus is not a one-time task. It is not an esoteric state of being; it is not an arrival. It is an active, daily practice, which is part of an intentional and iterative process. By practicing this process mindfully, and returning to it over and over again, you can develop a healthier and more sustainable wellness state of mind. This will support your studies and personal and professional life. Modern life has a way to pull you away from your center, from your true mission, towards sources of hyper-stimulation, which can often be triggering and draining. Close your eyes, breathe, and practice returning to center, over and over again. Resist, channel, and flourish.

By Staff Writer: Min Derry, Learning Fellow

A Learning Specialist’s Reflection: What I Have Learned from Weingarten Students

Returning to student life this Fall after over a decade was a humbling experience for me. Although I reveled in all of the opportunities and resources on Campus and the intellectual stimulation of my classes, I also came close to tears trying to figure out the EZ-Borrow system for a book I needed and ruined my favorite pair of shoes trudging through a flooded walkway because it was the only way I knew how to get to class.

Although I began my position as a Weingarten Learning Fellow (one of several doctoral students in the Graduate School of Education who works as a Learning Instructor) with learning strategies based on my own academic training and life experiences, I soon realized how much I take away from students. I continually find our one-on-one sessions and workshops an opportunity to find out about new tech tools and resources on Campus, talk through different exam preparation and writing strategies, and about a million other things!

Coming from a 9-5 office-type schedule, I originally had a tendency to try and study for five or six hours at once, without taking more than a 15-20 minute break to scarf down my lunch or make a phone call.

One thing I have learned from being able to work with so many students on their own schedules is the importance of taking meaningful breaks throughout the day, whether it’s lunch with a friend, going to the gym, or taking part in a club or activity that you enjoy.

I am proud to say that I now work for only two or three hours at a time, and then enjoy a long walk with my dog or a mindful lunch break where I actually sit computer and phone free to enjoy my food. I also try to embrace the student mindset of continuous learning and reflection, and I gain courage from so many of our resilient students who bounce back from failure and are willing to try again.

By Staff Writer: Jennifer Kobrin, Learning Fellow

 “A lot of people resist transition and therefore never allow themselves to enjoy who they are. Embrace the change, no matter what it is; once you do, you can learn about the new world you’re in and take advantage of it.”  – Nikki Giovanni

Whether you are an undergraduate living away from home for the first time, a graduate student new to Philadelphia, or even a returning student planning for life after Penn, chances are you are undergoing a period of transition. As the semester begins, it’s important to recognize that we are all experiencing change in one form or another. Although this can bring uncertainty–sometimes manifesting as anxiety, or lack of focus–there is also an upside. Transitions can lead to tremendous personal growth. In the words of the poet Maya Angelou,

“We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty.”

• Have there been times when you felt frustrated this semester?
• Did you get lost on the way to a new class, or struggle to understand an assignment or reading?

In addition to feeling frustrated (because this is a valid way to feel!), try to acknowledge these moments as a vital part of your journey – as a student, a learner, a thinker, and a member of the Penn community.

While transitions are necessary, there are ways to make them gentler on your mind and body. Notice how you are feeling. If you experience negative thoughts, like “this is too hard,” “I’m frustrated,” “I feel lost,” or “I’m not smart enough,” try to stop judging yourself or comparing yourself to others.

Instead, realize these thoughts are normal, take a deep breath, and let them go. Don’t forget to pay attention to your body. You might feel tired, or tense, or hungry at hours that are not normal for you. Try to attend to what your body needs, whether it’s more sleep, a long walk, or eating delicious and healthy food.

Wherever you are in your academic journey, remember that the staff of the Weingarten Center are always here for you. Whether it’s helping with time management skills, identifying additional resources on Campus, or just talking through how you will manage a stressful week, we are committed to helping all Penn students cope with transitions!

By Staff Writer: Jennifer Kobrin, Learning Fellow & Instructor

Whether you have just graduated in May 2018, have some final courses to complete during the summer, will be a returning student in the Fall, will be going away for an academic internship next semester, will be taking a gap year, a leave of absence, and/or simply enjoying and relaxing this summer – the end of an academic year and the possibilities for the summer ahead can be emotional, exciting for some and perhaps nerve-wracking for others. Either way, it is helpful to intentionally reflect on bringing closure to the academic year.

Gratitude is a great way to stay connected to others, be they faculty, staff, and/or peers. Take some time to reflect and perhaps journal what you are most grateful for this past semester, year, or cumulative journey at Penn, thus far.

These need not be major events, but could be moments, passing interactions that made a difference for you, insights gained, thoughts and gestures observed and appreciated, or a concrete act.

You need not be the explicit beneficiary of a direct act of kindness, support or favor. Perhaps you simply observed and appreciated a peer’s contribution to a class or project, or their voice, orientation, views, approach and/or work ethic. In fact, acknowledgment and validation is a great form of expressing gratitude. Gratitude that builds up and encourages is more authentic and valuable.

Even if there were some challenges, starting with gratitude is a great way to gain perspective, find common ground, open up conversation, or gain a sense of closure. Finding the pearl in the sand can help bring resilience and transition us to the next stage. Gratitude is a great counterbalance to challenging situations, as it can be more humanizing to stay connected through gratitude, despite of differences, than to completely disconnect.

Students often ask me if they should purchase an impressive “gift” as a token of gratitude. But that is not necessary at all. In fact, depending on ethical rules, faculty and staff may not accept physical tokens. A simple note or email that expresses your thoughtfulness in gratitude can help you release your appreciation and connect with the individual through acknowledgment. Keep it short, specific/authentic, and professional.

Gratitude is a great way to network, bring closure to milestones, transition to other stages, and connect to your inner self – as you grow and develop alongside others in your academic career. Gratitude will restore your sense of positivity, by affirming your perceptions in relation to others, and as a result, validate, build up and strengthen your own, intentional community.

By Staff Writer: Min Derry, Learning Fellow & Instructor

On Thursday, April 5, Penn students, faculty, and staff braved the unseasonably cold, windy, and chilly weather to share and listen to one another’s stories on Penn’s College Green. This event was organized by the student group Penn Faces, which has been supported by the Weingarten Learning Resources Center since its inception.

Penn Faces is a “project that is the product of collaboration among individuals who came together with the common goal of creating a site to foster resilience and encourage honest conversations. Its vibrant color is a blending of Penn’s red and blue, highlighting both the spectrum and the unity of our experiences.”

The Penn Faces website provides students, faculty, and staff with a space to present their stories to the broader Penn community in the hope of breaking down the expectations of perfection that can be found on Penn’s campus.

The PennFaces Speakeasy is an annual event, organized by the PennFaces Student Advisory Board, that is held to provide the Penn community a space where they can share their stories with a wider audience.

The speakers exhibited strength through their vulnerability while sharing their personal stories of facing setbacks, experiencing loss, finding different paths, and building their resiliency. Here are some of the speakers from the event:

As an audience member, what stood out to me were some common themes that connected the different stories.

• While each person shared their own individual stories of facing challenges, feeling like they needed to hide who they were, or believing they needed to conceal their struggles behind a mask, what made a difference for each person was finding an individual or a community with whom they could speak and connect with.

These ideas spoke to me about the need to find community and make connections here at Penn.

Too often, I can feel like I just really need to zone in and focus on my academic and professional work while I am here, but we all need to make time and space for our personal lives.

We can have a richer, happier, and more fulfilling experience if we can be our whole selves on Penn’s campus.

Further, some acknowledged that every resource on campus is not for everybody and that the first resource you reach out to might not be the best for you.

The speakers touched on ideas that reaching out to others and asking for help is a process, but that when you find the right place, it can make all the difference.

Whether who you reach out to is your friends or family, or a designated resource here on campus, these stories remind us that there are people here who truly care, and that there are people here who may be struggling too, even if they don’t always show it.

The speakers and advisory board hope that one day an event like the Speakeasy is not needed at Penn, because we will all feel more comfortable speaking about our fears, difficulties, and struggles openly in more spaces. For the time being though, PennFaces highlights a real need at Penn for students, faculty, and staff to remove our masks and to share our stories.

If you are interested in becoming more involved with PennFaces, go to Penn Faces to find out more.

For more resources at Penn, here is a helpful guide:

Additionally, here are some other resources students have found to be helpful:

• The Tutoring Center
• Marks Family Writing Center
• Resource Librarians
• Professor and TA Office Hours
• Campus and Community Houses (La Casa Latina, Makuu, Greenfield Intercultural Center, LGBT Center, etc.)
• Your college major Advisors

Wherever you build your sense of community and decide to share your story, ask for help, or to find camaraderie, know that the Weingarten Center is here for you.

By Staff Writer: Kelcey Grogan, Learning Instructor & Research Fellow