Do you spend more time thinking about hypothetical consequences of a decision, than you do on the decision itself?

Overthinking is more than simply taking an unusually long time to make decisions; it is a culmination of excessive worrying about the future while spending too much time dwelling on past mistakes.  Overthinking can impact both mental and physical health and evidence symptoms of anxiety and exhaustion.  It can also limit creativity and academic performance, which is especially important for post-secondary success.  However, overthinking is not always a negative trait; it can also be a healthy approach to decision making, improve our self-confidence, and act as a catalyst for academic success.  The challenge is being able to recognize when our overactive thoughts are impairing our ability to make everyday decisions.

Impairing physical and mental health

Dwelling on decisions and outcomes can adversely affect our physical and mental wellbeing.  Over time, symptoms may mirror those of generalized anxiety disorders which include restless sleep, stomach problems, and headaches.  Once you identify your tendency to overthink, you can develop habits such as deep breathing and calming exercises; these activities limit the impact your stressors have on both your physical and mental health.  Writing down your main ideas, options, and worries is also another way to help you take some of the pressure off your physical body.  By making lists, such as a pros and cons chart, you visualize and externalize the issue.  This frees up space to set aside or take a break from the decision-making process to focus on your physical and mental health needs.

Stifling creativity

Analysis paralysis is defined as “over-analyzing (or over-thinking) a situation, or citing sources, so that decision or action is never finally taken, resulting in paralyzing the outcome.”

Often when we overthink a task or a problem, we are trying to problem-solve so we make the best decision possible.  However, overthinking can stifle decision-making abilities, leading to inaction and/or unproductivity.  Psychotherapist Amy Morin recommends nurturing a healthy mindset by setting aside designated “worry time” each day.  Morin says by doing so, we leave more time in our day for our productive, problem-solving thoughts.  Personally, I find taking a walk and listening to a podcast helps me set aside whatever thoughts are crowding my mind.  Whatever strategy you find most beneficial, it should be one that provides you with enough time to reset so when you come back to the decision-making process, you have a fresh perspective.

Having a positive and productive mindset is especially important for post-secondary students, as assignments often require a high level of critical thinking and concentration.  AU offers students a variety of learner supports including mental health counselling, assistance with exam preparation and time management as well as strategies for developing effective study skills.

Perfectionism; a symptom, or a cause?

I am a self-proclaimed overthinker, and my need for perfection started when I was an adolescent.  As the youngest of four children in my family, I simply watched and learned from my siblings’ mistakes.  However, inaction is one of the major downsides of perfectionism.  As an adult, when I am faced with an important decision, I tend to imagine all potential outcomes or consequences beforehand.  I spend hours pondering polarizing choices, and often consult multiple people to obtain various opinions before making any major decision.  I usually feel an enormous sense of relief when a decision is taken off my plate and placed of my control.

Now, as a post-secondary student, I overthink assignments and email replies, waiting many hours for potential productivity.  My biggest fear when studying for exams is that I will forget or miss essential information; I try to counteract this by attempting to cram as many facts into my short-term memory as possible.  The only time I ever remember cheating on a test was because my Grade 6 teacher scared us all into thinking the test was too difficult for anyone to pass, even the smart students.  I truly believed I could not pass the test on my own, so I spent hours memorizing the multiple-choice key from a friend who had written the exam the previous year.  As an educator, I now realize students who cheat, do so because of lack of confidence in their own success.  My perfectionism and overthinking let me down in this instance.  If I had spent even half the time studying that I had spent creating and memorizing an acronym for the key, I would have scored just as well on the exam.

With some conscious effort, I have slowly learned to identify when I am overthinking, and I am now more willing to accept less than perfect outcomes.  However, there are still long, challenging assignments which have required more creativity than I thought myself capable of.  Wrapping my head around an unexpected assignment has often taken me longer than creating the actual assignment.  Overthinking has a way of clouding our creative thoughts, leading to long unproductive periods of time.

As a result of my own tendency to overthink tasks, I have been forced to tone down my academic expectations of myself and recognize how my overactive thoughts are inhibiting my creative abilities.  My personal health and family obligations are prioritized, but sometimes that means setting a time limit for myself on course assignments.  Learning to set boundaries on your decision making can help you avoid the vicious cycle of overthinking, along with the negative effects of stress on your physical and mental health.

Fine-tuning Self-awareness and Mental Strength

In the article, “3 Thinking Strategies That Will Make You Mentally Stronger Today,” Morin provides purposeful mental health exercises to enhance your problem-solving skills and creative potential.  Below is a short summary of Morin’s recommendations:

• Recognize the signs.
• Develop a purposeful, self-reflective approach to changing your mindset.
• Create a mantra to boost your confidence.
• Rephrase negative self-talk into positive self-talk.
• Challenge your brain to identify its own potential.

Try to set aside the long hours of cyclical thinking, and instead, focus on what goals you want to achieve.  Ask yourself if the decisions and choices you are spending hours mulling over will have a long-term impact upon your goals, relationships, or career ambitions.  Set mental time limits and be aware of how dwelling on thoughts for too long can impact mental and physical wellbeing.  Lastly, and I am saying this to myself more than anyone, teach yourself to be alright with accepting less than perfection.  In doing so, you may find you have more time to spend on more fulfilling tasks and feel more energized to tackle all of life’s big decisions!

Resources:

• Learner Support Services, Athabasca University

https://lss.athabascau.ca/

• Do You Have Analysis Paralysis? Psychology Today. April 24, 2019.

https://www.psychologytoday.  com/ca/blog/fixing-families/201904/do-you-have-analysis-paralysis

• Keep It Simple: 14 Ways to Stop Overthinking, Healthline. November 14, 2019

https://www.healthline.com/health/how-to-stop-overthinking

References:
Hasan, S.  (2019, July 12).  How Overthinking Can Affect Mental and Physical Health.  KERA News.  https://www.keranews.org/health-science-tech/2019-07-12/how-overthinking-can-affect-mental-and-physical-health.
Kurien, R., Paila, A.  R., & Nagendra, A.  (2014).  Application of Paralysis Analysis Syndrome in Customer Decision Making.  Procedia Economics and Finance, 11, 323–334.  https://doi.org/10.1016/s2212-5671(14)00200-7
Morin, A.  (2017, November 8).  3 Thinking Strategies That Will Make You Mentally Stronger Today.  Forbes. https://www.forbes.com/sites/amymorin/2017/10/29/3-thinking-strategies-that-will-make-you-mentally-stronger-today/?sh=61b55f391f96.
Morin, A.  (2020, April 20).  10 Signs You’re Overthinking (And What to Do About It.  Forbes.  https://www.forbes.com/sites/amymorin/2020/04/20/10-signs-youre-overthinking-and-what-to-do-about-it/?sh=5e25b6ec2bb8.

When an article, like this one from June 25th, is recommended by multiple students, I take notice.  Adrienne isn’t a frequent contributor, but the quality and originality of her articles means she’s a valued one, and this certainly deserves a space in the Best Of the Voice edition.

In a recent university assignment, my niece had to reflect on her family’s traditions, but she could not come up with any concrete examples.  She is not alone in this problem; many of us struggle to find patterns in our behaviours year after year.  We love to describe ourselves using words such as contemporary, modern, and innovative, but these words do not necessarily align with our views on traditions.

Additionally, with the COVID-19 global pandemic, we may have to forego many of our holiday activities that give us so much pleasure during this season.  These problems have led me to consider the significant role traditions play in our daily lives, and just how much they contribute to our overall pleasure during the holidays.

Family Traditions

Family traditions are such a broad category, exemplifying a seemingly unlimited variation of activities, feelings, and emotions.  For myself, holiday family traditions start with food and end with emotions.

We often hear the phrase “bucket fillers”; to me, this term encapsulates the purpose of holiday traditions for me and my family.  We figuratively fill each other’s buckets while sharing baking recipes, favourite meal ideas, and finishing our Christmas shopping.  We also make every effort to be together in some form during the month of December, despite being spread out across Canada.  Some of the unique traditions we have (which may or may not be part of other families’ traditions), are to order Chinese food take-out on Christmas Eve, drive around looking at Christmas lights around the neighborhood and have Santa deliver early presents of Christmas pajamas.

However, contrary to what the term implies, traditions do not always have to mean that we do the same things every year without fail.  Instead, family traditions are as simple as patterns in behaviour and activities during a specific time of year.  When you think of your own holiday traditions, what makes those activities so special in your memories?  Do your family members reminisce about similar things about the holidays?  If so, these are likely your unique family traditions.  Our memories will naturally draw us to events that touched us on an emotional or spiritual level, such as things which “filled our bucket.”

If your family is new or expanding, you may want to create new and happy memories together.  If you want, Country Living has a large list of holiday activities to try with your family.  You never know, these might become your new family traditions!

Religious Traditions

In Canada, the holiday season has historically been tied to Christian beliefs.  As a substitute teacher this year, I have witnessed how diverse the holiday celebrations are in schools while also how so much of it is still so closely tied to Christianity.

This December many schools are preparing Christmas concerts, decorating classrooms for the season and some even walking through the Christian tradition of Advent.  However, the holiday season is becoming more and more of a holiday celebrated by both Christians and non-Christians.

Some schools have chosen to forgo holiday decorations and instead focus on winter fun events.  Public spaces are becoming more sensitive to the multicultural nature of Canadian society, and this fosters inclusion and sensitivity to our diverse communities.  I personally find myself replacing “Merry Christmas” with a more expansive “Happy Holidays.”

There are many different religions that have celebrations during the month of December.  Some of these focus on celebrating the lives of influential people in history, while other festivities are in anticipation of what is to come.  These religious traditions include Hanukkah, a Jewish tradition also known as The Festival of Lights, Bodhi Day, a Buddhist commemoration of Buddha’s enlightenment, Kwanzaa, an African-American harvest festival, and Yule, a celebration for Pagans and Wiccans.

There are so many ways we can foster peace, compassion, and charity for others throughout the month of December, without being insensitive to the spiritual beliefs of others.  Our traditions draw up emotions and personal preferences, therefore, religious traditions can be a contentious subject.  The University of Wisconsin-Madison shares a contemporary viewpoint on religious holidays, and how we can be more culturally sensitive to diverse beliefs during the month of December.

Holiday Closures and Educational Traditions

One of the reasons we all have time for our personal traditions is because in Canada (and many other nations), we celebrate the season with closures to educational institutions.  These closures are a societal tradition that is observed by most citizens in Canada (or at least those connected to education in some way).  Both Christians and non-Christians use this time away from academic environments to regenerate physically and emotionally, gather with family and friends, or to prepare for the new year ahead.

I did some research to see why so many countries implement such a large winter break for students of all ages, especially one so closely tied to Christianity, and the results surprised me.  There are plenty of scholarly articles online which advocate for an educational break during the winter months.  The studies claim a twofold benefit, the first is that the break is convenient for Christians who celebrate Christmas, and the second is it falls at an ideal time for students to have a break from academic learning.  Education Week has a few thought-provoking articles discussing the pros and cons of the current traditional school calendar if you have an interest in learning more about how and why our education system historically supports a break during a religious holiday.  I also highly recommend reading “Reimaging the School Calendar for Anishnaabe Schools,” which provides a modern look into how education in Canada could be restructured to promote Indigenous Peoples’ traditions and worldviews.

References
Brown, Rachel., (2018) “25 Unique Traditions Around the World.”   National Geographic., Retrieved from https://www.nationalgeographic.com/travel/article/photos-world-traditions-culture
Cooper, James., “Christmas in Canada.”, WhyChristmas?.com Retrieved from https://www.whychristmas.com/cultures/canada.shtml
Kennedy, Lesley., (2021) “How 25 Christmas Traditions Got Their Start”, History.com, Retrieved from https://www.history.com/news/christmas-traditions-history
Pedersen, James. (2012) “The History of School and Summer Vacation.” Journal of Inquiry & Action in Education 5(1)., Retrieved from from https://files.eric.ed.gov/fulltext/EJ1134242.pdf

Do you spend more time thinking about hypothetical consequences of a decision, than you do on the decision itself?

Overthinking is more than simply taking an unusually long time to make decisions; it is a culmination of excessive worrying about the future while spending too much time dwelling on past mistakes.  Overthinking can impact both mental and physical health and evidence symptoms of anxiety and exhaustion.  It can also limit creativity and academic performance, which is especially important for post-secondary success.  However, overthinking is not always a negative trait; it can also be a healthy approach to decision making, improve our self-confidence, and act as a catalyst for academic success.  The challenge is being able to recognize when our overactive thoughts are impairing our ability to make everyday decisions.

Impairing physical and mental health

Dwelling on decisions and outcomes can adversely affect our physical and mental wellbeing.  Over time, symptoms may mirror those of generalized anxiety disorders which include restless sleep, stomach problems, and headaches.  Once you identify your tendency to overthink, you can develop habits such as deep breathing and calming exercises; these activities limit the impact your stressors have on both your physical and mental health.  Writing down your main ideas, options, and worries is also another way to help you take some of the pressure off your physical body.  By making lists, such as a pros and cons chart, you visualize and externalize the issue.  This frees up space to set aside or take a break from the decision-making process to focus on your physical and mental health needs.

Stifling creativity

Analysis paralysis is defined as “over-analyzing (or over-thinking) a situation, or citing sources, so that decision or action is never finally taken, resulting in paralyzing the outcome.”

Often when we overthink a task or a problem, we are trying to problem-solve so we make the best decision possible.  However, overthinking can stifle decision-making abilities, leading to inaction and/or unproductivity.  Psychotherapist Amy Morin recommends nurturing a healthy mindset by setting aside designated “worry time” each day.  Morin says by doing so, we leave more time in our day for our productive, problem-solving thoughts.  Personally, I find taking a walk and listening to a podcast helps me set aside whatever thoughts are crowding my mind.  Whatever strategy you find most beneficial, it should be one that provides you with enough time to reset so when you come back to the decision-making process, you have a fresh perspective.

Having a positive and productive mindset is especially important for post-secondary students, as assignments often require a high level of critical thinking and concentration.  AU offers students a variety of learner supports including mental health counselling, assistance with exam preparation and time management as well as strategies for developing effective study skills.

Perfectionism; a symptom, or a cause?

I am a self-proclaimed overthinker, and my need for perfection started when I was an adolescent.  As the youngest of four children in my family, I simply watched and learned from my siblings’ mistakes.  However, inaction is one of the major downsides of perfectionism.  As an adult, when I am faced with an important decision, I tend to imagine all potential outcomes or consequences beforehand.  I spend hours pondering polarizing choices, and often consult multiple people to obtain various opinions before making any major decision.  I usually feel an enormous sense of relief when a decision is taken off my plate and placed of my control.

Now, as a post-secondary student, I overthink assignments and email replies, waiting many hours for potential productivity.  My biggest fear when studying for exams is that I will forget or miss essential information; I try to counteract this by attempting to cram as many facts into my short-term memory as possible.  The only time I ever remember cheating on a test was because my Grade 6 teacher scared us all into thinking the test was too difficult for anyone to pass, even the smart students.  I truly believed I could not pass the test on my own, so I spent hours memorizing the multiple-choice key from a friend who had written the exam the previous year.  As an educator, I now realize students who cheat, do so because of lack of confidence in their own success.  My perfectionism and overthinking let me down in this instance.  If I had spent even half the time studying that I had spent creating and memorizing an acronym for the key, I would have scored just as well on the exam.

With some conscious effort, I have slowly learned to identify when I am overthinking, and I am now more willing to accept less than perfect outcomes.  However, there are still long, challenging assignments which have required more creativity than I thought myself capable of.  Wrapping my head around an unexpected assignment has often taken me longer than creating the actual assignment.  Overthinking has a way of clouding our creative thoughts, leading to long unproductive periods of time.

As a result of my own tendency to overthink tasks, I have been forced to tone down my academic expectations of myself and recognize how my overactive thoughts are inhibiting my creative abilities.  My personal health and family obligations are prioritized, but sometimes that means setting a time limit for myself on course assignments.  Learning to set boundaries on your decision making can help you avoid the vicious cycle of overthinking, along with the negative effects of stress on your physical and mental health.

Fine-tuning Self-awareness and Mental Strength

In the article, “3 Thinking Strategies That Will Make You Mentally Stronger Today,” Morin provides purposeful mental health exercises to enhance your problem-solving skills and creative potential.  Below is a short summary of Morin’s recommendations:

• Recognize the signs.
• Develop a purposeful, self-reflective approach to changing your mindset.
• Create a mantra to boost your confidence.
• Rephrase negative self-talk into positive self-talk.
• Challenge your brain to identify its own potential.

Try to set aside the long hours of cyclical thinking, and instead, focus on what goals you want to achieve.  Ask yourself if the decisions and choices you are spending hours mulling over will have a long-term impact upon your goals, relationships, or career ambitions.  Set mental time limits and be aware of how dwelling on thoughts for too long can impact mental and physical wellbeing.  Lastly, and I am saying this to myself more than anyone, teach yourself to be alright with accepting less than perfection.  In doing so, you may find you have more time to spend on more fulfilling tasks and feel more energized to tackle all of life’s big decisions!

Resources:

• Learner Support Services, Athabasca University

https://lss.athabascau.ca/

• Do You Have Analysis Paralysis? Psychology Today. April 24, 2019.

https://www.psychologytoday.  com/ca/blog/fixing-families/201904/do-you-have-analysis-paralysis

• Keep It Simple: 14 Ways to Stop Overthinking, Healthline. November 14, 2019

https://www.healthline.com/health/how-to-stop-overthinking

References:
Hasan, S.  (2019, July 12).  How Overthinking Can Affect Mental and Physical Health.  KERA News.  https://www.keranews.org/health-science-tech/2019-07-12/how-overthinking-can-affect-mental-and-physical-health.
Kurien, R., Paila, A.  R., & Nagendra, A.  (2014).  Application of Paralysis Analysis Syndrome in Customer Decision Making.  Procedia Economics and Finance, 11, 323–334.  https://doi.org/10.1016/s2212-5671(14)00200-7
Morin, A.  (2017, November 8).  3 Thinking Strategies That Will Make You Mentally Stronger Today.  Forbes. https://www.forbes.com/sites/amymorin/2017/10/29/3-thinking-strategies-that-will-make-you-mentally-stronger-today/?sh=61b55f391f96.
Morin, A.  (2020, April 20).  10 Signs You’re Overthinking (And What to Do About It.  Forbes.  https://www.forbes.com/sites/amymorin/2020/04/20/10-signs-youre-overthinking-and-what-to-do-about-it/?sh=5e25b6ec2bb8.

AUSU’s The Voice Magazine is a powerful tool for sharing experiences and creating a sense of community among AU students, alumni and faculty.  In a recent article, AU’s Writer in Residence Joshua Whitehead shares his academic and personal journey.  I was personally enticed by Whitehead’s comment to “Be wary of the ways in which we, as storytellers, archive or note-take in our lives as people—don’t consume voraciously, be strategic in how we curate our inspirations and our traumas.” Whitehead’s comments show an understanding of the influence of storytelling and its impact on collective identity.  The Voice Magazine’s writer Natalia Iwanek regularly shares the stories of current and alumni AU students, and if you have a story to tell, I know she would love to hear from you!

The stories and experiences of university students during a pandemic can uplift others and encourage resiliency.  UNESCO has started a campaign called #LearningNeverStops where students from all over the world can share their learning experiences, successes, and frustrations during COVID-19.  Many of the videos depict innovative ways teachers and professors are adapting instruction in response to new and emergent technology.  After watching only a few of the videos I was moved and inspired to try harder and be more persistent in my own studies in 2021.  It can be difficult to navigate and stay motivated during online instruction.  We expect learning to be social and interactive but knowing others have succeeded through similar challenges can help us be encouraged to stay engaged with our own learning.

One of my favourite things about Athabasca University is the diversity in the backgrounds and geographical locations of its student body.  Sharing stories can break across these cultural boundaries to foster empathy, respect, and compassion for others.  Miriam Plotinsky, an education specialist, claims storytelling should be at the heart of instruction as “students engage more authentically with instruction because of the organic human interest.” As an education student, I truly believe stories have the ability to solidify understanding in an educational setting while also strengthening relationships between students.

What stories will we share in 2021?  In Canada we are almost at the one-year mark of the pandemic’s direct impact upon our nation and, as university students, we have traversed failing or changing technology, virtual graduations, digital exams, and both library and academic facility closures.  We all have a story to share, and possibly our story can change our own academic journey in 2021 as well as the future of online education for incoming post-secondary students.  There are many ways we can start sharing our story: it could start with just providing course feedback through AU’s Peer Course Reviews or completing course evaluations.  The Voice Magzine, right here, is another channel reaching AU’s current students, alumni and faculty and is an ideal place for giving opinions, addressing educational challenges and pitching new ideas.  At the Voice, we love to hear real lived experiences of students and encourage you to share your story with others.

On a personal note, I am looking forward to change and progress in post-secondary education in 2021.  I hope Canadian universities have learned from our frustrations as students and that our feedback has been heard so it can impact change.  We are a resilient group who have now faced something no other group of university students have.  We are learning to adapt in a different learning environment, and I hope we will come out stronger and more flexible as a result.

Our increasingly globalized economy demands sameness, which is in direct opposition to natural human culture.  In our daily lives we embrace our cultural heritages, our family histories, and our preferences for our living arrangements.  The corporate world, however, demands we leave these parts of our identities at the door.  How can we embrace our cultural identities while trying to further our careers and professional standing?

AU Press recently shared a new (and free) book by Kyle Conway, titled The Art of Communication in a Polarized World.  In his book Conway “confronts the communication challenges of our modern world” by trying to open the conversation about diversity in both the public and private spheres.  Not only can embracing diversity allow us to express our identities in all facets of our lives, but Conway suggests that it can be used as a tool to influence new and more efficient ways of doing business.

Athabasca University’s online educational environment provides the perfect platform for connecting students from all cultural backgrounds and engaging in the conversation about diversity.  Students have opportunities to broaden and consider multiple perspectives with discussion forums and courses designed to prompt critical thinking about diversity.  Educational institutions are an ideal setting to initiate dialogue about diversity and foster empathetic, more understanding citizens for Canada’s future.  AU’s online learning creates safe space for asking hard questions and listening to the opinions of others.

One of my favourite philosophers, Paulo Freire, encourages students to use words to transform the world around them (2012).  He believes communication is a means of liberating the oppressed and how beginning the conversation in the educational sphere is the first step to breaking down social and cultural boundaries (Freire 2012).  Without first understanding and having empathy for one another, even the most honest actions can be misplaced and ineffective.

In Alberta, the Teaching Quality Standards ensure teachers provide an educational atmosphere that promotes diversity and respect for all students.  National Indigenous Peoples day on June 21, 2020, provides an excellent opportunity to celebrate diversity and cultural expression in Canada.  As undergraduate and graduate students at AU, our respect and appreciation for cultural diversity will continue with us in our careers.  By communicating to employers the need for eliminating bias as well as the value of embracing inclusion, we are leading the way for innovation and more positive work environments.

AU’s Centre for Interdisciplinary Studies offers a variety of undergraduate areas of study which challenge students to think critically about social and ethical concerns impacting Canadians.  This June 21, I challenge AU students to consider what their role is in showing solidarity and respect for the First Nations, Inuit, and Métis people.  Together we can change the way Canadians embrace diversity, eliminate discrimination, and respect cultural expression.

More information about Canada’s National Indigenous Peoples Day can be found on the Government of Canada web site.  If you want to explore Indigenous related literature, CBC offers a list of books written by First Nations, Métis and Inuit authors.

References
35 books to read for National Indigenous History Month.  (2020, June 1).  CBC Radio-Canada https://www.cbc.ca/books/35-books-to-read-for-national-indigenous-history-month-1.5585489
Conway, K.  (2020, March).  The Art of Communication in a Polarized World.  Athabasca University Press. https://www.aupress.ca/books/120291-the-art-of-communication-in-a-polarized-world/
Freire, P.  (2012).  Paulo Freire.  In T.W.  Johnson & R.  Reed (Eds.), Philosophical Documents in Education (pp.193-206).  Pearson Education, Inc.
Government of Alberta.  (n.d.) Teaching Quality Standard. https://education.alberta.ca/media/3739620/standardsdoc-tqs-_fa-web-2018-01-17.pdf
Government of Canada.  (2020, May 21).  National Indigenous Peoples Day. https://www.rcaanc-cirnac.gc.ca/eng/1100100013248/1534872397533

[Sometimes the best pieces are those that just give some background information on important but little known things, such as this one about National Indigenous People’s Day.  With the larger amount of attention that’s being paid to indigenous people’s history and their struggles, this student nominated piece from our June 19 issue is emblematic of some of the education I like to hope The Voice Magazine can provide.]

This fall, AUSU began a new partnership with SMART Career Center to use their VMock program to provide Athabasca University undergraduate students with an innovative way to navigate the tough job climate.  Using artificial intelligence, VMock matches a candidate’s skills and talents with specific career opportunities.  The online technology differs from traditional job databases by helping candidates build the best possible online profile to market their experience and education.  VMock’s services include streamlining candidates’ résumés, conducting mock interviews, scanning online profiles, and providing personalized feedback.  The program is designed to utilize modern technology to enhance students’ online portfolios.  AUSU’s decision to invest in VMock has been influenced by graduate feedback and a desire to help all AU undergrads succeed in their future careers.

Why VMock?

I caught up with AUSU’s Executive Director, Jodi Campbell, to discuss why VMock was chosen for AU students.  Campbell said that, during a 2019 review, AUSU identified career services as one area where AU students are under supported.  When looking for a way to provide students with access to résumé services, AUSU ”focused on ‘online’ career options/services that all AUSU members could access”.  He noted that VMock’s focus on candidates’ online portfolio development made them stand out against other more basic job databases.  Their AI technology supports successful job applications by guiding you through what a good résumé looks like, how to prepare for competitive interviews and how to highlight marketable education and skills.

The benefits of the program are not just to match students with potential employers, but for students to be able to concisely market all of their talents; this includes feedback on mock interviews with attention to appearance, tone, body language, and industry related literacy.  Campbell also indicates user friendliness and personalization were strong factors in AUSU’s decision to partner with VMock.  I personally see VMock’s innovative strategy as an effective tool for highlighting candidates’ best characteristics; their scanning technology optimizes your strengths, identifies key competencies and makes résumés more noticeable to employers.

However, this program does come at a cost and AUSU has invested $15,000 USD to ensure students have the tools they need to be competitive in the job market.  Campbell notes during this first year, AUSU is eager to measure how well the program benefits students’ ability to gain meaningful employment either during or after their studies at Athabasca University.  AUSU is not alone in partnering with VMock and the program is used in 130 countries and by 250 academic institutions. These statistics alone infer universities all over the globe are investing in the success of their students.

What are the Main Features?

Initially, I assumed VMock was just another online job databased, but upon further investigation it actually has some really innovative features such as:

• SMART Career Platform – Provides personalized feedback on your résumé and utilizes AI technology to compare your experience against corporate job criteria and global standards. This allows you to modify your information to match employer job postings or take notice of areas where you may need more professional growth and development for your chosen occupation/career path.  The best part – it is quick and personalized to your résumé and career ambitions.
• Social Media (LinkedIn) Analysis – Allows you to match your online presence with your résumé and qualifications. This ensures you send a consistent message across all online platforms as prospective employers do check your social media accounts!
• Smart Pitch – Practice makes perfect. VMock gives you real time advice on your interview skills.  Practice and perfect your pitch to make yourself stand out against other candidates.  A score is provided to benchmark your skills and attributes over possible competitors.
• Cross-placement of talent – By engaging with VMock’s portfolio process, potential candidates are linked to any number of career options, some they may have not considered. With the recent pandemic this is even more essential as jobs become more competitive and companies are looking to hire based on specialized skills and education backgrounds.

What are VMock’s Limitations?

When comparing the value of different career placement technologies, VMock scores quite well but AI technology does have some “human” limitations.  VMock can match you to jobs you may qualify for, but it can’t provide you with the knowledge gaps you may need to be competitive across different industries and job descriptions.  For example, the AI might match you to eligible jobs, but it doesn’t necessarily know which jobs would be a perfect fit for your personality.  In a recent article, Sharpening The Spear: 5 Ways To Leverage The Lockdown, Forbes recommends investing in your own future during this global pandemic by taking to heart the knowledge gaps you may have and building skills which will make your profile more competitive.  VMock can shed light on skills you should invest in, but it doesn’t give you direction for to how to acquire them.

Applicant Tracking Systems (ATS) present another shortfall to VMock’s abilities.  Jobscan argues many employers use ATS to weed out applicants without needing to cite a reason for their résumé being disregarded.  You may qualify for one job posting in your chosen industry but not another and not know why.  Jobscan investigates what algorithms are being used by employers to sort applicants and uses the information to make recommendations for specific words and skills candidates should include in their applications for certain job titles.

The scoring system used by VMock also does not support creativity or artistic expression in résumés, it is only qualifying your content.  Applicants should consider adding more qualitative measurable data over the inclusion of stylistic elements.  Boston University has tips and tricks for student submissions to VMock, citing that even the best résumés they submitted during their trial only received a score of 80%.  Even with these challenges, there are many benefits for students to improve their applications, highlight their experience and skills and be connected with jobs in their preferred career paths.

Do you have a VMock Success Story?

AUSU’s previous President, Brandon Simmons, tested VMock’s platform during a review of potential career services for AU students.  Simmons had a positive experience, citing the online services and résumé advice as beneficial.  Through the comparative research on other similar online products and based on Simmons personal feedback, AUSU initiated the partnership with VMock.  Since it has been available, over 70 AU students have interacted with VMock.  I am eager to hear how these students interacted with the program and if they thought it was a valuable tool for building eye catching résumés.  I also wonder if the process as user friendly as it claims.  I would love to hear your feedback if you have personally tried VMock.  AUSU hopes it will be a valuable career service to AU students and I believe this service is both timely and essential for students to be competitive in an increasingly challenging job market.  I am definitely intrigued and anticipate that I will want to try it once I have completed my program.

References
Jobscan Blog. “VMock vs. Jobscan for Universities.” Retrieved from: https://www.jobscan.co/blog/vmock-vs-jobscan/
VMock—Higher Education., “The AI Assistant for Career Services”. Retrieved from: https://www.vmock.com/higher-education

Stuart Brett / CC BY-SA (https://creativecommons.org/licenses/by-sa/4.0)

Gender inequality and segregation in STEM fields is a serious concern, one which is made more problematic by unyielding and stereotypical gender division in the school subjects of science and math.  Some theorists use cognitive brain development to explain gender division in STEM fields; the male and female separation in certain academic subjects eventually leads to an inequality for access to certain career paths.  However, this idea of a “female brain” or “male brain” is often discredited by those who support socialization theories.  They argue with equal instruction, access to information, and experience, males and females are equally as capable of excelling in STEM fields.

Yet many recognize how women’s contributions to STEM fields are given less attention and validity than their male counterparts and how we should take steps to change the conversation and foster equality in the workplace.  Students can create such change by participating in events like AU Faculty of Science’s Ada Lovelace Day; this event is designed to raise awareness and fight against systemic bias against women in STEM.

Women’s contributions have historically gone unnoticed in many fields of science and technology, and October 13, 2020 is Ada Lovelace Day, a day to respect and value female’s contributions in STEM.  The official website for Ada Lovelace Day says it hopes “to increase the profile of women in STEM and, in doing so, create new role models who will encourage more girls into STEM careers and support women already working in STEM.” The Finding Ada Network heralds Lady Ada King, Duchess of Lovelace as “the first computer programmer” and an “Enchantress of Numbers.” The primary goal of Ada Lovelace Day is to publicly promote the accomplishments of women in STEM on social media platforms—thereby providing role models and examples for aspiring female innovators.

AU’s Faculty of Science is recruiting students to participate on Ada Lovelace Day, gaining experience and broadening their global awareness of Canadian women in STEM.  This event includes a series of editing webinars/workshops on how to write for Wikipedia, and students will practice their skills by creating biographies on Canadian women in science.  On Ada Lovelace Day, the compiled student biographies will be published on Wikipedia.  AU’s Anne-Marie Scott, Deputy Provost, Academic Operations believes this project is an important step to raising awareness about systemic bias on the internet.  She notes there is a disproportionate number of Wikipedia articles about men, and that gender bias on the internet is problematic because it gives the false impression women are not active and contributing to STEM research.  Scott says AU’s Faculty of Science will use “Ada Lovelace Day as a focal point around which to add a few more biographies of notable women to Wikipedia as a way to improve that bias, as well as increase the diversity of people who edit Wikipedia.” This event is part of a larger movement called WikiProject Women in Red, which is advocating for the addition of more content about women on Wikipedia.

Despite more recognition for women’s contributions to science, there are still legitimate concerns about gender equal representation and current examples of women’s research going unnoticed and undervalued.  Articles such as “10 Women in Science and Tech Who Should Be Household Names,” raise online awareness of the prevalence of the gender gap in STEM.

In the book “Invisible Women: Exposing Data Bias in a World Designed for Men” (2019) by Caroline Criado Perez, Perez addresses how many women have been innovators in STEM research but have not been given the credit for their discoveries.  When looking back at history, it is not uncommon to see examples of women’s discoveries being attributed to men.  One example is Jocelyn Bell Burnell who discovered Neuron stars (pulsars) and helped build the Interplanetary Scintillation Array.  Bell Burnell’s male advisor and his partner (also male) took credit, receiving a Nobel Prize in Physics (1974).  However, Bell Burnell’s story continues, and her dedication to the field of Physics was officially recognized in 2018 when she received a $3M Special Breakthrough Prize in Fundamental Physics.  Donna Strickland is another example of females in Physics; in 2018 she was the first female in over 55 years to win the Nobel Prize in Physics for her work on laser physics.  These women earned some of the highest awards for STEM research and deserve to be honored and recognized for their achievements.

Recently, AU’s Faculty of Business has also been challenging negative gender stereotypes by putting the spotlight on female entrepreneurs and experts in STEM research.  One AU alumni, Dr. Stefanie Ruel, has been sharing the stories, experiences, and contributions of women in science and technology.  Uncovering STEM: Women’s contributions to Canada’s space industry discusses how women have a significant role in Canada’s space industry and how by engaging discussions about gender discrimination, we may begin to give both genders equal honor and representation in Canada.

AU’s Faculty of Business also features the work of Dr. Angela Workman-Stark, who looks at how we can create more inclusive workplaces.  Workman-Stark’s research analyzes bias, discrimination, and gender stereotyping in the workplace.  Neutrality in the workplace is questioned, saying that discrimination can be reflective of societal beliefs about gender roles but “[e}very person can challenge their preconceived notions and become more aware of internalized biases.”  In her book, Criado Perez (2019) asserts gender wage gaps and the demands of childbearing on women lead to persisting gender bias in the workplace.

In the United States, for instance, a person aspiring to become a tenured professor must earn tenure within 7 years of receiving their position or they will often be fired.  This becomes problematic for many women who want to have a both a family and a fulfilling career; it forces them to choose between increasing their scholarship or research and bearing children.  Criado Perez (2019) believes that for global gender equality in the workplace to take effect, there needs to be large scale social and policy changes to accommodate for the valuable role women play within society; this includes recognizing and valuing both their paid and unpaid work.

During one of my recent courses, the professor asked students to share who was the most influential person in their lives and had a significant impact on their decision to pursue post-secondary education.  Almost all the students answered saying their mother was their primary supporter, encouraging them to consider university studies.  I personally come from a family with strong female role models where the role of women in the household was valued and am regularly encouraged in my academic studies by women who excel in their careers.  However, I understand many women do not have the same supports as I did and feel their role is marginalized or diminished because of gender inequality.

Going forward I hope our society will do better, we can create more equitable work environments in Canada and better appreciate the contributions women have made to advance the fields of science and technology.

Librarian wearing a mask

Reimagine: “to think about again especially in order to change or improve.”

In many communities, the library embodies a unifying space transcending socio-economic boundaries.  The public library doesn’t just exist as a book depository, it offers programming for all ages, printing services, room rentals, and access to free computers and Wi-Fi.  For students, the university library is often a central hub for knowledge—a space for connecting and socializing with peers, studying, obtaining print and digital course materials, and accessing computer labs for homework.

The COVID-19 pandemic has forced libraries to adapt to federal and provincial health restrictions while ensuring people have access to library resources.  This fall term will look quite different in terms of what services are available for students at universities across Canada.  Librarians and other library employees have been working hard behind the scenes to expand digital content and enhance online presence to address the diverse needs of patrons.  The library of our memories may no longer be the same and we may need to consider the possibility that, moving forward, the library may be permanently altered to fit the everchanging needs of our society.

Browsing and Access to Library Materials

The days of wandering through the book stacks looking for references or books of interest have been put on hold for the foreseeable future.  With the health and safety of library patrons being a major priority, most public and university libraries will remain closed to browsing library materials until at least December 2020.  This closure includes some of Canada’s largest university libraries: the University of British Columbia, the University of Alberta, the University of Toronto, the University of Calgary, the University of Ottawa and Dalhousie University.

However, curbside pickup is now available at many libraries, and interlibrary sharing has restarted with limited capacity.  Some universities, such as the University of Alberta, have chosen to consolidate library services for the fall term and only have one curbside pickup location on campus.  AU’s library offers online resources, at-home mail delivery for books and provides students with borrowing privileges from TAL (The Alberta Library) and COPPUL (Council of Prairie and Pacific University Libraries).

In many cases, late return fees were eliminated for materials borrowed immediately before the pandemic and many libraries, such as the University of Winnipeg, have advised students to keep borrowed materials until the libraries have resumed service.  The recommended health guidelines for returned books during the pandemic was shortened from an initial 6 days to 72 hours.  Books returned to book drops are left untouched by library staff during this time and most late fees have been eliminated to account for the delay in the check-in of books.

In-Person Library Services

If you want to go into a library, you will likely be asked to wear a facemask (or face covering) and will notice for public health reasons, seating has been removed, plex-glass barriers have been installed, restrooms are closed, toys and games are removed from children’s areas, and computer terminals are spaced 2 meters apart.  The current recommended maximum occupancy for many libraries is 25 people, but some university libraries, such as the University of Toronto, have expanded occupancy to a few hundred for the fall term.

Once many provinces reached Stage 2 in their pandemic response, public library boards were allowed to use their own discretion as to when their local library reopened for in-person services.  As a trustee on my local library board, I realize the decision to reopen is not easy or straightforward.  Library boards must factor in local COVID-19 policies, the current number of active COVID-19 cases in their community, the needs of the community, and consider the safety of the library’s employees.  In addition to limiting services, libraries have also reduced their hours with some offering “Browse and Go” (Strathcona County Library) hours.  Many university libraries are opening exclusively for computer labs and study space (often requiring advanced reservations), with the exception of the University of Winnipeg whose physical campus is completely closed.  In-person library services vary extensively due to regional COVID-19 guidelines; therefore, I encourage you to check your local libraries and universities for updates.

Online Resources

I mentioned earlier we may want to reimagine our vision of the library to match our new reality.  Libraries are molding their services and expanding online programs as the pandemic increased the demand for e-books and online self-help resources.  Libraries are responding to this need by adding webinars, expanding their e-book collections and offering virtual tutorials and reference support.  AU’s Information Literacy and Resource Access Librarian Jennifer Remple, recommends AU’s “Talk to a Librarian” sessions on Facebook and live webinars on a variety of thought-provoking topics.  The University of Toronto Libraries’ online services include: RemoteLab software, “Chat with a Librarian,” videoconference research consultations, and how-to videos.  The University of Calgary has announced a temporary emergency access to HaithiTrust Emergency Temporary Access Service which makes over 1.2 million online titles available to their students.  A new initiative by the Canadian Urban Libraries Council is advocating for improved experience for public library patrons including changes to more digitalized content.  Their mandate is to address the emergent needs for library services and the “[a]ccelerated shift to digital over physical resources and to virtual over in-person service.”

Community Access

The demand for online library services goes well beyond the traditional methods as libraries serve their larger community and reach many vulnerable populations.  The face of libraries is changing, and public libraries now offer resume support, printing, free computer use to search for job postings, shelter in the winter, and adult programming on topics such as financial and estate planning.  The Leduc Public Library offers free learning opportunities for literacy and foundational skills through a program called Leduc Adult Learning.  The Regina Public Library offers both in-person and over the phone counselling sessions.  The Edmonton Public Library has an entire department for outreach services to reach homeless or at-risk Edmontonians.  I believe it is important for libraries to not only adapt during the pandemic, but to also serve the people in their communities who rely on their local library to live and thrive.

Final thoughts

From walking the many floors of Rutherford Library at the University of Alberta to visiting my local library for supplemental resources, libraries have been an integral part of my post-secondary journey.  I honestly can’t imagine having to attend university without them.  AU’s library staff have said they are working hard to make sure AU students have access to all of their materials during the pandemic and will accept library requests via email.  This is a season of change for many people, and the library will not look or feel like it used to, but many librarians are working very hard to ensure people have access to the resources they need during this pandemic.  Happy Reading!

Webinar Resources:

COPPUL: How can non-Indigenous people advocate for Indigenous education? https://coppul.ca/blog/2020/06/join-us-coppul-webinar-how-anti-racist-education-matters-academic-libraries

*COPPUL Library cards available for AU students

YRL (Yellowhead Regional Library): webinar on Mental Health Wellness and Support and an online blog for strengthening your positivity.

AU webinars: http://library.athabascau.ca/orientations.html

The Education Institute (in partnership with Ontario Public Libraries): http://www.thepartnership.ca/web/PARTNERSHIP/Event_Calendar/List_All_Sessions/PARTNERSHIP/Education_Institute/List_all_sessions_2.aspx?hkey=a7e22565-72bd-4635-b227-638f62e0f54d

COVID-19 responses at some Canadian university libraries:

AU Library: http://library.athabascau.ca/covid.html
Dalhousie University: https://libraries.dal.ca/covid-19-updates.html
University of Alberta: https://www.library.ualberta.ca/covid-19
University of British Columbia: https://services.library.ubc.ca/covid-19-response/
University of Calgary: https://library.ucalgary.ca/guides/covid-19
University of Ottawa Library: https://biblio.uottawa.ca/en/uottawa-library-service-updates
University of Saskatchewan: https://libguides.usask.ca/libraryupdates
University of Toronto Libraries: https://onesearch.library.utoronto.ca/covid-19/updates-library-services-and-operations
University of Winnipeg: https://library.uwinnipeg.ca/news/2020/03/service-status.html

What are peer reviews?

Traditionally, peer reviews are a process where people observe their peers for the purpose of providing constructive feedback and producing a better product.  The Center for Teaching at Vanderbilt University provides several key traits of good peer reviewers: experience, integrity, trust, mentorship, and practicality. When viewed in this way, the process creates a sense of community and a sharing of knowledge and expertise.  Students are often asked to participate in peer reviews for the purpose of collaboration and to learn from their mistakes in a low-stakes environment.

When asked about AUSU’s vision for Peer Course Reviews, Executive Director Jodi Campbell describes it as an opportunity for students to initiate conversation and community saying “[o]ur intention with re-branding our Peer Course Review service was to create an opportunity for AU students to come together and develop a community around discussing their course experience.” As a true peer process, the conversation between students is “the backbone of how we approached this project.” (Campbell).  When viewed in this light, Peer Course Reviews is a platform made in the interest of students for the purpose of sharing community and enhancing student experience.

Privacy, authenticity, and risks

Most evaluation methods, especially those via online platforms, raise questions about privacy and authenticity.  AUSU’s website emphasizes students’ responses and “identity will not be shared with the university.” However, a student would be most likely to complete a survey during or soon after their course finishes and anyone can access the reviews.  It seems there would have to be lag time between submissions and online posting to eliminate the possibility of a course tutor guessing which student provided the feedback and comments.  But having to wait to post reviews could push back any possible course changes identified in student feedback. Students will have to be mindful of this possibility as they fill out the forms, but hopefully those concerns won’t affect the results very much.

A recent study by Justin Esarey and Natalie Valdes claims student evaluations cannot be entirely valid or unbiased.  Their study suggests student feedback is unreliable with no identifiable correlation to teaching ability; therefore, it is unfair to use them for evaluating faculty.  Another study by Inside Higher Ed says student evaluations can often be judgemental and even discriminatory. Specifically, both studies provide evidence of course evaluations discriminating against professors based on ethnicity, gender, and experience.

I was interested to know if AUSU has created a policy to censor negative reviews and AUSU responded saying they believe Peer Course Reviews can be safe while at the same time allow students to speak openly about their experiences.  Campbell said, “We want students to feel like they can speak freely, yet be respectful to the AU environment and their fellow student who would be seeking information regarding their next course.” Campbell added that there will always be students who do not like the course they are in, but by creating an open space for students to be honest about their experience, it “will make it rewarding for everyone who participates.”

Course reviews are also not without risks, and there can be a loss to the quality of education when there is too heavy of a reliance on student evaluations of courses and professors.  Professors might lower their standards as a result of student evaluations leading to “a consumer model of education” where student experience comes before university values.  The AUSU website indicates reoccurring themes in student feedback will be complied and sent to AU.  This agrees with Esarey and Valdes’ study that highlights the value of comparing trends in student feedback as individual responses can often be unreliable.

AUSU cites the ability to offer students more effective engagement opportunities and enhance student services as opportunities which outweigh potential risks with the program.  AUSU notes in just the first month alone Peer Course Reviews received 644 student reviews.  This is a significant increase to AU’s traditional course reviews which received only 825 course surveys in the last 5 years!

Informing Change to AU Courses and Student Experience

I also asked AUSU how they see Peer Course Reviews benefitting students and informing change.  The response from Campbell was clear and uplifting, AUSU has student experience and community at the heart of the Peer Course Reviews:

“The advocacy we perform within the University is absolutely essential to improving the overall student experience at AU and we are proud of this work.  As we are constantly seeking student feedback in various areas of the student experience, the Peer Course Review service will be a huge part of how we gather course-specific information to take back to the University.  This course-specific information will help us to connect with each faculty and program area and relay the data that pertains directly to their courses.  When you see positive changes at AU, you can be confident that your AU students’ union was at the table advocating for that change.  Our goal is to create a peer-to-peer course review platform that helps to inform students as they choose their next AU course and create a way for AUSU to gather feedback, so we can ensure every course experience is a positive one.” (Campbell)

What else could be added?

After researching the benefits and challenges of peer reviews and course evaluations, I hope AU also gives tutors and professors a chance to critique their own departments and other faculties.  They could also initiate external peer reviews from other institutions offering similar courses.  For student evaluations, having more short answer questions could be helpful, questions such as: “What overarching theme did this course cover?” or “If you could change something about this course what would it be?”.  The questions could also be designed to encourage positive feedback, so the reviews do not elicit only the difficult or negative course experiences.  There could also be more transparency in how student feedback will inform change.

In the future, I hope that AUSU might consider sharing with students any course adjustments in response to student feedback.  As AUSU’s portfolio of students’ reviews evolve, it will be interesting to see how the reviews shape students’ course registrations and influence adjustments to course design and content.

For those who are interested in providing feedback, AUSU is offering ongoing prize draws in exchange for reviews.  Besides prize incentives, Peer Course Reviews give students a chance to have their voice heard, initiate future course changes and share their impression of course difficulty.  Rate My Professors is also a popular resource for students to rate professors and give overall ratings of post-secondary institutions.

Pandemics can influence our everyday lives and change how we interact with the world around us.  COVID-19 has rushed in, forcing people to adjust their way of life and their social behaviours. History provides us with plenty of examples of social change during the aftermath of pandemics.  With millions of people dying during the Black Death (or Bubonic Plague), feudalism (a hierarchical social structure) was replaced with capitalism as a response to the labour shortage.  In  1918, the Spanish Flu pioneered a path for public health care as European governments were forced to implement “socialized medicine—healthcare for all, delivered free at the point of delivery”. Some people say “we will not come out of this pandemic unchanged,” and history has provided us with evidence to support these concerns.  There will be societal changes we won’t be able to observe until after this crisis is over, but other smaller changes to the culture of everyday life are more discernable.

Education and social stratification are two areas of our society where I believe we are seeing a direct response to the pandemic.  Many parents across Canada are struggling with making the right education choices for their children this fall.  On August 14, 2020, over 7,000 people participated in a free online webinar with child psychologist, Dr.  Jody Carrington, offering advice for parents and educators on how to support children emotionally as we prepare for back to school.  Should they send their children back to in-person classes provincial governments are recommending, or should they choose online learning or homeschooling? The conflict puts parents in a difficult situation, forcing them to feel they must choose between their children’s health and emotional needs or their academic needs.

As for the children, when confronted with rapid instructional changes, they were able to utilize their online literacy skills and families were forced to adapt their work and daily routines to accommodate at-home learning.  This pandemic could bring permanent changes to the way education is delivered; a demand for online education for children and youth could persist even after a vaccine is developed.

Our society is experiencing more awareness and respect for socio-cultural diversity, particularly in Western societies.  Modern scientific advancements have paved the way for rapid vaccine developments, but globally, we have yet to abolish racism and marginalization.  UNESCO recently published an article, “The socio-cultural implications of COVID-19,” affirming how the pandemic has necessitated global solidarity and intercultural engagement, a need that was previously unacknowledged.  As individuals, we are adjusting our everyday lives so that we can thrive amidst the pandemic while as a society we are learning to advocate for inclusion, diversity, and respect for all people.  The evidence of these changes can be seen just by opening social media and observing how large corporations are taking responsibility for their role in promoting an equitable society.

The biggest changes in my own life are in my fitness routines, eating habits, and preferences for social activities.  My family and I have modified our everyday lifestyle to coincide with a new collective reality in Canada.  In January I spent hours every week at our local recreation center for both my own physical health and for sports programs my children participated in.  With fitness centers being closed or running with limited capacity, I now must make a conscious effort to include outdoor activities like biking, walking, or swimming into my daily routine.  A typical day in January would have meant school lunches for my children and a stop at Tim Hortons for coffee while commuting to university.  With government mandated orders to stay at home, I find myself restocking the pantry non-stop and have doubled my daily coffee intake.  My motivation and creativity in the kitchen is being fueled by an abundance of recipes and meal plan ideas posted online with the hashtag #HomemadeTastesBetter.  My friendship and social networks have become smaller but even more important to me as I try to hang onto feeling like a valued member of my local community.  I am also more aware of social inequalities and actively considering ways I can engage in conversations about diversity with my future students.

It has been said that “If we want to begin to transform our everyday lives for the better, perhaps we need to consider more closely how we think, talk about and represent them: to see the everyday not as the eternally tedious or bathetically comic residue of contemporary life, or simply as a sphere of overlooked ordinariness, but as the real space in which we lead our actual lives.” Moran (2005)

When thinking about the small changes we have all made to our everyday lives, I am hopeful for the future and how even small adjustments might have a lasting impact on our society in the future.

References:
Moran, J.  (2005).  Reading the Everyday, Taylor & Francis Group, 2005.  ProQuest Ebook Central. Retrieved from: https://0-ebookcentral-proquest-com.aupac.lib.athabascau.ca/lib/athabasca-ebooks/detail.action?docID=254243.
Staff, T.  W.  (2020, May 24).  “How pandemics change society.” in The Week. Retrieved from https://theweek.com/articles/915738/how-pandemics-change-society.