SA: Resolution 40 Recommendations to Faculty Regarding Mental Health and Well-Being of Students

Whereas, mental health is central to the academic mission of the university;

Whereas, studies have shown that students have identified academics as the most constant source of stress for university students (“Personal Assessment of Stress Factors for College Students”, Journal of School Health);

Whereas, research on depression and mental health has shown that many suicide attempts were the result of sudden impulses and deteriorations caused by high intensity factors in people who already had mild cases of depression (“Golden Gate Bridge and Marin County suicide statistics”, Jenna Fussell and Maggie Louie);

Whereas, students, faculty and staff who are physically and emotionally well are able to optimize their academic and personal potential;

Whereas, stress has an effect on one’s physical, emotional and cognitive functioning and when stress builds it can negatively affect mental health and physical functioning and may create anxiety, depression or suicidal thinking;

Whereas, students report stress as the #1 health impediment to academic success;

Whereas, the recommendations put forth by this resolution are being supported by the Student Assembly Committee on Residential Life and the Joint Assemblies on Multicultural Issues committee;

Whereas, the Committee on Mental Health and Welfare and Gannett Medical Services have identified the issue of stress and mental health as a critical aspect of student life that needs to be addressed;

Whereas, on April 5, 2010, President Skorton said himself in a Cornell Daily Sun column that he believes the university as a whole needs to “consider the totality of the student experience�I call on my colleagues in the faculty, staff and student body of Cornell, as well as our alumni, to focus on the myriad aspects of student life that together frame the experience of our 20,600 students”;

Whereas, in the aforementioned address, President Skorton specifically addressed faculty, stating: “I call on faculty members to reflect on the classroom environment as well as grading practices, the academic calendar, and advising systems. I ask that faculty think about ways to create a supportive context for students without comprising the academic excellence and rigor that you have achieved”;

Whereas, professors have the ability to influence the classroom environment and thereby limit unnecessary academic stress for students;

Be it therefore resolved that the Student Assembly respectfully proposes that the faculty adopt the following actions to create a healthier, more supportive environment for students:

• Faculty within colleges and departments are encouraged to coordinate prelim, paper, and project due dates to avoid conflicts and allow students adequate time to prepare for each
• Establish a precedent of having make-up examinations be at least a week away from the original test date (either before or after)
• Provide in their syllabus a universal statement vowing to consider the student experience and stating their commitment towards the accommodation of students in regards to classroom affairs
• Additionally provide in this statement a formalized mechanism to request a change in a prelim date, a change in due date for a paper or other turned in assignment, and/or a makeup examination
• Faculty be encouraged to provide the specifics of the above mechanism(s) in their syllabus and discuss such measures briefly during the first day of class;

Be it further resolved, that the faculty provide a clarification as to the instances when accommodation is objectively necessary, and in making their decision as to what situations to include they should keep in mind those instances including, but not limited to:

• Situations where students have an unusually high amount of work/exams/assignments due in multiple classes in a short period of time
• Situations when students are having personal issues outside of the classroom
• Situations where students will be absent from campus or extremely occupied with extracurricular activities such as sports, conferences, tournaments, or other events that enhance their university experience in a productive way;

Be it further resolved� that the Student Assembly make their recommendation on behalf of students to faculty as to when they believe accommodations should be made, and that these specifics are:

• Situations where students have three or more items worth more than 20% of their final grade in any number of classes in a 96 hour span,
• Faculty will honor requests made 2 or more weeks in advance of the prelim/assignment date;

Be it further resolved, that upon passing, this resolution be forwarded to the Dean of Students, the Dean of Faculty, the Chair of the Faculty Senate, the Chair of the Educational Policy Committee, the Director of Mental Health Initiatives at Gannett Health Services, and the Vice President for Student and Academic Services;

Be it finally resolved, that in evaluating the issues set forth in this resolution from both the student and faculty vantage points, faculty engage in an open dialogue both with one another and with the student body as a whole to develop a structure in which these ideas may manifest themselves in a way to benefit the entire Cornell community.

Respectfully submitted,

Roneal Desai ‘13
Student Assembly Minority Representative At-Large

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