1 00:00:00,000 --> 00:00:10,543 2 00:00:10,543 --> 00:00:12,710 JOHN J. DEGIOIA: We've been engaged in the Engelhard 3 00:00:12,710 --> 00:00:14,000 Project now for a decade. 4 00:00:14,000 --> 00:00:16,920 5 00:00:16,920 --> 00:00:19,430 We've been able to engage in this work because 6 00:00:19,430 --> 00:00:21,290 of this extraordinary project that 7 00:00:21,290 --> 00:00:25,250 has involved so many members of our faculty in collaboration 8 00:00:25,250 --> 00:00:27,590 with our colleagues in Student Affairs 9 00:00:27,590 --> 00:00:30,980 to ensure that we are providing the strongest 10 00:00:30,980 --> 00:00:34,400 possible framework to the flourishing of each 11 00:00:34,400 --> 00:00:36,753 and every student here at Georgetown. 12 00:00:36,753 --> 00:00:39,420 EDWARD MALONEY: Engelhard is one of our most important projects. 13 00:00:39,420 --> 00:00:41,780 One of the things that CNDLS has been 14 00:00:41,780 --> 00:00:45,530 able to do with the Engelhard Project is challenge the way 15 00:00:45,530 --> 00:00:46,965 that we approach all of our work. 16 00:00:46,965 --> 00:00:48,590 We're a center for teaching excellence, 17 00:00:48,590 --> 00:00:50,540 we're a center for technology innovation, 18 00:00:50,540 --> 00:00:52,550 we're a center for assessment and analytics. 19 00:00:52,550 --> 00:00:55,910 And Engelhard has brought to the forefront, in all of that work 20 00:00:55,910 --> 00:00:57,710 and all of those projects, the idea 21 00:00:57,710 --> 00:01:00,380 that health and well-being for students, for faculty, 22 00:01:00,380 --> 00:01:02,720 and staff at the University is an important part 23 00:01:02,720 --> 00:01:05,600 of how we do a work of how we think about what it means 24 00:01:05,600 --> 00:01:08,060 for Georgetown to be a world-class institution 25 00:01:08,060 --> 00:01:09,560 of higher education. 26 00:01:09,560 --> 00:01:11,960 SALLY ENGELHARD PINGREE: What was so wonderful and unique 27 00:01:11,960 --> 00:01:14,300 about this particular pedagogy was 28 00:01:14,300 --> 00:01:18,080 that having the subject of student health and well-being 29 00:01:18,080 --> 00:01:23,540 infused into the actual classroom, both sides 30 00:01:23,540 --> 00:01:26,270 of the campus were to come together and really focus 31 00:01:26,270 --> 00:01:28,812 on educating the whole person. 32 00:01:28,812 --> 00:01:30,770 TODD OLSON: Georgetown, as a Jesuit university, 33 00:01:30,770 --> 00:01:33,930 has always been committed to educating the whole person. 34 00:01:33,930 --> 00:01:36,620 And I think this project is one of the most powerful and most 35 00:01:36,620 --> 00:01:39,110 visible ways we've brought that to life 36 00:01:39,110 --> 00:01:42,830 because it does connect the personal and the academic. 37 00:01:42,830 --> 00:01:44,330 It connects the experience living 38 00:01:44,330 --> 00:01:46,370 in a residence hall on a Saturday night 39 00:01:46,370 --> 00:01:49,670 with an intellectual discussion on a Tuesday afternoon. 40 00:01:49,670 --> 00:01:52,127 And so, in terms of living out our mission, 41 00:01:52,127 --> 00:01:53,960 I don't think there's much we do that's more 42 00:01:53,960 --> 00:01:57,230 powerful than engaging students and faculty and health 43 00:01:57,230 --> 00:01:59,523 professionals in this kind of shared work. 44 00:01:59,523 --> 00:02:01,190 JOHN J. DEGIOIA: The core of what we are 45 00:02:01,190 --> 00:02:04,640 takes place in the interaction between our students 46 00:02:04,640 --> 00:02:08,330 and our faculty, and when you create an environment where 47 00:02:08,330 --> 00:02:13,250 it is normal, it's appropriate, it's encouraged, 48 00:02:13,250 --> 00:02:16,880 it's valued to talk about the kinds of challenges 49 00:02:16,880 --> 00:02:19,340 that every one of us faces, I think 50 00:02:19,340 --> 00:02:22,160 this provides a much healthier environment 51 00:02:22,160 --> 00:02:23,632 for our entire community. 52 00:02:23,632 --> 00:02:25,340 ALISA CARSE: I teach philosophy, but when 53 00:02:25,340 --> 00:02:29,100 students aren't thriving, they can't learn in my classes. 54 00:02:29,100 --> 00:02:31,610 So part of my job as a teacher is also 55 00:02:31,610 --> 00:02:34,880 to say what's getting in the way of my students learning? 56 00:02:34,880 --> 00:02:39,230 If you bring in discussions around things like obstacles 57 00:02:39,230 --> 00:02:42,590 to flourishing, all sorts of issues come onto the table-- 58 00:02:42,590 --> 00:02:46,370 things like struggles around sexual orientation, 59 00:02:46,370 --> 00:02:50,690 feeling invisible on campus, depression, substance abuse, 60 00:02:50,690 --> 00:02:51,440 troubles at home. 61 00:02:51,440 --> 00:02:53,990 And getting them to think about that in conjunction 62 00:02:53,990 --> 00:02:57,110 with rigorous philosophical materials 63 00:02:57,110 --> 00:02:58,370 brings the materials to life. 64 00:02:58,370 --> 00:03:02,060 It also brings the philosophy back out into their lives. 65 00:03:02,060 --> 00:03:04,640 JOHN WRIGHT: Quite often, when students are experiencing 66 00:03:04,640 --> 00:03:06,860 emotional or psychological distress 67 00:03:06,860 --> 00:03:10,250 or whatever it may be, there's always this notion of, 68 00:03:10,250 --> 00:03:12,050 I'm the only one. 69 00:03:12,050 --> 00:03:15,020 No one else feels like or is thinking like or experiencing 70 00:03:15,020 --> 00:03:15,530 like me. 71 00:03:15,530 --> 00:03:17,447 HEIDI ELMENDORF: There's a sense at Georgetown 72 00:03:17,447 --> 00:03:20,480 that the way you should portray yourself is as perfect. 73 00:03:20,480 --> 00:03:23,540 Everything's good with me, I'm doing fine in my classes, 74 00:03:23,540 --> 00:03:26,000 my family life back home is fine, I'm fine, 75 00:03:26,000 --> 00:03:29,360 my friends are fine, all's good. 76 00:03:29,360 --> 00:03:33,050 And they think they're the only one who's 77 00:03:33,050 --> 00:03:34,467 portraying that falsely. 78 00:03:34,467 --> 00:03:36,050 They know they're doing it themselves. 79 00:03:36,050 --> 00:03:38,000 They know they're portraying themselves as perfect when they 80 00:03:38,000 --> 00:03:40,070 don't feel it inside, but somehow they're 81 00:03:40,070 --> 00:03:42,877 convinced that for everyone else, it's actually authentic, 82 00:03:42,877 --> 00:03:44,960 and everyone else actually is perfect around them, 83 00:03:44,960 --> 00:03:46,460 and they're the only ones. 84 00:03:46,460 --> 00:03:48,650 JASON TILAN: I have observed and experienced 85 00:03:48,650 --> 00:03:51,800 students changing their approach to me and to the class 86 00:03:51,800 --> 00:03:54,650 once I've opened up, and I think it sort of has 87 00:03:54,650 --> 00:03:56,660 a ripple effect in terms of creating 88 00:03:56,660 --> 00:03:59,060 a place for the students to be honest 89 00:03:59,060 --> 00:04:00,475 with themselves and with us. 90 00:04:00,475 --> 00:04:01,850 EDILMA YEARWOOD: It's interesting 91 00:04:01,850 --> 00:04:04,058 because I think I've changed because of the Engelhard 92 00:04:04,058 --> 00:04:05,120 courses also. 93 00:04:05,120 --> 00:04:08,690 And I think I've been much more open with them 94 00:04:08,690 --> 00:04:13,490 about self-care well-being prevention. 95 00:04:13,490 --> 00:04:16,160 So I think they've learned that it's 96 00:04:16,160 --> 00:04:19,459 OK to talk to a faculty member about some of these things. 97 00:04:19,459 --> 00:04:22,730 This faculty member is not in front of the class lecturing 98 00:04:22,730 --> 00:04:26,150 in the traditional way. 99 00:04:26,150 --> 00:04:28,740 You're just engaging them in a different way. 100 00:04:28,740 --> 00:04:30,800 ALISA CARSE: There can be this moment that 101 00:04:30,800 --> 00:04:33,410 is like a present silence in the classroom, where 102 00:04:33,410 --> 00:04:37,400 you feel everyone is focused and everyone is attentive. 103 00:04:37,400 --> 00:04:39,560 If you can use that magic moment, 104 00:04:39,560 --> 00:04:42,140 you can have a really collaborative, 105 00:04:42,140 --> 00:04:44,270 constructive discussion. 106 00:04:44,270 --> 00:04:46,700 And when I tell stories, that often happens. 107 00:04:46,700 --> 00:04:49,590 If students share stories, that will happen. 108 00:04:49,590 --> 00:04:52,220 I think it fosters a partnership with the students 109 00:04:52,220 --> 00:04:54,380 so that they trust me more. 110 00:04:54,380 --> 00:04:56,390 They're going to open up to me more. 111 00:04:56,390 --> 00:04:58,640 I'm inviting them to do so within bounds, 112 00:04:58,640 --> 00:04:59,723 and it's really inspiring. 113 00:04:59,723 --> 00:05:01,848 HEIDI ELMENDORF: I don't think you can legitimately 114 00:05:01,848 --> 00:05:03,350 invite your students into this space 115 00:05:03,350 --> 00:05:06,450 if you're not willing to join them in this space. 116 00:05:06,450 --> 00:05:10,860 And I think that by doing so, that instantly 117 00:05:10,860 --> 00:05:13,800 changes the dynamic, and it very much becomes 118 00:05:13,800 --> 00:05:18,990 an "us" as a community, as opposed to a "me" in them. 119 00:05:18,990 --> 00:05:21,570 I start the Engelhard Project in the class 120 00:05:21,570 --> 00:05:25,650 by emphasizing the openness of the space, and in doing so, 121 00:05:25,650 --> 00:05:28,920 I share with the students my own struggles with depression. 122 00:05:28,920 --> 00:05:34,050 They think I'm wildly upbeat and cheerful every morning at 8:30 123 00:05:34,050 --> 00:05:38,220 when we meet for a class, and to understand that a faculty 124 00:05:38,220 --> 00:05:40,590 member is also struggling with mental health issues, 125 00:05:40,590 --> 00:05:43,890 I think, instantly changes their perception 126 00:05:43,890 --> 00:05:48,190 about who our community is and who they can be. 127 00:05:48,190 --> 00:05:51,630 And so I never shared that with anybody 128 00:05:51,630 --> 00:05:53,640 before the Engelhard Project. 129 00:05:53,640 --> 00:05:57,930 Now I share it with 240 students every fall. 130 00:05:57,930 --> 00:05:59,740 Because I don't think it's a weakness-- 131 00:05:59,740 --> 00:06:03,840 I think it's part of who I am, and it doesn't define who I am, 132 00:06:03,840 --> 00:06:05,970 but it changes who I am for my students 133 00:06:05,970 --> 00:06:11,507 because I'm irrevocably just a person after that moment. 134 00:06:11,507 --> 00:06:13,590 JOHN WRIGHT: Being a part of the Engelhard program 135 00:06:13,590 --> 00:06:17,490 has really given me, I think, a greater voice. 136 00:06:17,490 --> 00:06:20,250 137 00:06:20,250 --> 00:06:23,730 I can't really tell you how much it's 138 00:06:23,730 --> 00:06:26,880 increased my professional confidence 139 00:06:26,880 --> 00:06:31,230 to be able to walk in to a setting that typically is seen 140 00:06:31,230 --> 00:06:34,920 as being sort of off-limits for staff, 141 00:06:34,920 --> 00:06:38,640 and then to share knowledge that I've accumulated 142 00:06:38,640 --> 00:06:43,230 for the past 15-20 years as a mental health professional, 143 00:06:43,230 --> 00:06:46,157 and to be received in a positive light. 144 00:06:46,157 --> 00:06:48,240 JASON TILAN: Being a part of the Engelhard Project 145 00:06:48,240 --> 00:06:52,530 gives me a license to care about the students. 146 00:06:52,530 --> 00:06:55,890 It gives me a license to impact them and engage them 147 00:06:55,890 --> 00:06:57,750 in this particular manner. 148 00:06:57,750 --> 00:07:02,490 I can be explicit about wanting them to be good people. 149 00:07:02,490 --> 00:07:07,440 As simple as that sounds, that is my primary goal-- 150 00:07:07,440 --> 00:07:09,870 to see if I can help make good people. 151 00:07:09,870 --> 00:07:12,120 ALLYN ROSENBERGER: I've met some of my closest friends 152 00:07:12,120 --> 00:07:13,500 in the Engelhard courses. 153 00:07:13,500 --> 00:07:16,350 I've encouraged underclassmen to take these courses because I 154 00:07:16,350 --> 00:07:18,750 really believe that it's what sets Georgetown apart 155 00:07:18,750 --> 00:07:20,062 from other universities. 156 00:07:20,062 --> 00:07:22,020 You're not just getting an academic experience, 157 00:07:22,020 --> 00:07:24,540 but you're really getting a holistic experience. 158 00:07:24,540 --> 00:07:27,090 TODD OLSON: I believe we're at our best as a university 159 00:07:27,090 --> 00:07:30,840 when we focus on coherence, when we focus not only holistically 160 00:07:30,840 --> 00:07:32,730 in the experience of an individual student, 161 00:07:32,730 --> 00:07:35,700 but holistically in the work of education and formation 162 00:07:35,700 --> 00:07:37,450 that we're doing together. 163 00:07:37,450 --> 00:07:39,990 And so when I see our student health professionals 164 00:07:39,990 --> 00:07:42,960 sitting down with faculty members, both of them 165 00:07:42,960 --> 00:07:46,200 excited, both of them creative, designing together 166 00:07:46,200 --> 00:07:49,090 a powerful learning experience for our students, 167 00:07:49,090 --> 00:07:50,450 I'm really encouraged by that. 168 00:07:50,450 --> 00:07:52,950 JOHN J. DEGIOIA: We are building from these experiences that 169 00:07:52,950 --> 00:07:56,250 began in CNDLS and began with the Engelhard Project, 170 00:07:56,250 --> 00:07:59,220 and now we're enabling us to ask, where can we 171 00:07:59,220 --> 00:08:01,860 take what we've learned from this experience 172 00:08:01,860 --> 00:08:04,830 and bring it across our entire university? 173 00:08:04,830 --> 00:08:07,620 On behalf of all of us here at Georgetown, 174 00:08:07,620 --> 00:08:12,690 I wish to express our deep and sincere appreciation 175 00:08:12,690 --> 00:08:16,530 to Sally Engelhard Pingree for her exceptional leadership 176 00:08:16,530 --> 00:08:19,770 and support of us, the continuity of commitment 177 00:08:19,770 --> 00:08:24,030 over the course of this decade, and to her co-founder 178 00:08:24,030 --> 00:08:27,660 of the Bringing Theory to Practice initiative, Don 179 00:08:27,660 --> 00:08:29,010 Harwood. 180 00:08:29,010 --> 00:08:31,020 We're grateful to them both for everything 181 00:08:31,020 --> 00:08:33,809 that they've made possible here for us at Georgetown, 182 00:08:33,809 --> 00:08:36,710 and to American higher education. 183 00:08:36,710 --> 00:08:46,000