Month: February 2026

Colby Student Wellness (4.8)

February 24, 2026 / khansen

College life can be hectic. How can we find time to take care of ourselves and stay well? Sometimes we feel guilty when using time to relax and recharge, as if our time “should” be dedicated elsewhere. In actuality, taking small steps to sustain our wellbeing each day can prevent burnout and give us more energy and contentment in the long run.

WELLBEING FROM THE GROUND UP

NOURISH YOUR FOUNDATION. Our ability to give our best to activities and relationships arises from our state of emotional and physical wellbeing. When we are well-rested, connected with support systems, and nourished in body and mind, we are better able to channel our energy to meet the demands of the moment. When we neglect these basic needs, stress, illness, and burnout can follow.

MINI WELLNESS BREAKS. Between classes, clubs, sports, and jobs, it is a lot to juggle. When exploring a new wellness practice, it can be wise to start small. Sometimes a few well-spent minutes are all we need to recenter and find calm. A short walk, some deep breathing, and stretching our bodies all can help us feel less frazzled. What follows are three more simple practices that nourish wellbeing through appreciation for: the world around us (awe), our community & people (gratitude), and ourselves (hygge).

WORLD: SEEK AWE. One mini practice, known as an “awe break,” fosters feelings of wonder and admiration for the world around us. In moments of awe, we can transcend our usual sense of self through sensations of connection to something larger. Many things can inspire awe — experiences of nature, the arts, music, acts of kindness (“moral beauty”), and more. Colby has a beautiful campus, full of remarkable resources and people. Pausing for an awe break is an intentional choice to direct our attention to these details around us — mountains on the horizon, sounds and sights of wildlife, light and shadow on the landscape. Inward focus shifts outward, cultivating feelings of awe that are associated with:

Reduced stress & depressive symptoms
Increased generosity & compassion
Decreased inflammation, for physical health

COMMUNITY: EXPRESS GRATITUDE. Another simple practice to slip into a busy schedule is taking a few moments to express gratitude. Journaling, quiet self-reflection, or a thank you note: appreciation can be expressed in many ways. Practicing gratitude regularly can gradually shift how we perceive and react to the world by growing habitual awareness of what and who enriches our lives. A grateful lens becomes our default vantage point, associated with:

Reduced stress & anxiety
Strengthened relationships & social bonding
Improved sleep & immunity

SELF: ENJOY HYGGE. A Danish practice called hygge (pronounced “hoo-gah”) embraces the value of slowing down and nestling into a peaceful atmosphere, especially in the winter months. Yet finding these quiet spaces to unwind can be challenging on a busy campus. To retreat from the flurry around us, all are welcome to come relax in our Student Wellness Space (Garrison-Foster 208). Curl up in a comfy spot and sip our tea or hot cocoa, amid mellow lighting, mindfulness tools, art activities, games, books, and more. Embrace the coziness of hygge and come unplug, take a nap, or even practice yoga, and decompress from busy campus life.

CONNECT WITH US. The Garrison-Foster building is the hub for student wellbeing on campus. On the 2nd floor are the offices of Student Wellness, Outdoor Education, and Counseling Services, with staff, spaces, programs, and resources to support your mental health and holistic wellbeing.

FURTHER RESOURCES

Brown University Health. “Embrace Hygge & Learn to Love Winter.”

Greater Good Science. “The Science of Awe.”

Greater Good Science. “The Science of Gratitude.”

FACULTY FAUCET

As the saying goes, “you cannot pour from an empty cup.” Safeguarding time for wellness practices like these is equally foundational for faculty and staff, to fulfill our roles in supporting students. Doing so also affirms the value of these practices and models the prioritization of balance and wellbeing. Reach out to the Office of Student Wellness ([email protected]) to explore ideas and collaborate.

The University of Pittsburgh makes some suggestions about how faculty can help foster student wellness, including setting assignment due dates as 9 or 10 PM instead of midnight to encourage healthy sleep patterns. For more ideas, see the U Pitt article “10 Ways Faculty and Staff Can Promote Student Wellbeing.”

Active studying (4.7)

February 9, 2026 / khansen

Have you ever spent a lot of time studying but you the material didn’t really stick with you? That often happens when a study technique is passive instead of active. To engage more actively in your studying — and increase your chances of truly retaining information — try these active studying techniques instead!

ACTIVE VS. PASSIVE STUDYING

ACTIVE STUDY LEADS TO LEARNING. Passive studying does not require you to think deeply about course material, whereas active study strategies require deep engagement. As a result, active studying allows for more long-lasting learning and true understanding of concepts.

For example, a passive strategy is to reread course notes, highlighting information. A more active study strategy would be to summarize key information from your notes by writing it down in the margins, and seeking out the professor for any questions that you have about that material.

Another example is if you’re in a class that assigns problem sets, a passive way of studying is to watch someone else (your professor, your TA) solve a problem. A more active approach is solving the problem yourself.

ACTIVE ENGAGEMENT. When you’re actively engaging with course material, you’re understanding the “how” and “why” as well as the “what.” Active engagement involves making connections to what was said in lecture, and to what class readings include. It also means coming up with your own examples.

READING IS CLASS PREP. Assigned readings are important for transmitting information or, in the case of literary readings, providing essential experiences upon which to build discussions and analysis. So, make sure to do your assigned reading to help prepare you with the knowledge you need to get you ready for class. But note that reading isn’t the same as studying.

ACTIVE STUDYING TECHNIQUES

CREATE YOUR OWN STUDY GUIDE. Some courses provide study guides, but even in those cases, an excellent way to learn is to create a study guide of your own. Why? Doing so makes you prioritize the key concepts of a course, and formulating your own questions encourages you to write complete answers. In turn, that can clue you in as to where you have knowledge gaps. Creating your own self-quiz is another similarly active studying technique.

BE THE TEACHER. Explain course information out loud as if you were teaching someone the material. The trick here is to speak out loud, because we process information differently when we put ideas into spoken words than if we’re silently thinking. Even if you don’t have anyone to teach for real, pretend that you’re teaching someone (even a stuffed animal can be a stand-in “student”).

MAKE CONCEPT MAPS. Concept maps are just visual representations of information. They include things like timelines, flowcharts, or even circled phrases with arrows to indicate how they connect other ideas. With concept mapping, the key is to focus on how concepts relate to each other.

When making a concept map, start with higher-level concepts and ideas. Then, chunk information by grouping details and examples with those higher-level concepts.

To use concept maps when studying, explain each part of the map you made to yourself, either aloud or in writing. This will make you think more actively about the concepts and how they interrelate.

FURTHER RESOURCES

University of North Carolina at Chapel Hill. “Studying 101: Studying Smarter, Not Harder.”

University of Pittsburgh Dietrich School of Arts & Sciences. “Active vs. Passive Study.”

FACULTY FAUCET

How can you help students to engage in active studying? One way is to model the kinds of thinking in which you’d like them to engage. That might mean:

Showing students how to break down a practice/exam question. Annotate the question, putting it into simplified terms or drawing a visual of it. Encourage students to do the same when they encounter similar questions.
Having students create an example concept map. During class time, put students into small groups to create a concept map of important information. Having a member of each group talk through the map to the whole class can help you see how each group understands course material, and can provide students with practice in concept mapping.

Want more ideas? “5 Ways to Teach Students the Skill of Active Studying” from Edutopia is written by a high school science teacher, but his advice in how to help students study resonates across collegiate students, too. Access that essay via the QR code above.