Ronda Sturgill (The University of Tampa); Suzanne Ensmann (The University of Tampa); Lina Gomez-Vasquez (The University of Tampa); Aimee Whiteside (The University of Tampa)

This presentation discusses the impact on health and wellness of faculty and students transitioning to remote learning during the COVID-19 pandemic. Faculty (N=242) and students (N=711) at a mid-sized southeastern private institution were surveyed midway through the Spring 2020 semester. Using exploratory research, participants answered closed and open-ended questions related to health, wellness, and overall experience. After the semester, faculty (34%) and students (46%) reported being worried, struggling, or in a dark place. Stress coping mechanisms, tools to support physical health and mindfulness strategies varied. A faculty member stated, “We had 2 different group projects across different student groups in my course to foster connections, and their exit essays identified that for most students, these groups were essential to managing their mental health as connected study groups.” A student responded, “When we did more discussions during video sessions, I felt more mentally engaged in class and less distractedby being home”. Only 37% of faculty and 29% of students used wearable technology (Fitbits) to support physical activity and mindfulness. Recommendations to support wellness in remote learning will be provided.

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