Mental Health Button in Canvas

My name is Jocelyn Woodmer. I'm with Texas A and M. We put a mental health button into Canvas in February of this year, and I'm going to acknowledge Isabelle Elizalde, who was very instrumental in this, and I'll talk about some of some of her involvement, towards the end of end the presentation, but, she's now an assistant director at Portland State. So, anyway, I just wanna make sure that Isabelle is recognized and among us. So if you have questions afterwards, that's where you go. So this, this has been really neat project of all of the things that has have fallen under me in my role at Texas A and M over the last couple of years supporting remote instruction, making the transition to canvas, a DOJ audit with accessibility, all the really hard things.

This was the easiest and certainly the most fun and has gotten the most end. So I'm excited to have been given a chance to speak about this today. And again, I'm sorry that my co presenter and really the the genesis of this idea not with us, but she has an internship with the DOJ in Washington, DC, and just, you know, couldn't couldn't take the days away. So I wanna first start out by talking a little bit about and framing the mental health crisis that is, amidst us particularly in higher as we grapple with this challenge and think about innovative ways where we can meet students where they are and support faculty and give faculty the tools that they need as as they do what they do best in the classroom. So in a recent study by, recent study that EAB published, this was published, I believe, in May, this year, among the top five or among the biggest issues that university administrators, saw as consequence, consequential to their roles as as leaders both to the academic mission of the institution and the financial, financial, viability of an institution tackling tackling the escalating mental health crisis is among the is the very top.

So it it it is the top well above student enrollment issues. I just came from Absa this morning, talking a lot about of, enrollments, opportunities, thinking about staff retention, thinking about the value of the degree, all of that comes after the mental health crisis. So if you haven't seen this study yet, I put the the source up there. If you haven't seen this, it's a it's a blog actually that EAV put out, and it's pretty, Googleable. So, be sure to check out because it puts it in really clear and simple terms what we're dealing with, and and why this is, a top of mind for university administrators.

We also something during COVID where we transitioned so many of the wraparound support services for students online who, is engaged with a math learning center, a writing center, career center. Anybody? Yes, some hands. So all of those we transitioned online during COVID in addition Texas A and M, we transitioned, you know, something like twenty thousand course sections online for about two years. And what we found through COVID and after COVID is that students actually leverage these resources more frequently and in greater numbers when they are online. Why? Yes.

That's the word. So even at a very, very traditional bricks and mortar institution with a rich history of of teaching in the class, rooms such as Texas AM, such as so many R1 institutions in particular, what we found during COVID and Texas AM is not unique in this front is that students were leveraging these resources and probably wouldn't have leveraged these resources had they been face to face. So we launched a virtual math learning center COVID, and I don't think there's a whole lot of activity that happens in the face to face. The writing center, when we put zoom in play, in twenty nineteen, week over week, they were the largest user of zoom, and that was pre COVID and they continue to be. And of these services found that they actually serve students better too.

Online because of the tools that these because of the features that these tools afford, so during COVID, we we saw this this genesis of intentional virtual spaces or kind of happenstance virtual spaces that have now turned into very intentional virtual spaces. And this is taking hold as we look at spaces across campus. Across campuses. We've got campuses who are looking at, reusing space, rehabilitating space, thinking about how hybrid plays into the campus dynamic and this this thirst for flexibility that students have. So we can think about then, do we need a full mental health suite with multiple offices to support ninety staff or whatever it is.

I know that's very aspirational, and it would be difficult to to staff at ninety. But that's these are some of the the real opportunities with space too when we think about being intentional with these spaces. So we also saw the genesis with this as future of workspaces, how students are studying and spaces that they will likely transition into the workforce in but I'm gonna focus on mental health and well-being. So again, this is something that if we're very intentional and thinking about the dynamic between a virtual for students in the physical space where there are mental health resources that need to be accessed, face to face and in a clinic setting and all kinds of parameters on that front. But if we can think across spaces, it continue on their real opportunities.

So this really is the Genesis of this came during COVID, as we transitioned all of these support services online just out of necessity. So the ask, this is on the left hand side. You see Ellie Rictor and Case Harris, that case a student body president last year at Texas A and M. Ellie was part of his cabinet. She's now the student body vice president in this administration.

And for those of you who say it's not worth my time to work with student government, I hope if you leave with nothing else. This is a testament to why it is. There are so many layers and threads and such depth to student government these days that the students put in place. Ellie's I've been working with Ellie for three years. So this they they really understand and succession probably in ways that we don't think about and certainly don't give them credit for.

I hear a lot from university administrators that you don't get very far working students, and I hope this is a tale that you certainly do, and they come back to you if you make yourself available through any sort of DM form, they'll find you. And then on the right are a couple of other student senators. They actually came to me with a a separate app they were very interested in nudges in the relationship to mental health. So lots of issues with mental health. Both of these groups sided suicides on campus, as a driver of of why they wanted this this these features.

So Ellen Case came to me. They knew that we released a template every semester in Canvas. That was something we did from the onset of our our implementation of Canvas and we did that because for really accessibility reasons, like I said, we had a a DOJ audit and that was part of our strategy to sure accessibility. Again, something that Isabelle on the back can tell you way more about because this was under under her purview. But they so the students knew we released this template, and they obviously saw it in different permutations because the fact l t had the ability to enhance it.

We we used the word enhance with faculty. So they came to me and said, can we put a button template. And I was like, sure. Absolutely. But I cannot be the the curator of the mental health resources way out my lane.

I have a master's in public health, but that's not my lane at the university. So I said, you know, this is gonna be something you're gonna go to this group, and this group, and this group, and we talked through what the governance would look like. And what I said to Case, I say you've got three months for this to be part of your administration. I said, I think we can do it, but you're gonna have to work quickly. And that's because we release template you know, about six months before the actual semester started.

So we needed all this in place by March of this year for Case to be able to see it, in Canvas. So, the stars aligned and, you know, task forces were set up kind of separate from this ask. And, we the central Marcom and a a group out of our our Tamu Health got the resources curated in terms of personas. We use SSP, which I believe is now tell us health as of this month. I apologize.

I probably don't have that fact right. So that's an additional tool that is linked, which I'll talk a little bit about. But that's the twenty four by seven virtual care platform that the tech Salem's system subscribes to. So we had two resources. We had curated, personas that central Marcom was putting together, and then this my SSP, which was the actual care portal.

And so that's, how how things started come together in terms of of the resources. This is what you see here, and the lights are maybe on this side, it's a little better to see so this is the gift. This is the the mental health button in Canvas. Part of the strategy that the university started to think about was when the students came to me, they said Canvas. Why? That's where we spend all of our time.

And in the same week, I had this speaker of the faculty sent. It said, no faculty use Canvas. They're only using it for grades. You know, nobody exit. I have this kind of like sub sub narrative.

And, this actually became a way of of brokering those perspectives and demonstrating to particularly to the faculty and the faculty senate that the students are in Canvas and they're in Canvas so much that they're asking for this resource that, you know, on its face is an act is not an academic source, and and that really started to turn the corner with the faculty senate. So that was the that's part of this story that I wanna make sure is told is the importance of governance, not just student govern governance, but also, faculty governance, and those of us in these unique roles actually can serve as brokers. We assume they're talking to each other and off, you know, I I found out through this process, they're not. And so this was a really cool opportunity bring them together. So what you see here, on the UX of this of this button is, so it's it's on the the left side nav.

Part of our discussions evolved with with Ellie in case was that we they wanted to make sure that the button couldn't be cleared out. And one of our driving forces behind the template is equity and student experience because we heard during the pandemic, that students didn't know where to get help. And so, we we spent a lot of time very intentionally thinking about how do we curate student resource is in the template, and we got a lot of student feedback. So this became that's why they, you know, that's really why they came to me, is they wanted it part of that kind of second fold of the front page of the template. And but we talked a lot about, you know, what if faculty clear this out and a student knows it's here and can't find it.

That's, you know, it's a it's a resource they they need. That's not a situation we wanna be in. So we were able to work with our customer success manager and our, admins, our canvas admins to get this button in place. The real estate is is small, and so we've got two components this. We've got a link to those resources that Central Marcom put together, and then we've got a link to my SSP.

And I'm gonna talk a little bit about the digital footprint of this because it's very fragmented. If you're a university administrator, you're like, oh, great. We got mental health resources in Canvas. Well, we actually it's it becomes fragmented from the web and the mobile version, and that's, my big message to instructure on this one is it it stops short, from the student experience because we've got some limitations in the Canvas mobile app. So, to overcome some of that, then we put the QR code to the app for my SSP.

So students at AMM, we have, on average, students have about four devices connected to the internet. So we're, rolling the dice that they've got two devices at a time, and they can hold their phone up, scan the QR code, and then be taken to my SSP. So this is this is what it looks like from the student of it is, of course, available to everybody in Canvas because of the way it's integrated into the global nav. So in terms of the fractured fragmented digital experience. And this is something, that that Isabel spent a lot of time thinking about, and I I we just kinda came to a hard stop on it.

Unfortunately, in in terms of turning this into an exclusively mobile experience for students. So on the web, you're accessing the mental health button in canvas, it doesn't exist in the in the mobile version. The little buttons on the bottom to put this button on the bottom was gonna make the rest of them way too small. The UX just wasn't gonna be worth it. So what the student experience then is is they click on the mental health resource or that little tray pops out, they can click on those two links, or they can scan the QR code and that will take them then to a wholly mobile experience.

They can from a web device, or from a web browser log in to my SSP or Telus Health. The challenge with that is it's not it's not skinned. So it doesn't look like A and M. So this is you know, again, where the vendors really need to stack up and think about what is this student experience. So if they are on a a web browser, then they're logging into my s s p and selecting their institution and then accessing twenty four by seven care.

They can bounce to a mobile device basically at any point through that QR code and then go from there, but they're not in Canvas to start with on the mobile device. So hopefully that makes sense. So in terms of the numbers, and this is just to me, these this remarkable, in its also, it's very scary when you think about it. So we've got about seventy five thousand students at Texas A and M right now. And it's the second largest institution by a student body.

It's second to University of Central Florida in academic twenty three, sorry, twenty two twenty three. So we'll see what happens in the fall. So we had just shy of twenty thousand unique clicks on this button soon clicks in the three months that it was live. So February thirteenth to May fifteenth, we we cut off the date of collection, May fifteenth, that was the day grades were due. For the for the spring semester.

This is to me the next number is the most interesting. And for any university administrator that says Canvas shouldn't be used for all of these other things, this is the reason it should. Fifteen percent of those clicks came from within academic content. So that's defined as the grade book, assignments, or modules. So students are in some type of academic content, and they're bouncing to these resources.

So it's not like they're logging into Canvas necessarily going I mean, they are, but there's kind of bread crumbs through the canvas interface and then bouncing to these re versus. This next piece is really interesting too. We've spent a lot of time. We switched to Canvas Tier one support about a year ago. So April of twenty twenty two, and we really wanted to think about twenty four by seven support for students That was not something we had at Texas A and M.

And, so we've been tuned into what is what does anything look like after hours because that's a big piece of information that that I've been pushing as we showcase to the institution what these digital technologies afford for students, especially in that flexibility domain. So, three hundred and seventeen unique clicks during spring break. And then we also we've got we had several unique clicks during reading days around the the Easter holiday when we didn't have school. So this is a statement to students are using these resources when the university is closed. So students are using these resources and needing them when the sees closed when that bricks and mortar office dedicated to mental health is not functional.

We don't, we didn't look at or I I don't have it up here the the time of day, although we certainly do have those data. And then, similar to that fifteen percent the clicks on my SSP. So or tell us how that link to the actual virtual care. Thirteen point four percent of those clicks happen from within academic content. So they're in the grade book and then clicking to get four by seven care.

So these this just completely surprised me. I had no idea what this would look like. And I was hoping as, you know, as the advocate and champion of the the digital student experience for purposes of student success. I was hoping that these numbers reflected some kind of connection to an academic experience in Canvas and these resources, and I I was pleasantly surprised. Obviously, these are data that you don't wanna be, you know, you don't wanna see in such droves, in some respects, but, having them and having them in this place where where students are all the time substantiates why we need to continue to think about what they're else is.

So a couple of I mentioned the course template that was the original ask. This is a a pretty small slide but what you see on the left is that uh-uh still of that user interface on the dashboard. So I have a I have a So there's the mental health button. I'll point it over here too. So clicking on that, that's the main dashboard.

And then what you see on the right is the main like the main page of the tempo. Oh, goodness. There we go. Main page of the template and here's the same mental health icon. So this these are all the student resources.

So faculty can clear this out in inside the template. The students, when we did a focus group, the students actually asked for redundancy of these resource is because they wanted them as widely available as possible. We hear from students from time to time that redundancy is not a good thing, but in this case, this was a decision that they made. So general praise and appreciation for the mental health button, I should add we use impact at a and m. And so these data that we're sharing are coming from Impact, and we released a message in February when this button launched using Impact and got feedback on impact by by way of this message to understand what students wanna to, you know, how they wanted to receive messages, but we also got feedback on the mental health button in canvas because we used impact.

So lots of appreciation. Of course, we got negative feedback through that impacts response mechanism, that I'm happy share when there's not a mic on me. And, then we also, when we met with students through the focus group to under what would be that UX experience before we launched the fall templates. So we launched fall templates in the spring, and that was milestone that I really wanted case to to be able to see. They appreciated the design integration.

They wanted, they they articulated that there inevitably will be inconsistencies in student experience in courses with these resources because faculty do have the ability to enhance on that, right hand side thumbnail. They and this is something that so code maroon is our emergency response system. They said in this focus group that Canvas is their, you know, second to code maroon, this is where they're going get information. And since have found out that canvas, after campus wifi is the most utilized this technology system on campus. So all of that substantiates why these resources are here.

And, then they also suggested kind of forthcoming announcements and campaigns, which are in the works by Central Marcom. So this has been in the news some locally the Eagle in in college station. It was, it showcased its part it was part of a larger presidential initiative at A and M last spring, and so the the local news sources publish some information and, would always say, and it's in, and these efforts are manifesting in Canvas. So, that was neat to see. And then impact did a spotlight on this as well.

This is their March newsletter that you see on the left. And if you click on bed practices, you can see that gift and some more information about this. I think that that came out in in, like, early April, if I recall, so I the data is not going to be as robust as what I shared. So now I'd love for you to hear from Ellie because this, I think, really starts to set the stage on what is the potential of this work as we move forward. And I I hope more and more institutions can think about this and collectively we can have conversations with instructure and the the vendors who provide the twenty four by seven support.

I know there's one that integrates into Canvas seamlessly. There are others in the marketplace and just sitting through the keynote panel on AI yesterday at UPSia. This is one of the domains that is ripe for certainly for AI to to insert itself into. There are pluses and minuses with that, which we don't have time to get into. But go ahead and play this, this little video.

It's about five minutes. So I I hope you can stick with me on it because she says some really important pieces about the impacts to students. And let me Howdy. My name is Ellierichter, and I currently serve as the Executive Vice President of the student body at Texas Zane and university. I'm so excited to share with you guys a little bit about what the creation of our mental health resources button look like and how it's improved students' access to resources.

To improve their mental health and, wellness. So we have always been asking ourselves as a student government association. What can we do to make the available resources more pronounced and more available to students. How can we meet them where they are? And one of the greatest opportunities I've had is the ability to work alongside Doctor. Whitmer, while she was at A and M to, improve canvas to, make it a more accessible and understandable platform to students.

And, I've been able to see her passion for meeting students in between and where they're at. And that started the conversation of how do we incorporate something that is so essential and so needed by students into a platform that is so widely used. Canvas has long been a platform where we only have academic information, and it's it's wonderful. However, mental health and academics are very close intertwined, and, Doctor. Windmar and I began talking about how we could use the platform to support students in this different That's when the idea for the mental health resources button came about, and we were able to work alongside Doctor.

Whitmer to design the button implement it, have a student panel test out the button, truck metrics, all of those things. But we're very happy and proud that students are enjoying it so much. Within the first two months, so we were able to have twenty one thousand individual That's twenty one thousand clicks from students who otherwise may not have access to those resources. That's twenty one thousand by students who needed support on the spot, and they were able to see the icon and breach it immediately. That's that's our entire intention is student government is to support students, and to make students, you know, experience here easier.

We're very proud of that. And we're very, very happy that Doctor. We're so ready to come alongside us and support us in that vision. I think the greater tone of the mental health resource button is that there is so much that can be done with Canvas. There is so many needs that students have and so many ways that students can be supported that platforms like Canvas can can help out in.

I think the mental health resources button is just the first step into a greater understanding and, and, attention to how we can support our students in ways that we haven't before. So I think my ask is that, that you would think about what you can do with Canvas, any any additions like the mental health resources button that would prioritize, students' needs and response to the great dresses that are placed on them in higher education. And I think that's that's what I've seen happen. It takes to say, NEM, is is a lot of students who are involved in academic advocacy ad advocacy and other forms of advocacy are seeing that there are really people who are really passionate about students' experiences and willing to come alongside them to collaborate great and, improve existing structures to, really support students. And I think Doctor.

Edmund has been a wonderful example of I'm really happy to say that I just returned from the SEC Exchange Conference in, all for Mississippi where we, had all of these student body presidents and their teams, their vice presidents come from different SDC schools, and we were able exchange ideas and, talk about different collaborations. And one of the highlights of the trip was that I was able to share the impact of the mental health resources button that we've been able to put on Canvas, and I've never seen so much excitement about academics or anything academic advocacy in, in my time in student government, but, since the conference ended, we've been working closely with University of Florida student government, and I've been in conversations with about four other universities about how they can implement the same resource onto their campus and how they can, really support students in their academic experience and journey. So really happy that that, came about also at that conference. Our student government association was awarded the, southeastern conference initiative of the year for its creation of or its collaboration with the university on the creation of the mental health resources button. So we're happy about that, and very excited for the, the, the direction we're going in.

And, I know that the mental health resources button is going to be a permanent solution, going forward, and I'm very happy that There's gonna be students when we return in the fall who are gonna be experiencing it for the first time, and will be supported in a whole new way. And among thankful for educators and administrators such as you all, who are passionate about us, who want to see things like this implemented who want to come alongside us and hear our needs and support us and care about our success. And so I'm very, very grateful and excited for the ways that you all will be able to return to your universities and come alongside students and and hear what their experiences are and how you can meet them in the middle with the resources of mobile. Thank you again, and I hope the rest of the conference goes well. She's the force.

So hopefully could see the power of this tool, and they, like she mentioned, they last week, I believe it was, just won a big award at the SE's see soon government convening, which was super cool to see on Instagram. She didn't tell me until I was like, Hey, did you get that award? So really neat stuff. And as she said, and it hadn't occurred to me that this is something that students who are coming to campus in the next couple of weeks are gonna experience for the first time, and so it's gonna start this generational commitment to two mental health resources, that seems our university have never had the chance to experience. Oops. So this is Ellie winning the award a couple of week or so ago in Oxford, Mississippi as she mentioned.

So lastly, and I I know this isn't coming across super well. There are some fine I have some final thoughts, there are some limitations certainly of the technology that I mentioned. And, I'm hopeful to be able to have some of this conversation with instructure. I I have in in some capacity already, so they are familiar with this and certainly our, customer success manager is as well from that that, the student experience flow, and I'm not able to see it up there. So I'm gonna stand behind here.

So first, final thought is, parody in the mobile experience is is really important, and I do hope that that's something that the particularly instructure can focus on as I mean, we've we've kind of, very organically put this button in Canvas is a lot of universities have put an extra button in the global nav, but how can this start to be more formalized in Canvas? Is something that I I think is a real affinity. Thinking about the affiliation and affinity to the brand is really important to this. We heard from students, you know, as they to my SSP that's just this, like, my SSP portal thing, or they select from a drop down menu, what institution they're at, it needs to be very personalized. I mean, we're we're talking about something that is so personal and students wanna know that it's their institution reaching out to them and providing these resources, not random third party, entity. The So one of the pieces that I think the university is asking themselves is what what next.

So this launched in in February, it was really a out getting the resources out the door, there really needs to be now a call to action, and so that we can match the metrics with the call action at institution like A and M, we see numbers like that every day, and they, you know, they're mind blowing, but so what? And I was actually asked the other day, by somebody at Georgia Tech is have has there been thought about connecting, you know, something as significant and, serious as li, you know, lives saved because of this. And that that was really part of the narrative the students came to me with originally. And so that's where I think a lot of institutions can start to think about how how do we really measure these types of interventions. And what is our in game with these? It's, you know, it can't just be about putting the resources that. What is the next step with the call to action? Engaging with vendors on the importance of their their data informing dynamic mental health initiatives, so linking that call to action with what with the data that the vendors can provide, we get good data from impact.

The date that I got the data kind of second hand from my SSP. So, having conversations with all the vendors and talking about these are the types of things we're trying to measure. We're getting this collection of data from this resource, this from this, and we can't tell the comprehensive story unless we're all working together and syncing up those metrics. So that's hopefully something that can continue to evolve with the vendors. And then lastly, I mean, as Ellie said, as we start the new semester, this the support of of student mental health when you're a faculty member is tremendous, and the burden that you carry, and I, in two thousand fifteen, maybe it was two thousand sixteen.

I put in my syllabus. I I was on faculty at the University of Florida. And I I just found myself having so many students come to me, and students often that weren't even my students who wanted to talk about what was going on in their lives. And I was completely overwhelmed by it. I I knew I was not trained to, first and foremost, to to help them and in twenty sixteen, that's how I could put it in my syllabus, that I, you know, I I am not a mental health professional and could point them to the resources, and I I knew that the resources were not at all in any type of scale to support what the demand was at the time at the institution.

And again, they were all very bricks and mortar support services at the time. But that was, you know, that was my experience with this. I I don't teach at A and M, but the I certainly understand the burden that faculty carry with this, and faculty are much more equipped, I think, to have these conversations today because they're is a more of an infusion of resources. If not resources at least a conversation, that wasn't happening a couple of years ago, certainly pre COVID. So hopefully we can really think about the the role that faculty play in this, in in in this initiative and what the impacts can be when we wrap our hands around all of our our distinct populations on campus to to really address this head on.

So lots of work still to be done and lots of work you know, internally to institutions externally with vendors and of course keeping students in the center of that work because they are the ones who this is for, and they're the ones who will take this and amplify it and make sure that every student knows about it, and particularly those students, as Ellie said, who who who need it. So with that, I will conclude, and I hope we have I'm happy to or questions. I have no idea what time it is. So hopefully, we can have a little bit of a conversation now. Yes.

The vendors, are they, contracted through student fees? Is it something that college does, takes them as the financial this particular, in this case, it is the the ANM system who has the contract. And I I know, the UT system was just in the news. They just signed a contract. I believe with this they I can't remember. They signed with, with the one that's integrated into Canvas, actually, I think.

So it's starting to me, you know, something that universities put in as press releases actually. So it is something that is being covered centrally. And I I know that a couple other institutions that talk to or or doing the same? Do you think this would have been as effective if your students didn't have access to the my SSP. Just be able to have resources in that little tab in that would you have not to see Sure. Go.

I think that's a great question. And what I would stop short of saying is that we've we've made a difference because we don't know. We've made the resources available. We've put them the hands of students, but do do we have any other data to know what what the impact has been though? So, I wanna make sure I don't, you know, hang my hat on. We're making a difference.

I do I do think it's it's an important first step. I mean, as Ellie mentioned, she she her her commitment actually wasn't really that my SSP, it was an awareness campaign, and that students had somewhere to go that they understood, you know, that they could read through it and it could be in their hands whenever they needed it. So if the hesitation is that you you don't have that contract with a twenty four by seven care provider, I would say any any incremental step towards that matters. I would say that we also have a peer program. So even if you don't have access from twenty four seven, my SSP.

We have a bucket here mentor fixer piece the students are feeling overwhelmed. Students are on call, basically, to happen and just have someone to talk to, like, saying, hey, we're not an expert or anything, but if you're just struggling, I'm willing to talk to you as well as a struggling student too. So it's not just so, like, a license I mean, obviously, sometimes it's a medication. But sometimes it's just if you don't have the funding, it doesn't mean Absolutely. Yeah.

And those options look different across, you know, there's all kinds of support is for mental health. So it's, they take many many different flavors. Yeah. And then I'll be in the back after that. You're good.

Go ahead. I cannot answer that. What I do know is that and I I'm speaking a little off the cuff on this one. My understanding is there is going to be a state requirement that students is in the state of Texas, that students have some sort of mental health training similar to a Title nine training, and that work is is underway right now at the university to create those modules. And my senses, the content is gonna be very similar to what's linked here because there's a big effort to have consistency in that content.

So, I don't know what it looks like beyond the the requirements that the state is putting in place in the next probably, I would guess eighteen months or so. But that's a really good question. And, it certainly it's something that you know, isn't unique to higher ed. It's k through twelve. It is challenged by this too.

So, ho, hopefully, hopefully, the answer to that yes in the near future. Yes. So not something I could your, music workers' name. But, I saw on the music article, like, they linked they do have resources for as well? Do you see? Do you know if that's being worked as well? Or Yes. So that was an interesting conversation, and I was only on the kind of the fringes.

I was part of there was a steering committee and then a task force, and I was only on the task force to listen. So that I could make sure anything that we needed to know for the button was making its way. So there is a parallel effort the system, and I it's a separate platform and the name of it I am not gonna be able to tell you is and that's for faculty and staff. And that's available. And I think it's similar to my SSP.

They are completely separate platforms. We did not link in the faculty, the staff resources we're very mindful that canvas is a student facing system, and we don't have staff training and those types of things in canvas. So those resources are available from within that, first link, those personas that I mentioned, they it's student it's a student persona faculty staff, and I think there's one other, some combination of three personas And so that's where the resources live. So for sure, if you're a faculty in Canvas, you can get there, but it's the the design of this wasn't emphasizing faculty and and certainly not staff because we have a a philosophy at the university that the system is for academic instruction, and only those staff who support that are are really in the system. Yes.

Oh, I'm sorry. I've I'm not looking at every That's a quick question. In your slide out window, I noticed you had a QR code to your SSP. You also had a link to our resources. Was that just a Canvas page? Was that a Canvas isabelle? Can you ask the question one more time? What actually is the is it a page or is it's a URL, right? The resources.

What is linking to? Is that linking to the campus course? They can't state what it is. There's just a web link to a page. That's it. Yeah. So the so what type of web links to pages? The first one is web links to label.

Landing page for all Okay. And then the other one's on the web link to that Yeah. Yeah. No. I I know that.

I just wasn't sure if you build that a canvas course and link to a canvas course where it's just We tried to keep the footprint as light as possible in canvas because this really isn't anything to do with the work that we do. Canvas is the vehicle or the the channel. Yes. Have you connected with my SSP to look at patterns and data that might actually come back with early the signal? Yeah. That's a great question.

I have not I I am not the point of contact with my SSP, but that that is a great. That's part of the feedback I gave to, Doctor. Ferren Walt, she is the lead over this, from the health sciences perspective, the the VP who's shepherding all of these these mental health initiatives. So that was one of my points to her is we've really gotta get my SSP understanding the data we have came that that we've got gotten from impact to be able to have more robust conversation, and and can we kind of curtail the the, report the reporting that we get from my SSP to make just to have more meaning to us on camp this. Yeah, for sure.

Because there's a lot of work being done on campus too, for sure. I mean, this is one piece of the larger initiative. And so, can are we able link and see where impact is. We I should say one more thing. We do because this is so light, I'd say light, like, that's a technical term.

We tried to keep this pretty nimble. So there's space for one more URL and when there was a suicide prevention and awareness week in April, I believe. I can't remember or March, maybe right after we launched this. And so and there was something else I think at the end of the semester that counseling and psychological services, which is the student arm of this support, would send us links and we would do just kind of quick advertisements for for them and just put them in for a week or so. So that's where linking a call to action and reminding students, you know, kinda keeping this fresh is another opportunity that's, with the better campaign we could really make use of and then linking to impact. Thank you.