Vice Chancellor for Student Affairs Akirah J. Bradley has named Austin Jamar “JB” Banks as the associate vice chancellor and dean of students. He started in his new role at 91��Ƶ on July 13. Additionally, Devin Cramer has been appointed as the assistant dean of students. He had been serving as the interim assistant dean of students since January 2020. 

JB Banks

Prior to joining 91��Ƶ, Banks served as associate vice chancellor and dean of students for student affairs at Winston-Salem State University. In this role, Banks was a senior leader on issues involving student health, wellness and safety. He was also responsible for the development and maintenance of all threat and crisis management plans for the Division of Student Affairs.

In addition to his work at Winston-Salem State University, Banks has also served in various roles at Appalachian State University and the University of Nebraska-Lincoln. He has 20 years of university experience in the areas of housing and residence life, student involvement and leadership, sorority and fraternity life, career development, health services, crisis management and student conduct.

“When we began our search for this position, it was important to find a leader with a depth of experience in student engagement and an understanding of how to support students through crisis,” said Bradley. “We sought a candidate who could confidently advocate for our students and support the intersection of all their identities, while also advocating around the comprehensive student experience, bringing to light the most recent student issues and concerns. JB not only fulfills all these criteria, but also brings a wealth of experience and knowledge in student development.”

Banks has been excited to begin his new role at 91��Ƶ and start working with campus partners to support students and help create a positive campus experience.

“I am very excited to be joining the 91��Ƶ community,” said Banks. “With these unprecedented times, I look forward to working with the student affairs leadership team and partners across campus to help ensure our students have a safe and positive experience this fall.”

Banks earned a bachelor of arts degree in speech communication and criminal justice from the University of Arkansas at Little Rock, a master of science degree in educational leadership with a specialization in leadership and multicultural student development and retention from the University of Nebraska-Lincoln, and a certification in leadership from Harvard University.

Devin Cramer

Cramer has been at 91��Ƶ for 10 years, starting as a hall director and holding several positions in Residence Life before moving to Student Conduct and Conflict Resolution (SCCR) in August 2014. As an associate director, he led the initiative to redesign the conduct process in the residence halls, focusing on education and student development. As director, he continued to prioritize the innovation of restorative practices and conflict resolution within both Student Conduct and Honor Code processes. In January 2020, he accepted the role of interim assistant dean of students. He continued to provide support to SCCR, and has also worked diligently to manage student crises on campus, providing support to Student Support and Case Management as well as chairing the Students of Concern Team.

Cramer earned a bachelor of arts degree in political science from Western Washington University. He then received a master of science in higher education and student affairs at Indiana University Bloomington.

Off

Fall Welcome will occur Aug. 17 to Sept. 5, with move-in beginning on Aug. 17. Here’s what faculty and staff need to know to prepare.

Move-in

Move-in will begin Aug. 17 and go through Aug. 21. This year, students are selecting their own move-in dates and times. There will be a variety of move-in slots available for each residence hall throughout the five-day window. This schedule will help reduce the number of students checking in at their residence hall at each time.

Additionally, students have the option to bring personal belongings to their residence hall during designated drop off days. Occurring Aug. 5–7, this will also help expedite the move-in process and limit the amount of students checking in during move-in later.

Parking

Faculty and staff should plan for parking closures and impacts from Monday, Aug. 17, through Friday, Aug. 21. With increased traffic around Boulder during move-in, parking closures help create a positive move-in experience for new students and families by limiting the amount of vehicles driving to, on and around campus. 

Closer to move-in, permit holders will receive an email notification of any parking lot impacts from Parking Services.

Fall Welcome

Students will be participating in Fall Welcome events both virtually and in-person. Students will be learning more about campus resources and support services, while making valuable connections with fellow Buffs, faculty and staff.

Parent and family engagement opportunities will also take place during this time. These opportunities will help welcome them to our CU community, and share resources and services to help with their student’s transition to 91��Ƶ. 

Volunteers needed

Volunteers are essential to the success of Fall Welcome and move-in. While this year will look different, the volunteer support from our campus community will help ensure new students and families have a positive and safe experience.

There are a variety of volunteer shifts and roles to help support our new students and families. . Find more Fall Welcome volunteer information on the Volunteer Resource Center website.

Off

Traumatic events happen every day in all communities, and the 91��Ƶ community is not immune. The way a person responds to a survivor matters. One's response can influence the survivor’s decision to seek out further help and can affect their healing process.

Research shows people want to help but sometimes do not know how to respond. As part of Sexual Assault Awareness Month this April, the Office of Victim Assistance (OVA) has provided tips and information on how to support people impacted by sexual assault.

Recognize

Sexual assault is unwanted, non-consensual sexual contact ranging from unwanted sexual touching to unwanted penetration. When someone is sexually assaulted, it is often by someone the person knows.

Respond

• Visit the  website for information on reporting, getting support and more on how to help.
• Take our quiz: Do you know how to recognize and respond to sexual assault?
• for events on campus and in the community.

If someone shares they have been sexually assaulted:

• Remain calm.
• Listen.
• Take the situation seriously.
• Avoid questioning and judging the survivor.
• Address safety, physical and emotional.
• Validate feelings.
• Inform the survivor they have rights and options.
• Support the survivor in doing what they decide is best for them.

Reach out

OVA is a free and confidential on-campus advocacy and counseling center for students, faculty and staff. People can reach out and contact OVA for support and guidance on how to help a friend, or for oneself.

Learn more at the Health and Wellness Summit

There will be sessions on a variety of topics at the Health and Wellness Summit on April 25, including supporting survivors, supporting student resiliency, campus resources, stress management, nutrition, emotional wellness and more. This summit is free and open to all CU faculty, staff and students.

Partners from other CU campuses will also present findings from each of their local campuses during the event. Attendees will be able to leave the summit with skills and tips that they can apply immediately to their everyday routines. In addition to formal presentations and panels, the summit will be hosting a variety of drop-in activities, including a hands-on expo room.

Learn more and register for the Health and Wellness Summit.

Off

Between preparing for finals, planning to move residences and figuring out job or internship plans for the summer, many students may be feeling overwhelmed and stressed this month. While students may experience various levels of stress, anxiety, depression or other mental health concerns throughout the year, you may notice behavior that is more concerning as stress levels reach an all-time high.

Below are some examples to help you recognize the signs of mental health concerns and tips for how you can help.

Recognizing signs of mental health concerns

Being able to recognize significant changes in behavior or appearance is the first step to supporting students who may be experiencing a mental health crisis. Examples of concerning behavior include, but are not limited to:

• Changes in academic performance, class attendance or quality of schoolwork
• Appearing fearful, anxious, nervous or angry
• Appearing exhausted or noticeably different in appearance
• Expressing internalized negative feelings of oneself
• Showing signs of self-harm (cuts, scratches, etc.)

How you can help

Whenever possible, talk with the student in private. During the conversation, here are some things you can do to help and things to avoid:

• Show care and concern for the student and base the conversation on what you have observed.
• Treat the situation as serious and avoid passing judgement. Do not speak to the student in a derogatory manner or lecture the student.
• Give examples of behaviors the student has exhibited that worry you.
• Be supportive and encourage the student to receive help.
• Offer options and flexibility if you can.
• Do not tell the student what to do—it is best to provide options and choices.
• Do not take on the responsibility of caring for the student.
• Reach out to Student Support and Case Management (SSCM). SSCM can consult with you in regards to options for your student, and is a great resource to help faculty and staff determine how to best manage difficult situations and support students. For more resources, visit the Health and Wellness Services website.
• Responsible employees who become aware of sexual misconduct, discrimination or harassment involving any member of the CU community must report it to the OIEC. Do not agree to be bound by the promise of confidentiality.
• Take all statements seriously regarding self-harm or harming others. If you think there is an imminent risk of harm to the student or others, call 911.

Learn more at the Health and Wellness Summit

The Health and Wellness Summit on April 25 will be a one-stop shop for faculty, staff and students to learn about holistic health and wellness strategies, programs, resources and support available at 91��Ƶ.

The summit is free and attendees will be able to leave with skills and tips that they can apply immediately to their everyday routines. There will be sessions on a variety of topics including supporting student resiliency, campus resources, stress management and self-care, nutrition, emotional wellness, technology and more.

Learn more and register for the Health and Wellness Summit.

Off

Students may experience anxiety, depression or other mental health concerns at different times and for different reasons throughout the year. Nationally, college students are experiencing increasing levels of anxiety and mental health challenges.

Learn more about the factors that are contributing to the rising levels of mental health concerns and how you can help.

Factors contributing to student mental health concerns

A recent Education Advisory Board Report revealed there are many external factors driving the mental health crisis, including:

• Intensified expectations: Students are facing early and persistent pressure to academically excel, fit in socially and be successful after graduation.
• Substance use: Students may choose to experiment with alcohol and drugs to relax, or look to prescription drugs to focus and work late into the night.
• Social media and technology use: The amount of time students spend online can amplify existing stressors and contribute to a sense of social isolation on campus.
• New parenting styles: Highly involved parenting can create busy, overscheduled, failure-averse students who may struggle to adapt to challenges as they arise in college.

As students adjust to college and become more independent, it can become overwhelming as they learn to balance coursework, employment, extracurricular activities, relationships and other areas of life with intensified expectations.

Students may be in distress if they are struggling to be admitted to a certain program they feel will lead to their dream job. They may be operating in fear of losing scholarships or student visas if their GPA drops. They may learn best by studying in groups, but have trouble connecting with peers and feel socially isolated on campus. All of these factors can pile on and contribute to increasing mental health challenges.

How you can help

If you are concerned about a student’s mental health, here are some ways to help and support:

Use campus resources

Counseling & Psychiatric Services (CAPS) and Student Support and Case Management (SSCM) offer consultation services for faculty and staff who would like advice on how to best support a student. SSCM can consult with you in regards to options for your student and is a great resource to help faculty and staff determine how to best manage difficult situations. 

If you think there is an imminent risk of harm to the student or others, call 911.

Offer flexibility and options

If a student has been struggling, and approaches you about making up coursework or asking for extended deadlines, do not feel that you have to make a decision in the moment. If you are unsure about the level of flexibility you can offer, or what level of flexibility the student may need, you can offer general flexibility and ask the student to keep you updated.

Share resources with students

Incorporate health and wellness content and campus resources, such as CAPS workshops, the Let’s Talk program, CU Collegiate Recovery Center and SilverCloud Health in your syllabus. Faculty can share stress-management strategies and mindfulness techniques at key points in the semester, such as midterms and finals.

Learn more at the Health and Wellness Summit

The Health and Wellness Summit on April 25 will be a one-stop shop for faculty, staff and students to learn about holistic health and wellness strategies, programs, resources and support available at 91��Ƶ. The summit is free and there will be sessions on a variety of topics including supporting student resiliency, campus resources, stress management, peer programming and engagement, nutrition, emotional wellness, technology and more.

In addition to formal presentations and panels, the summit will also be hosting a variety of drop-in activities including a hands-on expo room and student involvement fair. Attendees will be able to leave the summit with skills and tips that they can apply immediately to their everyday routines.

Learn more and register for the Health and Wellness Summit.

Off

Students may choose to experiment with alcohol and drugs for a variety of reasons, or in some cases, they may be affected by someone else’s decision to experiment. With this, there can be adverse outcomes that can affect a student’s academic success.

Approaching this topic and having a conversation with students can help when it comes to the choices they make and knowing when to get help. Health Promotion has provided information and tips for responding to student substance use. 

Signs of substance use

Examples of concerning behaviors related to substance use include, but are not limited to:

• Changes in academic performance, class attendance or quality of schoolwork
• Appearing hungover, intoxicated or high in class
• Appearing excessively sleepy or hyperactive or exhibiting mood swings
• Lack of engagement
• Smelling of alcohol or marijuana
• Frequent injuries

How you can help

If you feel comfortable having a conversation with the student, find a time when you can talk in private. During the conversation, here are some things you can do to help and things to avoid:

• Show care and concern for the student and base the conversation on concrete examples you have observed.
• Talk to the student when they are free of distractions.
• Don’t make assumptions. Treat the situation as serious and avoid passing judgement.
• Avoid labeling or normalizing behavior.
• Express concern, not judgment.
• Remain calm, empathetic and understanding.
• Explore how the downsides of substance use might be negatively affecting the student’s goals and values. 
• Be supportive and encourage the student to seek on-campus resources.

Support resources

If you are concerned about a student and don’t feel comfortable approaching them or they are not open to having a conversation, contact Student Support and Case Management (SSCM). SSCM staff serve as the primary resource for managing student issues, providing intervention and crisis prevention.

Get more information about alcohol and other drugs and a list of classes and workshops.

Off

For many of us, life can sometimes get in the way of our daily routines and responsibilities. Many students will encounter difficult circumstances during their time at 91��Ƶ, including prolonged illness or injury, a death in the family or other personal emergencies. These circumstances can come up unexpectedly and often affect the student’s academics and overall ability to be successful.

Most of the time, these unfortunate situations are short-term in nature. Student Support and Case Management (SSCM) has information for faculty and staff on supporting students who are experiencing a difficult circumstance.

Have a conversation

Here are some signs that a student may be experiencing a difficult circumstance:

• Changes in academic performance or class attendance.
• Frequent or extended absences.
• Appears exhausted or fatigued.
• Mentions relationship, financial or other challenges.
• Demonstrates difficulty concentrating or making decisions.

Whenever possible, talk with the student in private. Show care and concern for the student and base the conversation on what you have observed.

Offer flexibility

If a student approaches you about making up coursework or asking for extended deadlines, do not feel that you have to make a decision in the moment. If you are unsure about the level of flexibility you can offer, or what level of flexibility the student may need, you can offer general flexibility and ask the student to keep you updated.

Connecting the student to resources

When students are connected with the proper support resources, they can get back on track and persist in their academic journey. The SSCM office is a great place to start – case managers meet with students to discuss problems and possible paths forward, including other resources that could be helpful. This process not only helps minimize distress and get the student back on track, but also teaches students how to manage unfortunate circumstances in the future.

There are many campus resources available to support students, and case managers can help students connect with those resources and navigate difficult circumstances they may encounter. SSCM can also partner with other campus resources and discuss the situation as appropriate to find solutions for the student.

Work with Student Support and Case Management

SSCM can consult with you in regards to options for your student. SSCM often works with students on larger issues, and can be a great resource to help faculty and staff determine how to best manage difficult situations and support students. Learn more about Student Support and Case Management.

Always remember to call 911 if you think there is an imminent risk of harm to self or others.

Off

As we begin a new semester, faculty and staff are instrumental in helping students find their niche on campus, cultivate a sense of belonging on campus and enhance their overall experience here at 91��Ƶ. Here’s how you can help students get involved.

Ask open-ended questions

Have a conversation and ask open-ended questions. What does the student feel like they are missing out on? What are some of their hobbies or interests? What did they do in high school? Is there something new they’ve always wanted to try? The answers to these questions can help guide your conversation and determine the appropriate resources for the student.

Browse student organizations

Based on their interests and hobbies, do they like to hike? Explore caves? Enjoy live comedy? Play Magic: The Gathering? There’s a club for that! Students can browse the list of more than 500 student organizations on . If they don’t find a club that suits their interests, students can start a new student organization by working with the .

Leadership development

CU GOLD (Gaining Opportunities through Leadership Development) provides free leadership development opportunities to all students. Students can register for the Core Leadership Program, which consists of weekly seminars on a variety of leadership topics.

Give back while getting involved

If they have an interest in service or getting involved in the greater Boulder community, students can easily find volunteer opportunities through the . Students can search through the community partner database online, find short-term opportunities on the calendar or participate in immersive programs over a short period of time like Alternative Breaks.

Explore no-commitment options

If a student is hesitant to get involved with a group or volunteer opportunity because it feels like a big commitment, there are still ways they can get involved on campus. The , , Environmental Center and  offer free events and programs for students to get involved throughout the year, including  and .

Off

As finals approach, stress levels for students can begin to rise significantly. Students may experience stress at different times and for different reasons throughout the year, as they balance coursework, social lives, jobs and other responsibilities.

Being able to recognize significant changes in behavior or appearance is the first step to supporting students who may be experiencing high levels of stress.

Recognizing signs of stress in students

is the place to find everything students need to know about finals. Share this website with your students to find support resources, tips to de-stress and campus events such as Late Night Breakfast.

When stress reaches a level where students aren’t able to meet obligations, they can become irritable, appear overly tired and fail to meet deadlines. Other signs can include:

• Changes in academic performance or class attendance
• Changes to hygiene and overall appearance
• Unusual or exaggerated emotional responses
• Depressed or lethargic mood
• Social withdrawal
• Falling asleep in class
• Changes in eating or sleeping patterns

How you can help

Students may become overwhelmed by stress for weeks, and this can create a barrier when it comes to talking about their stress, especially if they are afraid of failing a class. Reminding students that there are people they can talk to—a faculty or staff member, or someone in Counseling and Psychiatric Services—can be helpful. 

Encourage students to use office hours and ask questions or seek support before stress becomes unmanageable. Staff with student-employees could consider allowing student-employees to adjust their work schedule leading up to finals so they can attend office hours or get in an extra study session.

If there’s a noticeable concern for a student, inquiring or sending a message that there are solutions can help a student feel supported and that they have an ally in managing their stress.

Support resources

Counseling & Psychiatric Services (CAPS) offers individual counseling and a variety of free workshops and groups for students around stress management. CAPS also offers consultation services for staff and faculty who would like advice on how to best support a student.

All campus community members can also use SilverCloud Health to build stress management skills. SilverCloud is an online tool that provides personalized programs to help build skills around stress management, anxiety and depression.

When stress becomes too much to manage, students might begin to show signs of crisis. Signs of crisis include aggression, written or verbal threats to themselves or others, suicidal comments, extreme anxiety resulting in panic attacks and/or an inability to communicate. If a student is exhibiting signs of crisis, faculty and staff should contact Student Support and Case Management (SSCM).

If a student’s stress is trauma-related or based on a traumatic event, faculty and staff can refer the student to the Office of Victim Assistance for support.

Off

Everyone experiences stress at different times and for different reasons throughout the year, often as we make an effort to balance our work with our home lives. While some stress can be good and help motivate us to get things done, large amounts of stress can be harmful.

During higher-stress times, finding a balance is key to managing our physical and emotional health. So how can we find that balance?Finding a good method to help you manage stress is key to making it through the semester without burning out.

Identify how stress shows up for you

Stress shows up differently for everyone. Some people have a very physical reaction to stress, experiencing symptoms like lower energy, headaches, sweating or an upset stomach. Others may have more emotional symptoms like constant worrying, racing thoughts or feeling overwhelmed. Some of us may experience a combination of the two.

Paying attention to how stress manifests and how it affects you can help in finding a method to manage it. No matter how our bodies react to stress, learning ways to manage it can help us stay healthy physically and emotionally.

Develop a stress-management routine

Managing stress can be a simple, quick breathing exercise or a process over a few days or weeks. Try out a few methods to see how you can most effectively manage stress.

• Practice mindfulness and bring your thoughts to the present when you feel your mind start to race.
• Take time in your day to be outside in nature. Go for a short walk and focus on your senses.
• Make time to engage in old hobbies or explore new ones.
• Search for meditation or relaxation apps, podcasts, YouTube videos or other guided relaxation resources. A few apps you can get started with are Relax Melodies, Breathe2Relax and Stop, Breathe, and Think.

Stress-management resources

There are a variety of free resources on campus to help faculty and staff with stress management:

• SilverCloud Health is an online tool that lets you take charge and manage your emotional health and well-being through a variety of modules that teach skills around stress management, anxiety and depression.
• Faculty and staff are welcome to join Feel Good Fridays, a weekly drop-in group for guided meditation to undo stress, soothe the nervous system and feel better. Feel Good Fridays occur every Friday from 12:15 to12:45 p.m. in the CU Art Museum.
• The Faculty & Staff Assistance Program (FSAP) serves the emotional and psychological needs of the campus community. All FSAP staff are trained as generalist counselors and are equipped to deal with a wide range of personal and work-related issues. Services are free to all 91��Ƶ faculty and staff members.

Off