Tag: Blog

  • Blog » ReachIvy

    Blog » ReachIvy

    Reading Time: 2 minutes

    Balancing academics, relationships, deadlines, and personal expectations can be incredibly challenging for students. Between hybrid learning, digital overload, and increased competition, the demands of student life in 2025 can feel overwhelming. 

    But here’s the good news: with the right tools and support, you can maintain your mental well-being while thriving academically and personally. This guide will help you understand your mental health, manage stress, and build resilience throughout your student journey. 

     

    1. Understanding Mental Health: The Foundation of Well-Being

    Your mental health affects how you think, feel, act, solve problems, and connect with others. It isn’t just about “feeling okay”—it’s about: 

    • Healthy coping strategies 

    Acknowledging your mental health needs is a sign of strength and maturity, not weakness. 

     

    1. Managing Stress: Practical Strategies for Students

    Stress is normal—but chronic stress isn’t. 

    Major student stressors today include: 

    To manage stress effectively: 

    Try these proven strategies: 

    • Time Management: Use planners or apps to organize your week. 
    • Mindfulness & Meditation: Even 5 minutes a day can help reduce anxiety. 
    • Healthy Work-Life Balance: Schedule breaks, downtime, and hobbies. 
    • Breathing Techniques: Box breathing, 4-7-8 breathing, or grounding exercises. 

    2025 Trend: Students increasingly rely on mental wellness apps like Headspace, Calm, Finch, or Breathwrk for daily routines. 

     

    1. Prioritize Self-Care (Non-Negotiable!)

    Self-care is more than face masks and long walks—it’s the practice of protecting your energy. 

    Daily self-care essentials: 

    • Sleep: Aim for 7–8 hours 
    • Nutrition: Consistent balanced meals 
    • Exercise: Even 20 minutes a day boosts mood 
    • Hobbies: Do things that spark joy—music, art, reading, sports 
    • Digital boundaries: Reduce screen time before bed 

    Self-care fuels your ability to focus, learn, and handle challenges. 

     

    1. Know When to Ask for Help

    You don’t have to struggle alone. 

    Reach out when you experience: 

    • Constant stress or anxiety 
    • Difficulty concentrating 
    • Relationship or family conflicts 

    Support can come from: 

    • Friends or trusted peers 
    • Mental health professionals 
    • University support groups 

    Most universities now offer free counseling, 24/7 helplines, mental health workshops, and peer support networks. 

    Seeking help is courageous—and life-changing. 

     

    1. Build a Supportive Environment Around You

    Mental health thrives in supportive communities. 

    Universities today are taking this seriously by implementing: 

    • Mental health awareness campaigns 
    • Peer mentoring programs 
    • Safe spaces for students 
    • Counseling centers & crisis lines 
    • Workshops on resilience, stress management, and academic pressure 

    You can also create your own micro-support system with friends, mentors, clubs, or study groups. 

     

    Final Thoughts: Your Mental Health Matters Every Day 

    Prioritizing mental health is essential to succeed academically, socially, and personally. When you combine self-awareness, practical strategies, and supportive connections, you build the resilience needed to face student life with strength and confidence. 

    Remember:
    Taking care of your mental health is not a sign of weakness—it’s a reflection of self-respect, clarity, and emotional intelligence. 

     

    Need Support With Academic Stress or Application Pressure? 

    If balancing academics, applications, and future planning feels overwhelming, ReachIvy’s experts are here to help. We support students holistically, not just academically. 

    Our services include:
    ✨ 1:1 Counseling Sessions
    ✨ Profile Evaluation to reduce guesswork
    ✨ Essay Editing & Application Guidance to ease stress
    ✨ Career Discovery Sessions for clarity & direction 

    👉 Start your journey with expert support at ReachIvy.com
    Your well-being comes first—always. 

     

     

     

     

     

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  • Blog » ReachIvy

    Blog » ReachIvy

    Reading Time: 3 minutes

    Whether you’re a high school student applying for college, a recent graduate preparing for internships, or a working professional looking for your next role, one thing remains constant—your resume is your first impression. 

    In 2025, admissions officers and recruiters skim resumes in 7 seconds or less, often using AI-powered tools before a human even reviews your profile.
    That means your resume must be clear, structured, keyword-rich, and impact-driven. 

    Here’s your complete guide to building a resume that truly stands out. 

     

    1. Start with Clear & Updated Contact Information

    At the top of your resume, include: 

    • Phone number (active and reachable) 
    • Professional email address 
    • LinkedIn profile or personal website (optional but highly recommended) 

    Pro Tip:
    Use the same name and format across all applications to maintain digital consistency. 

     

    1. Showcase Work Experience with Actionable Impact

    List your experiences in reverse chronological order. For each role, add: 

    • 2–4 bullet points with action verbs + quantifiable impact 

    Example:
    Increased student engagement by 30% by redesigning social media strategy. 

    Even if you have limited experience, include: 

    2025 Tip:
    Applicant tracking systems (ATS) pick up keywords—mirror the language used in university or job descriptions. 

     

    1. Highlight Your Education Clearly

    List your highest education first: 

    • Graduation year (or expected year) 
    • Relevant coursework (especially helpful for students) 

    Also include: 

    • Online courses (Coursera, edX, Udemy) 
    • AI-related certifications (highly valued today) 

     

    1. Add a Skills Section That Reflects Today’s Demands

    Showcase both technical skills and soft skills, but be honest and specific. 

    Technical Skills Examples: 

    • AI tools (ChatGPT, Notion AI, Midjourney) 

    Soft Skills Examples: 

    2025 Tip: AI literacy is increasingly becoming a required skill—include it if relevant. 

     

    1. Share Achievements & Awards That Add Credibility

    Highlight achievements that reinforce your strengths. 

    Examples: 

    Focus on recent, relevant achievements rather than outdated school awards. 

     

    1. List Projects & Internships Thoughtfully

    Projects show initiative and hands-on learning—include: 

    For each, include:
    Role → Objective → Tools Used → Outcome / Impact 

    This gives universities and employers insight into your problem-solving and execution abilities. 

     

    1. Include Extracurricular Activities & Volunteering

    This section demonstrates your personality, leadership, and values. 

    Examples: 

    Pick experiences that highlight your core strengths and growth mindset. 

     

    1. Add a Languages Section (Very Useful for Global Applications)

    Mention: 

    • Proficiency levels (Beginner → Native) 

    This is particularly valuable for study abroad and global job opportunities. 

     

    Bonus Tip: Keep It Clean, Crisp & Easy to Scan 

    • Stick to one page (for students) or two pages max (for professionals). 
    • Use consistent fonts and spacing. 
    • Avoid long paragraphs—use bullet points. 
    • Save your resume as PDF, unless otherwise requested. 

    You can also use ReachIvy’s FREE Resume Builder Tool to create a polished resume in minutes—pick a template, fill your details, and download instantly. 

     ]

    Ready to Take Your Resume from Good to Exceptional? 

    Once your draft is ready, elevate it with expert review. 

    ReachIvy’s Resume Review Service connects you with alumni from Harvard, Oxford, Cornell, and other top global universities.
    You’ll receive: 

    • Detailed line-by-line feedback 
    • Impact-enhancing rewrites 

    👉 Get your resume reviewed by experts today.
    Make your first impression count. 

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  • Fake News Brings Me to an Unusual Topic for this Blog – Teaching in Higher Ed

    Fake News Brings Me to an Unusual Topic for this Blog – Teaching in Higher Ed

    This post is one of many, related to my participation in  Harold Jarche’s Personal Knowledge Mastery workshop.

    The topic for this lesson is fake news. Jarche instructs us that there are four primary types of fake news and he asks us to find an example of each type. I don’t normally post overtly political content here on my blog, but when it comes to the topic of fake news, it seemed easier to focus on politics than teaching and learning.

    The closest I could come off the top of my head in my normal topics was the Dead Ideas in Teaching and Learning podcast, and the many podcasts I’ve done about grading and assessment. But I’m still going to stick with politics for now. Stop reading if you aren’t prepared to read examples of the current US presidential administration lying.

    Four Types of Fake News

    1. Propaganda – Ideas, facts, or allegations spread deliberately to further one’s cause or to damage an opposing cause.” – Merriam WebsterExample – Snopes shares 12 times AI generated or doctored content was shared by Trump or the White House. These examples seem to fit under propaganda, since they attempt to influencing people’s attitudes and beliefs. Though that also sounds like disinformation to me and I’m still not clear I know the difference.
    2. Disinformation – “False information deliberately and often covertly spread (as by the planting of rumors) in order to influence public opinion or obscure the truth.” – Merriam WebsterExample – Trump states that there is no inflation in the US. There are some who say that Trump’s specific type of lying falls under the category of bullshit, as defined by Harry Frankfurt in his book, On Bullshit. Either way, it feels like shooting fish in a barrel to find examples of disinformation from this administration.
    3. Conspiracy theory – “Persist for a long time even when there is no decisive evidence for them… Based on a variety of thinking patterns that are known to be unreliable tools for tracking reality.” – The Conspiracy Theory Handbook, by Lewandowski + CookExample – Ok. So this isn’t a genuine conspiracy, rather it was satirical from the start. But given how I feel after finding those examples of propaganda and disinformation, I needed a little break. The “birds aren’t real” satirical conspiracy scratches a certain itch for me, as someone who enjoys learning about birds.
    4. Clickbait – “Text or a thumbnail that is designed to attract attention and to entice users to follow (“click”) that link and view, read, stream or listen to the linked piece of online content, being typically deceptive, sensationalized, or otherwise misleading… A defining characteristic of clickbait is misrepresentation in the enticement presented to the user to manipulate them to click onto a link.” – WikipediaExample – Bryan Tyler Cohen is rather notorious for using clickbait YouTube video titles on his main channel. I saw a video of him explaining that he knows they are frustrating to people, but that they really generate far more views, in his testing. He even created an alternate channel (Bryan Tyler Cohen News) with more toned down titles, which he suggests can be better to send to people who may be on a different side of the issues than him, politically.

    My Muddiest Point

    I’m having a hard time distinguishing between disinformation and propaganda. Jarche shared a quote from researcher Renée DiResta, who would prefer our focus be on the word propaganda, as it is more descriptive of the problem at hand.

    El Pais: The problem is not misinformation

    Q. Why do you prefer the word “propaganda” to “misinformation”?

    A. Misinformation implies that the problem is one of facts, and it’s never been a problem of facts. It’s a problem of people wanting to receive information that makes them feel comfortable and happy. Anti-vaccine messages don’t appeal to facts, but to the identity of the recipient. They’re saying: “If you are a person on the right, you should not trust these vaccines.” It’s very much tied to political identity. Misinformation implies that if you were to say that Robert F. Kennedy Jr. is an absolute clown who knows absolutely nothing about vaccines or their relationship to autism, and that this has been researched to ad nauseam by scientists, if it were a problem of misinformation, you would assume that people would say, “Oh, here’s the accurate information, so I’m going to change my mind.” But that’s not the case. It’s a topic of identity, of beliefs, and that’s why propaganda is a more appropriate term.

    But I’m still not entirely clear I can distinguish propaganda from disinformation at this time.

    Handling Conspiracy Theories with Students

    I have such a hard time navigating conspiracy theories with students who take business ethics with me. We have a whole section of the class where they learn how to use Mike Caulfield’s SIFT framework to fact check the articles they read about business ethics related news stories throughout our semester together. I’ve found it is practically useless to ask them the question from Mike’s mini course about if they or someone they’re close to has ever believed in a conspiracy theory before.

    There’s so much of one’s identity that gets wrapped up in what we believe. Generally, they don’t view these beliefs as conspiracies if they or their loved ones believe in them.

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  • Mental health university | Warwick Careers Blog

    Mental health university | Warwick Careers Blog

    If you have experienced any of the symptoms commonly associated with mental health issues, you are certainly not alone. 1 in 4 of us may experience this during our lifetime and it can be particularly acute for students, living independently for the first time without the emotional support of family and friends. 

    What is mental health?

    The World Health Organisation describe mental health as a ‘state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.’ For many of us, daily life is a struggle and for many students there is what probably feels like incredible pressure to succeed, defined by your degree classification and ultimately the status of your career. You do not have to accept that disrupted sleep, anxiety, periods of depression and stress are the price you must reluctantly pay to survive at university. There is advice and support available to help you address these issues. 

    Well-being is becoming increasingly important 

    Employers and the world of business have recognised how important well-being is in terms of developing and maintaining the health, job satisfaction and productivity of their staff. Employers across a variety of industries, both public and private now offer ’employee assistance programmes’ that offer confidential support services. If you are concerned how a period of depression for example, may impact on future job applications you may be pleasantly surprised how understanding and sensitive an employer may be. It is your decision whether or not to tell an employer you have experienced a mental health issue

    Empathy and understanding

    Society’s reluctance to recognise or even discuss mental health is changing. There is an increasing acceptance that mental health issues should be treated with the same sympathy and understanding as a physical illness. Admitting that you have a problem that you may not be able to resolve on your own may feel extremely uncomfortable and challenging. But this should not be seen as a weakness or that you have failed in some way. All of us are susceptible to mental health issues and talking is an important first step to helping you move forward. It may be that speaking to a friend or family member initially may help to provide a different perspective and help you to understand what you are experiencing.

    Recognising the signs

    How do you know if you are experiencing mental health issues? It is an extremely complex condition and generalisations are unhelpful. But there may be an indication of an underlying issue if you are, for example, suffering from:

    • Disturbed sleep patterns
    • Anxiety to the extent that it prevents you functioning as you normally would
    • Rapid weight gain or loss
    • Feeling low, demotivated and sad for a prolonged period of time

    What should you do?

    Talk to someone. At The University of Warwick there are a variety of counselling and psychotherapy services available, including a drop-in service . Where appropriate they may make referrals where a medical diagnosis or counselling, for example may be relevant. You could speak also your GP

    How counselling could help

    Counselling can help you to adopt a different perspective, to re-frame your thinking and perhaps challenge that negative inner voice that can be so damaging. There are a variety of approaches, all of which will develop a non-judgemental relationship between counsellor and client, founded on trust and empathy.

    As difficult as it may feel to talk about or even acknowledge the feelings you are experiencing, remember that mental health issues are extremely common. They can affect any of us at any point in our lives so however challenging it feels, take that first step to seek help. You could start to feel so much better.

    Originally written by Ray Ryan, published by Student Opportunity in October 2025

     

     

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  • Avoiding scams as an international student  – INTO Study Blog

    Avoiding scams as an international student  – INTO Study Blog

    Studying in the UK is an exciting and life-changing experience. You are meeting new people, learning new things and building a future for yourself. Unfortunately, it also makes you a potential target for scammers who see international students as vulnerable. Being aware of how scams work, and where you can go for help, is the best way to stay safe. 

    What is a scam and why are students targeted? 

    A scam is when someone deliberately tricks you into giving away money, information, or access to your accounts. Scammers may pretend to be someone they are not, use fear to pressure you into acting quickly, or create fake opportunities that seem too good to miss. 

    International students are often targeted because they may not yet be familiar with UK systems, official procedures, or everyday scams. You might also feel extra pressure around visas, police registration or financial security, and fraudsters know how to exploit those worries. 

    Common scams to watch out for 

    Sadly, scammers are becoming more inventive and there are new types of scams developing all of the time. However, here are some of the main scams affecting international students at the moment: 

    Impersonation scams 

    These are some of the most common types of fraud. Criminals pretend to be police officers, immigration officials, bank staff, or even university employees. They may call you directly, using false caller IDs, or send official-looking emails and letters. The scam usually involves creating fear: for example, saying your visa is invalid, or your bank account has been compromised, and demanding an immediate payment or fine. Remember, genuine officials in the UK will never ask you to transfer money quickly over the phone. There have also been cases of people impersonating family members, so it is always best to hang up and call yourself to make sure they are legitimate. 

    Cyber-kidnapping scams 

    These scams are especially frightening. A student is manipulated into isolating themselves — for example, by being told they are under investigation and must hide from contact. At the same time, the fraudsters contact the student’s family, often overseas, with staged photos or videos to make it appear as if the student has been kidnapped. The family is then pressured to pay a ransom. Cases like this have already been reported among international student communities. 

    Deepfake identity scams 

    Advances in artificial intelligence (AI) have created new risks. Fraudsters now use AI-generated video or audio to impersonate people during online interviews or to trick institutions into approving fake applications. Students can also be targeted with convincing “video calls” from supposed officials. It’s important to be aware that technology can be used to make scams look more realistic than ever before. Remember, nobody from your university, bank or other official body in the UK would ask you to transfer money or for your details urgently. 

    Advance-fee scams 

    This type of scam often starts with a tempting offer: a job that pays well, cheap accommodation, or “help” with visa extensions. But to secure the opportunity, you are asked to pay an upfront fee. Once you pay, the offer disappears — and so does your money. Housing scams, in particular, are common in university towns, with fake adverts posted on social media or unofficial websites. 

    Romance and investment scams 

    Also known as “pig butchering” scams, these involve criminals building a personal relationship with you, often online. Over time, they gain your trust before persuading you to send money or invest in fake schemes. The amounts lost can be very large, and victims may also feel embarrassed, which stops them from seeking help. It’s important to remember: if someone you’ve only met online starts asking for money, it’s a warning sign. 

    Real examples: Recently, Chinese students in London were targeted by fake officials demanding “legal fees” to avoid deportation. Universities have also reported deepfake applicants during admissions interviews. In Australia, students lost millions of pounds in just a few months to scams linked to fake authorities. 

    How to protect yourself 

    The most important thing is to stay cautious and trust your instincts. Keep these golden rules in mind: 

    • Be sceptical of unexpected calls, texts or emails — especially if they demand urgent action. 
    • Check official channels. UK police, immigration services, and universities will never pressure you to transfer money immediately. 
    • Protect your personal details. Don’t share passport numbers, bank accounts, or one-time passcodes with strangers. 
    • Pause before acting. If something feels rushed or threatening, it’s usually a red flag. You can ask to call them back; any official person would be happy to accommodate this. 
    • Ask for help. INTO staff can help you check whether something is genuine. 

    What to do if you have been targeted 

    If you believe you may already have been caught in a scam: 

    • Stop contact immediately and don’t send any more money. 
    • Save all evidence, such as emails, screenshots or payment details. 
    • Report it to INTO Student Services — we can guide you, provide translation if needed, and help you contact the police or Action Fraud. 
    • Seek emotional support. Being scammed can feel overwhelming, but our wellbeing team is here to help. 

    How INTO supports you 

    At INTO, your safety and wellbeing are our top priorities. We: 

    • Share updates and alerts to help you recognise scams.
    • Work closely with partner universities and local police.
    • Provide online training to help you recognise common scams and what to do.
    • Offer multilingual support to explain issues in your own language, and provide wellbeing services if you’ve been affected. 

    If you are ever unsure about a message, phone call, or email, please come to us. It’s always better to check first. 

    Scams can happen to anyone, but awareness is your strongest defence. By recognising the warning signs and speaking up when something doesn’t feel right, you can protect yourself and your family. Remember: if in doubt, talk to INTO staff. We’re here to keep you safe so you can focus on what really matters — your studies and your future. 

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  • a-closer-look-two-areas-changes-in-student-expectations The Cengage Blog

    a-closer-look-two-areas-changes-in-student-expectations The Cengage Blog

    Reading Time: 3 minutes

    As the world of higher ed continues to evolve at lightning speed, many students are understandably feeling some pressure to keep up. And that’s having a significant impact on the way they’re operating day-to-day in and out of the classroom. Over the past few years, faculty have reported noticeable changes in student expectations, with 49% recently telling us that the need to adapt to those expectations is a top challenge.

    So, what’s shifting, and how can faculty better adapt to meet their students where they are without going overboard? Let’s examine two examples of how needs and expectations are changing: AI use and deadline extension requests.

    The line between responsible AI use and cheating is fuzzy for some students

    Last year, 46% of those we surveyed in our annual Faces of Faculty report named combating cheating and plagiarism as a top challenge, down only slightly from 49% in 2023. And as AI becomes a bigger, more integral part of the higher ed experience, it’s growing increasingly difficult for many students to distinguish between responsible AI use and academic dishonesty.

    Forty-two percent of faculty we surveyed say they see significant or severe ethical and legal risks associated with generative AI in education, with 82% of instructors expressing concern specifically about AI and academic integrity. While today’s students expect AI to play some kind of role in the learning process, many stand on shaky ground when it comes to applying it ethically in their coursework.

    How instructors are responding

    As we reported, many instructors are taking a proactive approach when it comes to combatting this issue:

    • Many faculty have told us that they like to set clear expectations at the beginning of the semester/term around AI-use, either verbally or within their syllabus. By doing so, they can provide students with clear-cut guidance on how they should approach their coursework.
    • Faculty are finding that the more they know about AI, the better they can safeguard assignments from potential overreliance. One educator from Missouri told us, “I am learning more about Al and Al detection this year, and am making quite a few adjustments to my assignments so they are more personal and reflective, rather than Al-tempting assignments.”
    • Using anti-cheating software has become a very popular method for instructors, with many using online plagiarism detection tools like turnitin or “locked down” browsers.

    “Spending a lot more time and effort identifying and using reliable plagiarism detection software, especially AI detectors.” – Faculty member

     

    Extension requests: pushing deadlines and boundaries

    Another example of changing student needs is the growing expectation from students that their extension requests will be granted. But this has left many instructors feeling overwhelmed, not only by the number of requests to keep track of, but by a rising uncertainty over which requests are based on legitimate reasons. This may very well be a contributing factor for 35% of faculty who cited perceived dishonesty and lack of accountability from students as a top driver of dissatisfaction in 2024.

    An adjunct professor from Virginia told us, “I leaned into adapting to students’ expectations, but this became somewhat unmanageable when teaching multiple courses. I am also concerned with setting a precedent for future students in my courses if current students share that accommodations are easily given.”

    How instructors are responding

    Despite the challenges that this shift presents, many instructors are jumping in to accommodate extension requests from students, offering both patience and a generally high level of understanding. Faculty acknowledge that today’s students have a lot to contend with these days — from financial stressors to academic and social pressures — and they’re prepared to flex to those challenges.

    “I became more flexible. I get annoyed by professors my age who ignore the fact that today’s students are under ten times the pressure we were when we were undergraduates. Some of these students are carrying a full course load while working two jobs.” – Other professor role/lecturer/course instructor, Ontario

    While they’re empathic to students’ evolving needs, instructors are ready to set their own boundaries when necessary. One faculty member told us, “For the most part, I held firm in my deadlines. I did however increase the number of reminders I sent.”

    Regardless of the approach, clear communication with students remains at the heart of how faculty are dealing with this particular shift. Another instructor said, “I look at the individual situation and adapt…I remind students to complete items early to avoid unexpected delays. If there is a technology issue, then I will extend if it is communicated timely.”

    We’re happy to see our faculty skillfully weaving through these obstacles while remaining committed to adapting to new student expectations.

     

    To get a full picture about what 1,355 surveyed U.S. and Canadian faculty had to say about changes in student expectations, read our 2024 Faces of Faculty report.

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  • counseling-videos-prepare-students-for-on-the-job-hurdles – The Cengage Blog

    counseling-videos-prepare-students-for-on-the-job-hurdles – The Cengage Blog

    Reading Time: 3 minutes

    For students planning for future careers in nutrition counseling, the ability to understand complex nutritional concepts is essential to their success. In these roles, they’ll need to help clients understand important information about their health, address their nutritional needs and demonstrate the benefits of behavior change.

    But before they get there, students must tackle complicated course topics. That’s where MindTap for the new fifth edition of Bauer/Liou’s “Nutrition Counseling and Education Skill Development” comes in. The Learning Path is packed with 14 dynamic Video Quizzes that bring real-world counselor-client exchanges to life.

    These videos are a game-changer for students looking to explore what it’s like inside the counseling practice and apply what they learn. Let’s take a closer look.

    Enhanced understanding through visual learning

    Imagine trying to understand someone’s hesitation to change, tone or personal insecurities just through text — needless to say, it’s not easy. Our counseling videos let students see a nutrition counselor in action. Concepts become easier to grasp when students can watch authentic responses to common problems. And by seeing and hearing actual clients, students can better understand the common hesitancies that arise when it comes to dietary and lifestyle change.

    Play video below:

     

    Real-world applications

    These videos don’t just stick to theory. They bring real-life scenarios and case studies right into the classroom, whether you’re teaching online or in-person. Students watch the videos as part of a Video Quiz assignment in MindTap, giving them the opportunity to instantly apply what they’ve learned. The videos provide students with a realistic glimpse into situations they’ll likely encounter in their careers, including:

    • Communication essentials
    • Frameworks to understanding behavioral change
    • Developing a nutrition care plan
    • Facilitating client self-management

    Watching how nutrition counseling is applied in various contexts helps students see the relevance of their studies and prepares them for real-world applications. Educators can also use the video content to inspire conversations in the Learning Management System discussion board for further engagement and active participation.

    Screenshot of Video Quiz: Nutrition Counseling: Responding Based on Intent

    Guided counseling experience with author Carolyn Williams

    Leading the video content in the role of the counselor is Cengage author and culinary nutrition expert, Carolyn Williams, Ph.D., RDN. Carolyn exposes students to various viewpoints and perspectives on the types of issues a nutrition counselor might encounter. As students engage with the topics, they’ll develop the skills needed to help clients make behavior changes last and engage in physical activity. Plus, these videos will demonstrate ways to communicate efficiently and empathetically with different types of clients, facilitate groups and develop professionalism.

    Carolyn Williams sits down with a client in a counselor-client interaction.

    Skill development

    Educational nutrition counseling videos do more than drive home the facts. They’re about developing essential skills like critical thinking, problem-solving and communication. By analyzing the techniques and strategies used by professionals in these videos, students can learn how to handle similar situations in their practice. In one example, students are given a lifestyle management form with a dietary evaluation. This provides the counselor with a snapshot of a client’s usual food intake and eating habits, as well as lifestyle factors that may impact their food intake. The counselor then guides the client through a 24-hour diet/lifestyle recall.

    Screenshot of Nutrition Counseling Video Quiz

    Our counseling videos in offer a look into authentic counseling experiences in the field. From enhancing understanding and engagement to providing real-world applications and different perspectives in the nutrition field, the videos can help you prepare your students for career success.

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  • mindtaps-diet-wellness-plus-motivates-health-nutrition-students- The Cengage Blog

    mindtaps-diet-wellness-plus-motivates-health-nutrition-students- The Cengage Blog

    Reading Time: 2 minutes

    For many students, it can be a game-changer when they’re able to apply what they’ve learned in class to their own lives. Not only does this help them better understand the relevance of their coursework, but it also motivates them as they progress towards their future careers with the necessary skills they’ll need to succeed.

    For one nutrition/health instructor, introducing Diet & Wellness Plus in MindTap to her students was a decision that helped her students do just that.

    “Knowledge is nothing without understanding…”

    Cinda Catchings, Director and Instructor for the Food, Nutrition, and Community Health Sciences (FNCHS) program at Alcorn State University, knew there was a key component missing in both her Health and Wellness and Introduction to Nutrition courses. Tech-motivated and on track to become Registered Dietitians, Cinda’s students needed a tool that would help them track and identify their own health behaviors, develop healthier lifestyle habits and become more career-confident.

    “…allowed students to apply knowledge…”

    After implementing MindTap’s Diet & Wellness Plus diet analysis software, an application that allows students to collect, input, track and evaluate their dietary habits, Cinda’s students were able to put their in-class knowledge into action. Being able to track their own data not only helped them develop a greater understanding of the skills they’d need in their future careers, but also motivated them to make better lifestyle choices.

    “The use of the combined Diet and Wellness Plus and MindTap and, because it was their data, 90% stated they would change behaviors now or in the near future. This also gave the students clear insight into the importance of nutrition and lifestyle behaviors,” remarked Catchings.

    Learn more about how MindTap’s Diet & Wellness Plus app helped Cinda’s health and nutrition students gain healthier habits and a stronger grasp of the career skills they’d need to succeed.

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  • IHEC Blog a project by David Comp: This CBC News ‘How to destroy Harvard University

    IHEC Blog a project by David Comp: This CBC News ‘How to destroy Harvard University

    Since February 2007, International Higher Education Consulting Blog has provided timely news and informational pieces, predominately from a U.S. perspective, that are of interest to both the international education and public diplomacy communities. From time to time, International Higher Education Consulting Blog will post thought provoking pieces to challenge readers and to encourage comment and professional dialogue.

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