News | Old Gold & Black
Thursday, March 17, 2022 | Page 3
Survey: SG leaders explain importance Continued from Page 1 “Our role is to help in advising the rollout of the survey and eventually advising in terms of how we respond to the report of the survey,” Agudelo said. “So right now, a lot of our work has been preparing promotional stuff, getting ready to help with the rollout of the survey and making sure we’re getting a lot of responses. Ultimately, the best and most effective way for this survey to be successful is to have a good response rate.” Leading up to the release of the survey, the Wake Forest Student Government Instagram account, @wake_sg, posted social media graphics explaining the survey and its purpose. Student Government also intends to talk to student organizations about how to best inform students about the survey and its importance. “Our hope is that this is something students appreciate and want to see succeed just as much as we do,” Buttler said. “I think something that we want to make clear is that change can’t be made unless
it is a community effort. This is something that could certainly affect change if students take it seriously and participate, which is why we’re passionate about getting the word out and ensuring that we get as high a response rate as possible.” He continued: “If we get a response rate that’s below 10% or in the teens, I don’t think we would be able to make decisions that are reflective of student experiences, and we probably wouldn’t be able to create policy that is centered around supporting survivors and trying to make Wake Forest a safer community for everyone.” Agudelo and Buttler hope the responses of the survey will be as reflective of the student population as possible, reaching all demographics. Buttler discussed how the survey vendor NORC does its best to ensure the responses of the survey are representative of the entire campus community. “It’s going to be a continual conversation with [NORC] so they can update us throughout the time that the survey is out,” Buttler said. “Say that maybe one certain demographic group hasn’t answered in a way that is equivalent to other
demographic groups across campus, then administrators or the SAPSA Committee can create targeted interventions to get these groups to take a survey to ensure that we are hearing all the voices across campus.” In this process, student input has been paramount. “We’ve been in and out of meetings with [NORC] and the Office of the President, and they really do appreciate the feedback that we’ve given as students, which has been a really great experience,” Buttler said. Agudelo noted that various campus communities can foster conversations by promoting the goal of the survey and echoing the desire for diverse responses. “I think another part of it is relying on our committee members, there are 20 committee members in total,” Agudelo said. “And we’re all from different facets of campus. We all have different connections on campus — Greek life, non-Greek life, students of color, women, men, nonbinary, etc.” “We can’t cover every identity on campus, and we’re not from every single
corner of campus. But the hope is that through word of mouth and through people who are passionate about this work, we’re all having conversations with people in our vicinity, and then that way we get the responses that we need.” Agudelo emphasized that the hope is for students to feel secure and comfortable when taking the survey. “We’re focusing on making sure [students] have the resources [while taking the survey] and making sure they have the support services they need,” Agudelo said. “If they need to step away from the survey, it saves, and you don’t have to do it all in one sitting. You can take a break from answering questions and reach out to support services on campus if you need to.” Wake Forest students have been sent an email containing the survey. The survey should take about 20 minutes to complete, according to a graphic provided by Student Government, and all information collected is confidential. The survey is slated to close on March 31.
Contact Emily Toro at toroer20@wfu.edu
Students exult in first spring break since 2020 MADDIE STOPYRA Staff Writer
Last week, Wake Forest students had their first spring break since 2020. Campus remained open and accessible to those who wished to remain on campus, but students were given the opportunity to leave campus and take a break from academic life. Due to the ongoing pandemic, Wake Forest has been unable to hold a formal spring break since 2020. In 2020, students left campus for what they thought would only be a week-long spring break, only to not return to campus because of COVID-19. Wake Forest continued its classes remotely for the remainder of the semester. In 2021, because of the delayed start to the semester and to prevent students from traveling and being exposed to COVID-19, the university did not offer a spring break. Instead, only two rest days were given off the entire semester. Residential Advisor and sophomore Anabel Ford explained the toll the lack of rest took on her mental health. “Last year, I had to go home for a few weeks because my health was so
bad,” Ford said. “I had no break and no time to stop and recharge, which is when our brains are best at solving problems we can’t figure out otherwise.” Freshman Thomas Peterson also expressed his desire for a period of rejuvenation. “I’m pumped for the time to myself because you don’t get a lot of that during school,” Peterson said. “I will be refreshed and ready when I return to the chaotic cyclone that is college next week.” Not only does spring break provide students with rest, the week off of classes allows professors the chance to step away from the classroom as well. Professor Alyssa Howards noted this fact and explained the noticeable change on campus after spring break. “Even if students don’t travel, I think spring break is an important time to press the ‘reset’ button — this applies to both students and faculty,” Howards said. She continued: “Also, for me, it’s always been an important transition from winter drudgery to summer. Everything after break always seems so different — the campus is in bloom, it’s warmer, people are happier. It’s amazing how this all hap-
pens in the span of 10 days. I think all of this adds lightness and joy to the campus, and certainly, that can help us all with our work and mental health.” Prior to spring break, snow days and the recent Weaver Fertilizer plant fire affected students’ ability to establish and maintain a regular routine. “I absolutely think this semester has been abnormal, especially because of the snow and fire days off,” Ford said. “It’s caused me to struggle to find a routine or groove that I can get into, which always makes my mental health devolve a bit.” Because of the lack of routine and abnormal schedule, students have admitted a stronger sense of academic burnout leading up to spring break. When asked about her level of stress and academic stamina, freshman Ellie Howell noted that her course load has caused an increase in burnout. “I have definitely gotten burnt out this semester,” Howell said. “I am taking 17 credit hours, and every class seemed to ramp up at the same time. These past two weeks have been very challenging, and there are times when I have to take a break simply because my brain can’t function anymore.”
When asked about the effects of COVID-19 on his students and the absence of a mid-semester break, Professor John Welsh praised his students for their openness to express their exhaustion and sometimes even their lack of motivation in college. “One of the greatest strengths of this generation of students is their willingness to speak openly about mental health,” Welsh said. “Since the pandemic, the increase in the number of students who speak to me about mental health issues has been remarkable — astonishing even,” Welsh said. Alongside being honest with professors about a shift in morale, students offered advice to their peers regarding academic burnout. “Some advice for my peers would be to not be afraid of taking time off, even if it’s for 15 minutes,” Ford said. “If you have been staring at an assignment for what feels like hours with no solution in sight, take a break. Go for a walk, eat a snack, recharge your brain. Burnout is real and affects everyone in different ways. Use your extra time to aid yourself in that way.” Contact Maddie Stopyra at stopmf21@wfu.edu
POLICE BEAT Larceny: •
An unknown subject(s) took a student’s cell phone from an unlocked vehicle in Lot M. WSPD tracked the phone to an off-campus location. The student refused to press charges. The report was filed on March 11 at 7:56 p.m. Miscellaneous:
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The WSPD responded to a loud party on Feb. 27. Officers gave residents a verbal warning, and the party was dispersed. The report was filed on March 12 at 7:36 a.m.
