Waste Reduction, Recycling, and Climate

Post contributed by Joan Hicken, Coordinator, Waste Reduction and Recycling Department

Greenhouse gases from human activities are the most significant driver of observed climate change according to the Environmental Protection Agency. Resource extraction and processing, manufacturing, transportation, consumption and waste management all result in greenhouse gas emissions. Rising levels of greenhouse gases in the Earth’s atmosphere are causing changes in our climate. Some of this can be attributed to solid waste.

The stuff we buy, use and throw away has an impact on climate. Everything we consume requires energy for its manufacture, transportation and disposal. This energy is usually produced by burning fossil fuels and this releases carbon dioxide and other greenhouse gases into the atmosphere. Wasting less and recycling more saves energy and is one of the easiest and most effective ways we can act to help reduce climate change. Fewer emissions are produced when waste is prevented in the first place, by consuming less (reducing), reusing and then recycling.Reduce Reuse Recycling

Waste reduction is the process of preventing or reducing the generation of waste. When we reduce our waste or reuse products, less energy is needed to extract, manufacture and transport goods. As a result, there are fewer energy-related emissions from resource extraction and manufacturing, and the absence of emissions related to waste management. Waste reduction can reduce emissions significantly.

Recycling is an effective way to also reduce greenhouse gases. Using recycled materials to make paper, plastic and cans saves energy and reduces emissions. For example, making new aluminum cans from old cans requires 95% less energy than producing them from raw materials. When we recycle, we avoid the greenhouse gas emissions from landfills and reduce the need to extract new resources from the earth.Purchasing products made from recycled materials instead of virgin materials helps reduce energy consumption. Manufacturing products from recycled materials requires less energy than making them from all new materials. Buying recycled reduces the amount of raw materials needed to manufacture items, conserving natural resources, saving water and energy, and reducing water and air pollution.

Waste reduction and recycling are ways that we can use less energy, reduce greenhouse gas emissions and contribute to a healthy climate.

Reduce Climate Change


Tips to help better manage the waste we produce:

  • Choose reusable items instead of disposable
  • Buy products with minimal packaging
  • Use reusable bags instead of plastic bags
  • Rent or borrow things you use infrequently
  • Recycle office paper, cardboard, plastic bottles, aluminum cans, steel/tin cans



Email aureuse@auburn.edu
Web auburn.edu/recycle
Twitter @AU_Recycles
Instagram @au_recycles
Facebook auburnuniversityrecycles


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Recycling Drop-Off Center Now Available On Campus

Post contributed by Lindsay Souders, Student Employee, Waste Reduction and Recycling Department

One of the ways the Waste Reduction and Recycling Department is working to promote sustainability on campus is by recycling – diverting useful materials from the waste stream in an effort to reduce our dependence on landfills. To make recycling convenient for those who do not have access at their homes, condos or apartment complexes, the department has set up a recycling drop-off center open to all members of the Auburn Family.

Recycling Center Map
The recycling site can be seen on this map in relation to the Band Practice Complex and West Thach Avenue.

The site is located on West Thach Avenue at the back of the West Campus Parking Lot near the Auburn University Band Practice Complex. There are separate bins for recycling mixed paper and recycling mixed containers, along with a dumpster for recycling cardboard.

Mixed paper includes copy and colored paper, magazines, catalogs, junk mail, newspapers, inserts, phone books and dry food boxes. Mixed containers include plastic bottles, like water and soda bottles, sports drink bottles, milk jugs, shampoo and conditioner bottles, laundry detergent and fabric softener bottles, as well as aluminum cans and steel/tin cans. There are banners on the fence listing acceptable materials and labels on the bins directing visitors where to correctly put their recycling. The center does not accept garbage, glass, plastic bags or stuff in plastic bags. These things will contaminate the recycling.

Recycling bins
Signs are located on the fence to help individuals sort their recyclables into the right bins.

It’s important to remember the three R’s – reduce, reuse and recycle. Practicing them will reduce the amount of waste you produce. Adopting these habits now will set up a better future for all. Living sustainably is really about making small changes. The act of recycling fosters positive environmental attitudes and personal responsibility. It creates good habits and inspires us to develop new and better ways of managing and eliminating waste.

The Waste Reduction and Recycling Department manages waste contracts on campus and provides recycling services to the university community. The recycling program was established in 2005. For more information about recycling or the drop-off center, call 844-9461.

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Building Community: One Bite at a Time

Post contributed by Dr. Virginia Koch, Auburn University Residence Life Director

How do you build community? First, begin with the end in mind. Ask yourself, how do I want my community to look, feel, sound, and smell? Paint a picture of your ideal community. Does it look beautiful, well-maintained, or orderly?  Does it feel safe, just, or welcoming? Does it sound happy, celebrative, or caring? Does it smell clean, natural, or healthy? Does the community inspire or invite participation of its members? Is it affirming and built on the notion that there’s always from for one more or is the community driven by fear or secrecy? Does it contribute to or degrade individual’s physical or mental health? Does technology or physical space help or hinder personal interactions and sense of belonging? Is the community inclusive or exclusive? While few communities operate within such binary constructs, the effect of working towards or maintaining a specific community vision makes the achievement of opposing goals less likely. Put simply, if you aren’t actively promoting, working towards and sustaining a positive and healthy community, it could be that the community is moving toward decline.

Boyer's Principles

Nearly 30 years ago American educator Dr. Ernest Boyer outlined a timeless list of “Six Principles of Community” which is widely used when discussing visions of community on college campuses. Boyer (1990) contended that a campus community should be educationally purposeful, open, just, disciplined, caring, and celebrative. While these principles were written in the context of a campus community, they also provide a framework for assessing the state of one’s community. Perhaps a seventh principle could be added, specifically, that a community is sustainable. That is, a place where needs are met “without compromising the ability of future generations to meet their own needs” (United Nations, 1987, p. 43). This principle, in conjunction with the other six, could be a game changer. To understand how your own needs intersect with the needs of others, it is critical to share openly and honestly, listen without judging, value perspective taking, and encourage on-going dialogue that enables you to listen deeply enough to changed by what you learn (Saunders, 2011).

With such lofty and important goals, how can community members–students, faculty, staff, alumni, and families of students–work to support strong communities? Let’s not allow ourselves to get overwhelmed! As author Bill Hogan (2011) reminds us, “How do you eat an elephant? One bite at time.” First, community members must consider and share the unique talents and strengths they bring to the community. In his best-selling book The Tipping Point: How little things can make a big difference, Malcolm Gladwell (2000), described three architypes of people and how they make change happen: mavens share information and ideas, connectors bring people together, and salespeople persuade others to get involved. If we accept that everyone fits into one of these three groups, how would you think differently about your capacity to inspire other’s personal commitment, leverage empowerment, encourage involvement, and motivate collaboration within the community? How would identifying your strengths affect your ability to listen to and empathize with the needs of others, create just or disciplined communities, or celebrate open and caring communities?

ABCD LogoFinally, to build community, leaders must also assess the strengths and potential of the community through the resources, skills and experience of its members. Professors John McKnight and John Kretzmann (1993) called this Asset-Based Community Development (ABCD). Using the ABCD model, McKnight and Kretzmann asserted that community leaders should not define a community by its deficits—or what is lacking—but rather by its strengths and potential. Positive relationships are key ingredients of healthy communities where citizens are at the center of their development. Instilling these strength- based approaches into our community building efforts will have positive effects on the communities we build on college campuses, in our neighborhoods, countries and world. The principles and methods discussed here are scalable and possible.

Before closing, it is necessary to add a magical and often misunderstood ingredient to the healthy community recipe. Communities must have a system to recognize and respond to conflict that results in peaceful conflict resolution. Conflict is not always a negative aspect of human interaction; in fact, conflict can spur a sense of urgency, innovation, and group unity. Peaceful conflict resolution is a skillset that can be mastered by citizens of all ages and abilities and can be embraced as the hallmark of a just and caring community. As you move through the various communities of which you are a member, keep these perspectives in mind. Developing strong, resilient, inclusive communities is within our grasp if we recognize the strengths we bring, aspire to principled living, and address conflict productively.

Dr. Virginia Koch
Dr. Virginia Koch

Dr. Virginia Koch is Director of Residence Life at Auburn University.  She has been helping students, faculty, and staff build inclusive and welcoming communities in campus housing programs for over 30 years. She earned a Ph.D. in Higher Education Administration from Loyola University Chicago. She considers herself a “maven” and encourages connectors and salespeople to use the information provided her as they seek to build vibrant communities.


Boyer, E. (1990). Campus Life: In search of community. Commissioned by the Carnegie Foundation for the Advancement of Teaching. Princeton, NJ: Princeton University Press.

Gladwell, M. (2000). The Tipping Point: How little things can make a big difference. New York: Little Brown.

Hogan, B. (2011). How Do You Eat an Elephant? One bite at time. Fort Lauderdale, FL: Llumina Press

McKnight, J. L. & Kretzmann, J. P. (1993). Building Communities from the Inside Out: A path toward finding and mobilizing a community’s assets. Chicago, IL: ACTA Publications.

Saunders, H. H. (2011). Sustained Dialogue in Conflicts: Transformation and change. New York: Palgrave Macmillian

United Nations (1987). Report of the World Commission on Environment and Development: Our Common Future.  New York, NY: Oxford University Press.



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Building Community Around a Common Purpose

Post contributed by Christopher T. Wyckoff, Ph.D., Assistant Director, First Year Experience

I’ve always had an interest in and passion for the environment. One of my most vivid memories is from my childhood, on a chilly spring day in Chicago. I decided to button up my coat, jump on my Big Wheel, and race around our house. After having cornered a bit too tightly, I looked back and – to my horror – saw the carnage I’d caused in my mother’s tulip bed. Panicked, I did what any seven-year old would do: I ran inside, grabbed the tape dispenser, and taped all of the broken-off flowers back onto their stems. Obviously, I did this to avoid my mother’s ire, but I also suffered a deep feeling of regret at having destroyed a bit of nature – a flower bed that celebrated the last of the melting snow and the reemergence of color after a dreary Midwestern winter.

My desire to celebrate and improve the natural environment endures. I became an educator in part because of my belief that I could be satisfied in my life by helping others improve their own. I was raised in a community that values giving back with heart, which was my intention when I began my work at Auburn in 2004. I quickly found myself involved with the Parkerson Mill Creek restoration project, which was then in its infancy. As the advisor for IMPACT at the time, I took great pride in watching the student leaders pull together a team of students who cared enough about their community to do the tough work of cleaning up trash, pulling privet, chopping vines, and taking water quality measurements.

Student Discussions
Student discussions during the “Live Green, Save Green” learning community.

The Parkerson Mill Creek project showed me that a critical mass of Auburn students genuinely cared about their community’s environmental health, and it inspired me to collaborate with Drs. Sharon Roberts (Biology, retired) and Gisela Buschle-Diller (Polymer and Fiber Engineering) to develop what débuted in the Fall of 2006 as a learning community called “EarthSmart.” Through EarthSmart, we taught first-semester students about the environmental movement; the scientific, sociological, political, and psychological principles undergirding it; and most importantly: we empowered them to make a difference in their community in the present.

Now called “Live Green, Save Green,” the learning community is in its twelfth successful year. I strive to keep abreast of current trends, issues, and scientific developments in order to bring a dynamic learning experience and a sense of common purpose (a primary building block of community) to my students every fall semester. A successful Live Green student is one who leaves the class feeling empowered to be a change-maker among friends, family, and the surrounding community. Having explored and discussed the impacts of the human-built environment, climate change, natural resource usage, energy production, and consumerism, students discuss their evolved mindset in their final journal entry. It’s amazing how much one can learn to reflect and flourish in just fifteen weeks.

Dr. Christopher T. Wyckoff

After the last student leaves the room on the final day of classes, I envision having taken my class with me on that fateful Big Wheel ride. We got scared when we realized we were approaching a corner at reckless speeds. We accepted we could not undo the desecration of a bit of our garden. We lamented the loss, but learned how to assess the damage and tape back together the flowers that were separated from their stems during the ride. More importantly – and to keep with the metaphor – we learned that it’s simultaneously possible to repair our damage and plant new bulbs for the future of our cherished communities. Another spring has arrived. Another fall is just around the corner. Perhaps we can avoid tearing up the tulips.

Dr. Wyckoff is an educational psychologist and Assistant Director in the First Year Experience Office, where he directs the First Year Seminar and Learning Community programs. For more information on those programs, visit auburn.edu/fys or auburn.edu/lc.

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Building Our Community with Auburn Parks and Recreation

Post contributed by Whitney Morris, Aquatics and Special Events Coordinator, City of Auburn

Building communities is essential to our daily lives and the lives of those around us. Without a healthy, thriving community to live in, we would not be able to enjoy the basic pleasures that so many of us take for granted: public spaces like parks or recreation centers, adult and youth sports leagues, or even recurring events that become staples in our yearly social calendar like arts and crafts festivals, outdoor concerts, farmers markets or rolling the Corner after football games. These are the kinds of activities that, while it may not seem like a huge impact, all play a part in our community’s life and health. The City of Auburn delivers or assists in the coordination of, in part or in whole, all of the abovementioned activities and events because our staff is dedicated to preserving and building up our community in whatever way possible. These things are essentially Auburn. Parks and Recreation maintains our local parks and facilities; Public Safety ensures the safety of Auburn residents and fans during football season; and Environmental Services celebrate Auburn University football wins just as much as the rest of us, even when it means cleaning up lots and lots of toilet paper. Without these things, there would still be a city named Auburn located along the eastern boarder of Alabama, but it would not feel the same. Our community is built upon all of these things.

From a Parks and Recreation standpoint, our events and programs help to unify Auburn citizens from many different backgrounds in many different ways. This programming also serves to introduce residents to new activities, possibly igniting passions for new sports or hobbies. Working for the City of Auburn, particularly in Parks and Recreation, grants me and my coworkers the unique opportunity to help facilitate the love of baseball in a child, introduce a new sport or skill to a retiree, host social activities that introduce residents to one another when they might not have otherwise met or help a small business owner reach new audiences and customers through arts and crafts events. It is these types of opportunities that the creation of communities and their perpetual health is built on; thereby making them sustainable.

Ice Skating in Auburn
Ice Skating in downtown Auburn this past winter

When the City of Auburn hosts events, organizers spend time during and after the event talking with our patrons, vendors and other staff to determine what went well, what could be done differently and how we make the next time even better. It is through these open lines of communication that we create events and programs that appeal to and serve a wider spectrum of our residents. The creation of new events, or even the reinvention of longstanding ones, is a process and one that is not always easy. City of Auburn staff, whether they work for Parks and Recreation or Public Safety, take into account feedback we receive from employees and citizens in the design, execution and implementation of new programs, events and activities. It is important for us to deliver the highest quality services to our residents. You are our friends, family and neighbors. We want you to enjoy living, working and playing here as much as we do, because we all are residents of Auburn.

One thing that all Auburn residents can agree on is that our city is growing and changing. You can see it on a daily basis if you just look outside: new developments, school growth and the number of people who are moving to our area are rapidly increasing. It is a great place to live and it is only going to get better. This means that the City of Auburn will also face the challenge of helping to grow and build the city in ways that keep it a community. This is happening in both long-term and short-term planning. In the long-term, Auburn Parks and Recreation and the Auburn Public Library are currently in the process of completing the Parks, Recreation and Cultural Master Plan, which will bring new facilities and parks, expand current ones and create new opportunities for community events and growth.

Bee Auburn Street Event
The Bee Auburn street event closes the National Pollinator Week celebrations, a collaboration between Parks and Recreation and College of Agriculture

In the short-term, we are bringing new events to our citizens and creating partnerships with organizations in our community, like Auburn University. In 2017, we implemented a variety of new events for the community at-large, including Bee Auburn, hosted by the City of Auburn and Auburn University College of Agriculture, is a celebration of pollinators and their impact on our daily lives; the Fright Nights movie series, a family-friendly movie series held in conjunction and hosted at the Auburn University Donald E. Davis Arboretum; Arts on the Hill, held in collaboration with the Jan Dempsey Community Arts Center, Caroline Marshall Draughon Center for the Arts and Humanities and Auburn Arts Association to kickoff National Arts and Humanities month; and bringing ice skating to downtown Auburn, to spread holiday cheer in our community. Additionally, you will find monthly health and wellness-themed activities hosted by Active Auburn, the health and wellness campaign sponsored by Auburn Parks and Recreation. Through these types of events, and future events, the City of Auburn brings about new ways for our community to grow and develop together.

Building and shaping our communities to be unified and celebratory of our differences and common interests, ensures growth, change and perpetual health. The City of Auburn is tasked with and dedicated to pursuing excellence in all of these aspects of communal growth in every department. The events, programs and activities that Auburn Parks and Recreation host play a part in that growth. To learn more about our events and programming, visit the City of Auburn’s Website.

Whitney Morris is the Aquatics and Special Events Coordinator with the City of Auburn and the coordinator for the Active Auburn campaign. She oversees events like Downtown Trick-or-Treat, Bee Auburn, ice skating and the Fright Nights movie series. Active Auburn hosts monthly events that are health, wellness or fitness-themed in order to promote healthy lifestyles in the Auburn community. To learn more about Active Auburn, visit the program’s website.


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Building Community: A Process of Purpose

Post contributed by Mark Wilson, Director of Civic Learning Initiatives, Caroline Marshall Draughon Center for the Arts & Humanities, College of Liberal Arts

In my Introduction to Community and Civic Engagement course this past semester, two students made comments that continue to echo in my mind, long after the grades were turned in and credits received.  The comments stemmed from the class periods where we turn our Haley Center classroom into a circle for deliberation, one of the civic skills we develop in the course. Civic work can’t be done in rows; citizens have to sit shoulder-to-shoulder and eyeball-to-eyeball to work through difficult issues.

As a neutral moderator of our deliberations, I chose some particularly difficult issues, including mass shootings, America’s role in the world in a time of war, and bullying.  Issues that require deliberation don’t have just two choices.  These are complex issues, and the issue guides we use provide three options or paths we might take to make a difference, all of which are in tension with each other. So there we sit, talking through the pros and cons of the approaches, and sometimes students tell personal stories that illustrate why they are passionate about a particular aspect or challenge related to the problem.cartoon circle of people

One day, as I directed students to “circle up,” one student, with her head back and her arms dangling to the side, exclaimed, “Aghgh.  This class is so emotional!” She wasn’t protesting the activity, at least not for long, but she named one important reason why citizens are reluctant to build community across lines of comfort: Community building and decision making is more than critical thinking; critical feeling is required.

On another occasion, one student, reflecting on this community practice of deliberation, commented that while he enjoyed our classroom work sessions on issues, he could not imagine his hometown participating in a similar exercise. “From where I’m from, people are so certain they understand the problem and the answer,” he said, “They can’t imagine listening to understand a perspective other than their own.” He’s right, though I hope, for all of our sakes, he’s not completely right.

These two students put their finger on two important challenges to community building: 1) The willingness of community builders to put their whole selves out there, people who can think and feel critically; 2) The existence of communities where difference is not denigrated but explored, where listening is used to understand, not destroy. The first challenge might solve the second challenge, and when success is found, we will echo the ancient Greeks who called deliberation, “The talk we use to teach ourselves before we act.”

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Engineering College Offers Guest Lectures on Sustainability-Related Topics

Post contributed by Dr. Nanette Chadwick, Director of Academic Sustainability Programs

For faculty who are preparing your spring classes, please note that there are engineering faculty members who are willing to give guest lectures on sustainability-related topics.  Also for students, if you are interested in hearing lectures about any of these topics, feel free to contact the appropriate professors in your classes, and suggest the idea to them. You can find a list of the offered topics on the College of Engineering website.

If you have any questions (or if you are faculty and would like to contribute a topic to the list), please contact:

Jeffrey W. Fergus, PhD, PE

Associate Dean for Program Assessment and Graduate Studies

Professor of Materials Engineering

Auburn University

Samuel Ginn College of Engineering

1301 Shelby Center

Auburn, AL 36849

Phone: 334-844-3405

Email: ferguje@auburn.edu


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Faculty Invited to Apply for Paid Positions Co-Teaching Sustainability Courses

Post contributed by Dr. Nanette Chadwick, Director of Academic Sustainability Programs

Students in the Intro to Sustainability course learn about stormwater management from Jeff Dumars.

Academic Sustainability Programs invites applications from faculty members in all academic units, to co-teach in our interdisciplinary courses in sustainability during the 2018-19 academic year.

Each of our courses typically is co-taught by a team of 4 or more faculty members from diverse disciplines, with an effort to pair faculty with technical/scientific expertise, together with those having expertise in the social sciences/liberal arts. These courses are taken by students pursuing the Minor in Sustainability Studies, and they draw also non-minor students from all 9 undergraduate colleges across campus.

Academic Sustainability Programs will pay $4,000 (plus applicable benefits) per course, to each instructor’s department. Budget transfers will be made to the instructor’s department, which then can be used by the department to buy out part of the instructor’s regular teaching load, or to pay the instructor as additional compensation for teaching an overload. Instructors must obtain permission in advance to co-teach, from their department heads.

To view further information about these courses, and to submit an application, please peruse our webpages.

Applications are currently being reviewed to co-teach during the academic year 2018-19; the process will remain open until all positions are filled.

Contact for further information:

Dr. Nanette Chadwick

Director of Academic Sustainability Programs

Office of Undergraduate Studies, Provost Office





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Busy Beyond Belief? Why an Alternative Sleep Cycle Might be the Answer

Post contributed by Jack Parrish 

Did you make a New Year’s resolution last year? Did you keep it? For many of us, we find ourselves repeating the same patterns each year; we decide to recycle, work out, meal prep, etc. but it rarely sticks. Instead we get busy. As my class workload increases, I struggle to make the time for new commitments. One by one, they fade away, until I wake up in March and realize another year has passed.

But what if you had more time? What if, through the course of some Hermione-level wizardry (and some somewhat controversial brain science), you could add three hours to your day? Well, I’m here to tell you it’s possible. Sort of.

Photograph of a woman sleeping in a field.You see, we think our bodies require eight hours of sleep to function at our best. But according to a Psychology Today article, the concept is a myth, not a rule. Here in the U.S., we typically develop monophasic (a long sleep once per day) sleep patterns. We’ll head to bed between 10-12 p.m. and wake up between 6-8 a.m.

But there are also polyphasic sleep patterns, in which people sleep several times throughout the day. These sleeps are shorter, more efficient, and pretty incredible. In many Hispanic (and some European) countries, siestas are popular. A person might sleep for five to six hours per night and take a 20-minute nap toward the middle of the day. These siestas are biphasic in nature (you sleep twice), and they help you save a couple hours of sleep.

There are three other alternative schedules explained on the Polyphasic Society website, and I’ll break them down quickly, below.

Triphasic (4.5 hours)

Here’s where things start getting a little crazy. In a triphasic sleep cycle, you’ll take three naps that are each roughly one-and-a-half hours long. And that’s all. According to the Polyphasic Society, you’ll take “a nap after dusk, a nap before dawn, and a nap in the afternoon.” Because it purportedly aligns with your body’s Circadian rhythm, this cycle appears to be one of the easiest to adapt to.

Everyman (4.5 hours)

In the Everyman sleep cycle, you’ll have three-and-a-half hours of core sleep each night followed by three 20-minute naps throughout the day. There are three derivatives of this cycle that adjust the sleep times, if four-and-a-half hours isn’t enough for you. Also, this cycle may be difficult to adjust to. The timing and consistency of your naps are important here, and those naps need to be very efficient. You don’t want to start this on Monday of finals week. Try it early in the semester, when classes are a little less intense.

Uberman (2 Hours)

According to the website, this is the most popular — and most failed — alternative sleep cycle. Why? Because in its traditional form, you’ll have six twenty-minute naps spread throughout the day. That’s it. You completely eliminate core sleep.

If you can handle it (and stay disciplined with your naps), then you’ll add roughly four to six waking hours to your day. Now, the adaption period is tough, and you’ll likely endure several days of sleep deprivation before your body adjusts. It won’t be pretty, and it doesn’t work for everybody. But still, there’s a non-zero chance that you could live off of two hours sleep per night.

So how do these alternative sleep cycles work? How is it possible to survive — and maybe even thrive — on as little as three hours of sleep per day? These cycles attempt to maximize your body’s sleep efficiency. Proponents of alternative sleep cycles suggest that although you sleep for six to eight hours per night, that sleep may be wasteful. By training and disciplining yourself, they propose that it’s possible to eliminate most of that waste. That said, some people have accused the cycles of being pseudoscientific and have expressed concerns of long-term sleep deprivation for subscribers to the more extreme cycles.

Whether you try an alternative sleep cycle, or you just work to improve your sleep hygiene, remember that sleep is important. Sleep deprivation is dangerous — it can literally kill you — and just a few days without sleep can induce temporary psychosis and hallucinations. And that’s not even referring to the increased risks of heart disease, diabetes and even high blood pressure. If you struggle with insomnia, sleep apnea, or simply don’t sleep well, please consider contacting Auburn’s Student Counseling Services or your general practitioner.


Jack Parrish is a senior majoring in Public Relations, and the Editor in Chief of bewellauburn.com. A modified version of this post originally appeared on bewellauburn.com in October. Be Well is an award-winning, student-centric blogazine produced by Campus Recreation. Written for students, by students, Be Well promotes healthy and active lifestyles on the Auburn University campus.

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