well-being as an essential outcome for general education · 2016. 6. 15. · campus climates for...
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WELL-BEING AS AN ESSENTIALOUTCOME FORGENERAL EDUCATION
Institute on General Education &
Assessment
June 6, 2016
Ashley Finley, Ph.D.
Dominican University of California
& Bringing Theory to Practice
How should students be different by the
time they leave from when they entered?
“To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.”
Liberal Education = Education…intended to bring about the improvement, discipline or free development of the
mind or spirit.(Merriam-Webster Online Dictionary)
“You’re asking people to be involved. They love that – it’s part of our human nature. People want to be asked to do something bigger than themselves.” (NY Times, 5/16/14)
- Jane Kleeb(Bold Nebraska Initiative)
Connecting Well-Being & Civic Engagement
•Knowledge of Human Cultures & Physical & Natural Worlds•Content areas
•Intellectual & Practical Skills•Inquiry & Analysis
•Critical & Creative Thinking•Written & Oral Communication
•Reading•Quantitative Literacy•Information Literacy
•Teamwork & Problem-solving•Personal & Social Responsibility
•Civic Knowledge•Intercultural Knowledge
•Ethical Reasoning•Lifelong Learning
•Integrative & Applied Learning
AAC&U’s Essential Learning Outcomes
• Personal Growth & Development/ Well-Being
“We break the boundaries between research and teaching, student and teacher, living and learning…[Goal is to] to instill…students an appreciation for the human condition, a concern for the public well-being, and a life-long commitment to learning” - William & Mary
“Instill desire for lifelong learning & love of knowledge”Chatt State CC
“we’ll help you realize a life well-lived—one defined by a love of learning and service to others” – Creighton Univ.
“We foster personal growth w/in an environment in which every individual matters.”Indiana State University
[The University] dedicates itself to the intellectual, cultural, and personal growth of all its members – Kean University
“…and the pursuit of happiness”
Institutional Learning
Outcomes
Intellectual Skills
Civic Capacity Building
Personal Growth &
Development
Critical thinking,
Comm. skills, Info. Literacy,
Quant. Literacy
Ethical reasoning,
Intercultural Competence,
Civic-mindedness
Life-long learning,
Resilience, Sense of purpose, Belonging, Flourishing
Increased Knowledge
Exposure to broad
knowledge,Content
mastery w/in discipline
The absence of mental illness does not equal the presence of mental
health.
- See Keyes, Corey. 2002. “The Mental Health
Continuum: From Languishing to Flourishing in Life.” The Journal of Health and Social Behavior. (43):
207-222.
What do we mean by well-being?
Exploration and Acquisition of KnowledgeStudents explore purpose and meaning through a breadth of knowledge in general education and a depth of knowledge in majors and graduate study.
Development of Intellectual, Professional, and Artistic SkillsStudents prepare for a successful life and career through research and practical application of skills. Students develop: • Critical Thinking and Creative
Expression • Qualitative and Quantitative
Reasoning• Effective Communication • Information Literacy
Practice of Civic Skills and Social ResponsibilityStudents gain skills to become global citizens who act within diverse contexts.Students practice: • Ethical Reasoning• Leadership and Collaboration • Commitment to Sustainability and Social
Justice• Intercultural Understanding and Respect
for Difference
Cultivation of Well-beingStudents engage in personal development to build resilience and support the flourishing of self and others. Students cultivate: • Mental, Physical, and Spiritual Health • Respectful Relationships and Empathy• A Habit of Mind for Lifelong Learning
Institutional Learning Outcomes (Dominican University of CA)
Ryff Model of Well-Being
Psych. Well-Being
Personal Growth
Autonomy
Self-Acceptance
Environ-mental
Mastery
Positive Relation-ships
Purpose in Life
What Does it Mean to “Flourish”?• Flourishing Scale
(Corey Keyes, Emory University)
• Positive emotions
• Satisfaction with life
• Happy with life
• Interest in life
• Positive psychological functioning
• Self acceptance
• Personal growth
• Autonomy
• Purpose in life
o Positive social
connections
• Social contribution
• Social Integration
• Social growth
• Acceptance
o University of
Pennsylvania Positive
Psychology Center: http://ppc.sas.upenn.edu/r
esources/questionnaires-
researchers
Well-being in Students’ Own Words…
“It's like a joy that comes over you because all of a sudden you're studying, and you're going over it, and you're going over it, and all of a sudden, it's like a light comes on…”
“I'm not only motivated by…how I can make the world better just solely by myself, but …more so how I can do that and help…other people…so we can benefit each other…And I think that's…what motivates me. It's just like wholesome goodness.”
Source: Finley & McNair, 2013, Assessing Underserved Students’ Engagement in High-Impact Practices, http://www.aacu.org/assessinghips
I grew up thinking that I couldn't be here, but here I am now doing all this, and so it made me realize my self-worth, and that I could ask abstract questions, and I could go out and find answers to them, and then tell other people about it...
And it helps give you a sense of self- worth so that way it's not just, hey, I got to do something; it's I want to do something, and I want to make a difference in the world.
Those [engaged] activities provide relationships, and a lot of the time, especially with professors, you build a nice personal relationship, and then they can guide you beyond just that class...
…my curiosity is what is going to keep me going from now until…graduation….[College has] helped me learn that…I'm inquisitive enough to keep pursuing what I really want to do.
National Efforts on Connecting Learning, Civic Engagement & Well-Being
• Bringing Theory to
Practice
• (http://www.bttop.org/)
• 300 funded campuses over
10 years
• Well-Being Initiative
(2013-2015)
o 29 institutions – gathered
evidence related to
programmatic
interventions and effects
on students’ well-being
Engaged Learning
Well-Being
Civic Engagement
• Types of Interventionso Serv.-Learning/Comm.-Based Learning
o Public sphere pedagogy
o Civic mentor program
o Summer programs
o Course redesign w/ focus on civic eng.
o Learning Communities
o First-year experiences
o Racial/ethnic awareness workshop
• Range of Outcomes Assessedo Optimism about making a difference
o Social well-being
o Confidence, self-esteem
o Trust in oneself
o Understanding strengths/weaknesses, Self-awareness
o Moral Development
o Self-efficacy, independenceo Flourishing
o Purpose in life, self-accept., sat. w/ life
o Emotional intelligence/emotional health
Snapshot
of BTtoP
Funded
Work
Emerging Research on the Influence of Climate on Student Flourishing & Well-Being
• Students’ individual
behaviors weakly
related to flourishing
o Prayer
o Volunteering
o Fitness
• Students’ perceptions
of climate matter most
• And particularly…
o Support of ethical and
moral reasoning
o Importance of
contributing to the larger
community
• Personal and Social
Responsibility Inventory
o Striving for Excellence
o Cultivating Academic
Integrity
o Contributing to a Larger
Community
o Taking Seriously the
Perspectives of Others
o Developing Competence in
Ethical and Moral
Reasoning and Action
• Preliminary Research with
5 campuses
Discussion Questions
• In what ways does your campus seek to foster
student development, growth, &/or well-being?
• What are the ways in which specific learning
experiences contribute to students’ personal
growth and development? How does it…
o help students find a sense of purpose or meaning?
o encourage their empowerment to lead or take
ownership of their learning?
o contribute to a sense of belonging?
• How might that sense of growth, purpose, or
meaning be made more explicit to students in
GE?
Resources
• Me: [email protected]
• Bringing Theory to Practice (campus models, assessment resources, information on well-being seminar grants): www.bttop.org
• University of Pennsylvania Positive Psychology Center (assessment resources for well-being): http://ppc.sas.upenn.edu/
• Articles on the connection between well-being, student learning, and civic engagement: o A. Finley, (2016),“Well-Being as an Essential Outcome of Higher Education.”
Change Magazine. 48(2): 14-19.
o J. J. Mitchell, R. D. Reason, K. M. Hemer, & A. Finley, (2016), Perceptions of Campus Climates for Civic Learning as Predictors of College Students’ Mental Health, Journal of College and Character, 17:1, 40-52.
o A. Finley & T. McNair, (2015) “Chapter 11: The Intersection of Life and Learning: What Cultural Wealth and Liberal Education Mean for Whole Student Development.” In Campus intersections: A diversity and inclusion handbook for individuals and institutions in higher education. Sterling, VA: Stylus. Felten, P. and Barnet, B. (editors).