'W' in POWER icon.

Learning Goal Statement

Students will take responsibility of their personal well-being by establishing and maintaining a self-care plan and identifying available campus resources that can be utilized throughout their educational experience.

Learning Narrative

Students must have strategies and support to cultivate and maintain their holistic wellness in the 9 dimensions of wellbeing: Career, Cultural, Emotional, Environmental, Financial, Intellectual, Physical, Social and Spiritual. As the AAC&U notes, well-being is functionally aligned with the core purpose of higher education’s mission to educate the “whole person.” First-year students leave behind the comfort and support of their families and friends to live and learn with hundreds of strangers. Managing this transition can be stressful and challenging. As students continue in college, they will continue to have experiences that cause stress, paired with an increased academic workload, compounding the effects of each. Indeed, 30 percent of college students report feeling "so depressed that it was difficult to function" at some time in the past year (ACHA, 2011). Intentionally communicating to students that they are not alone and helping them identify and utilize strategies to support their wellness is critical to promoting their overall academic success.

Learning Outcomes
Students will be able to:

IDENTIFY

1. Identify campus resources that provide well-being assistance and use them proactively.

Entrance Point
Moving In
Moving Through
Moving On
Unaware of the dimensions of well-being. Identify and articulate four (4) dimensions. Identify and articulate six (6) dimensions. Identify and articulate all nine (9) dimensions.
DEVELOP

2. Identify and develop skills for independent living.

Entrance Point
Moving In
Moving Through
Moving On
Student has no self-care plan. Student has thought about the plan but hasn’t done anything. Student developed a self-care plan that addresses the nine dimensions of well-being. Student has implemented and reflected on the effectiveness of their self-care plan.
UNDERSTAND

3. Understand how choices and actions related to well-being may affect others in the residence hall communities.

Entrance Point
Moving In
Moving Through
Moving On
Student has no understanding of campus resources. Student can identify a campus resource but lack knowledge of why they would use it. Student can articulate a campus resource and knows when/why they would utilize the resource. Student is able to articulate when resources are necessary proactively and continuously reflects on their current state to know when they need help.