In a Perspective, Holly C. White and colleagues argue that student well-being should be a goal of pedagogy, along with traditional metrics such as GPA and student retention. Despite evidence linking certain academic experiences with well-being outcomes, few students report having had such experiences. Well-being is defined as a sense of belonging, agency, purpose, identity, civic engagement, and financial well-being. The authors summarize data-backed teaching practices that support elements of student well-being, including supportive mentorships and experiential or authentic learning opportunities. Six exceptional initiatives are described, which can act as models for prioritizing student well-being. Examples include a digital storytelling project at the University of Michigan-Dearborn, research learning experiences for first-year students at the University of Maine, and Stanford University’s “Designing Your Life” course. A set of guiding principles for higher education institutions seeking to put student well-being initiatives in place is presented. The authors argue that additional research on the funding, design, implementation, and assessment of programs is needed. According to the authors, it is imperative that universities prioritize student well-being, which will require the adoption of transformative pedagogical practices.
PNAS Nexus
Cultivating long-term well-being through transformative undergraduate education
24-Sep-2024