Traditionally, the main function of universities has been to help students achieve academic success, yet higher education also holds the potential to transform lives by promoting student well-being. Despite increasing awareness of the significance of student well-being and a plethora of effective strategies, many educational institutions still fail to prioritize it to the same extent as enrollment, graduation rates, and academic performance.
A recent study conducted by researchers from the University of Maine offers valuable insights on how educational institutions can foster and improve student well-being. It details the various advantages for students during and after their time at university. This study appeared in PNAS Nexus, which is affiliated with the Proceedings of the National Academy of Sciences (PNAS), the primary journal of the academy.
The research defines well-being as a combination of belonging, agency, purpose, identity, civic engagement, and financial stability. Referencing a comprehensive study by Gallup Inc. and Purdue University, the researchers pinpointed essential student experiences linked to enhanced well-being in adulthood. These experiences include holding a job or internship, working on a long-term project, participating actively in extracurricular activities, and having at least one professor who genuinely cares about students, motivates them, or ignites their passion for learning.
“There is a growing acknowledgement of the significance of emotional student outcomes such as belonging and agency. Also, there is substantial evidence indicating that student-centered approaches can effectively foster these outcomes. We hope this perspective paper inspires other educators to find ways to promote well-being in their teaching environments,” stated Holly White, the lead researcher and a Ph.D. candidate in ecology and environmental sciences. “Moreover, we aim to widely share some innovative initiatives currently being implemented at various universities across the U.S.!”
The study outlines six guiding principles aimed at enhancing student well-being:
- Integrating well-being into educational curricula for wider and easier accessibility.
- Focusing each initiative on one or two aspects of well-being to create more in-depth and engaging instruction.
- Customizing initiatives to suit the specific student population and university culture.
- Gaining support from faculty members.
- Ensuring new programs are accessible without adding financial strain on students.
- Using a flexible evaluation framework from the beginning to facilitate modifications or expansion of programs.
These guiding principles originated from an examination of “best practices to enhance well-being in undergraduate education” across six universities, each varying in scope and educational approach.
Included among these are Research Learning Experiences (RLEs) created under UMS TRANSFORMS, a comprehensive initiative from the University of Maine System, supported by a $320 million investment from the Harold Alfond Foundation into Maine’s public universities. Initially tested at UMaine, these semester-long courses are now available system-wide, allowing first-year students to engage in research and inquiry-based learning right at the start of their college journey. Many of these courses are characterized by small class sizes and summer bridge programs and are offered at the same cost as other credit-earning courses.
According to researchers, RLEs promote “peer connections and a sense of belonging while also nurturing agency, purpose, and identity through enriching research opportunities.” Evaluating the impact of RLEs on over 1,000 students who have participated since their launch in 2021, preliminary findings indicate significant gains in their self-identification as researchers, reflective thinking abilities, and sense of community.
“A standout feature of our Research Learning Experiences (RLEs) is that they are accessible to all incoming first-year students, regardless of their previous experiences. Our early data highlighting the positive effects of RLEs on overall student well-being is very promising,” commented John Volin, study co-author and UMaine’s executive vice president for academic affairs and provost.
Other notable programs aimed at enhancing various aspects of student well-being include Purposeful Work at Bates College, Digital Storytelling at the University of Michigan-Dearborn, Quest at the University of Florida, the Design Your Life course at Stanford University, and the integration of civic and ethical engagement into the curricula at Wake Forest University.
“It’s crucial to understand that supporting well-being and improving student learning can go hand in hand; they don’t have to be viewed as opposing forces,” White pointed out.
To gain deeper insights into student experiences and improve their capacity to promote well-being, the researchers advocate for thorough evaluations of existing programs and additional studies that look into the best times for assessment, decision-making processes behind program design, and funding needs for sustaining these efforts.
“It’s interesting to note that all six examples featured in this article adopt different best practices for well-being; however, each institution makes its programs available extensively to all students and continuously assesses them to foster ongoing improvements. Both strategies are essential to ensure that all students can reap the benefits of these programs aimed at enhancing overall student well-being and career satisfaction,” Volin noted.
Alongside White and Volin, this study was co-authored by Debra Allen, assistant provost of institutional research and assessment; Keith Buffinton from Bucknell University; Richard Miller from Olin College of Engineering; and Marjorie Malpiede and Dana Humphrey from the Coalition for Transformational Education.
