Lifespan Wellness

OVERVIEW:

This document provides a description of the Wellness component of University Studies.  In so doing, it differentiates between common component-level student learning outcomes and discipline-specific course-level learning outcomes, offering examples of both types.  The goal is to encourage the development of challenging and varied University Studies courses that share common assessable student learning outcomes.

PART I: DESCRIPTION AND RATIONALE

This component of the University Studies program includes courses that enhance the ability of students to recognize the factors that promote a lifetime of healthy behaviors. Wellness is an integral part of general education because caring for one’s physical, psychological, social, spiritual, and environmental health directly impacts an individual’s overall quality of life. Healthy Campus 2010, a national initiative based on the federal guidelines in Healthy People 2010, was established by the American College Health Association to improve student health by targeting the major public health concerns of physical activity, overweight and obesity, tobacco use, substance abuse, responsible sexual behavior, mental health, injury and violence, environmental quality, immunization, and access to health care.  Emphasis is placed on gaining the practical knowledge related to these health topics and using it to develop wellness behaviors.

Courses in the Wellness component are designed to enable students to plan, implement, modify, and maintain healthy behaviors for a lifetime.

PART II: COMMON STUDENT LEARNING OUTCOMES ALIGNED TO UNIVERSITY STUDIES GOALS

The following are the Common Student Learning Outcomes for the Wellness component of University Studies.  These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (exams, papers, projects, quizzes, etc.) that will be used to determine the level of student understanding.

The student will:

  • W1. Describe the synergy among the multiple dimensions of wellness. [Foundational Knowledge, Critical Thinking]
  • W2. Develop a wellness plan to meet their personal needs across the lifespan. [Foundational Knowledge]
  • W3. Describe the relationship between the effects of personal choice and the principles of wellness. [Foundational Knowledge]
  • W4. Practice the basic components and principles of safe and effective physical activity and other health-related behaviors. [Foundational Knowledge]

PART III: STUDENT COMPLETION REQUIREMENTS

Students are required to take two hours from this component.

 


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