Well-Being and Higher Education: A Strategy for Change and the Realization of Education's Greater Purposes
The newest release from Bringing Theory to Practice, Well-Being and Higher Education explores the multiple connections of well-being to higher education—and why those connections matter for the individual lives of students and those who teach; for the institution; and for whether or not the unique promise of higher education to a democratic society can be advanced… and realized.
This resource features chapters from twenty-four scholars, educational leaders and practitioners as well as ten case studies of campuses that have been recipients of Bringing Theory to Practice support. Project Co-founder and Director Don Harward contributed Part 1 and edited the book; National Evaluator Ashley Finley both authored a chapter and co-edited the case studies.
This report details the activities, findings, and theoretical framework of BTtoP's first decade of work. In 2002, co-founders Don Harward, Project Director, and Sally Engelhard Pingree, primary supporter, began conversations about the mental health and multiple observable forms of disengagement among college and university students.
Drawing from a national symposium convened by the Bringing Theory to Practice project, this special issue examines the interrelatedness of civic engagement, psychosocial well-being, and engaged learning.