BTtoP has conducted and commissioned research that characterizes what is available and known regarding the specific nature of engaged learning, civic engagement and development, and student well-being. It also has a history of sponsoring conference panels and other related outreach initiatives.
Well-Being Research Collaborative
In spring 2018, under the leadership of BTtoP's national evaluator Ashley Finley and senior consultant Lee Knefelkamp, BTtoP brought together leaders and principle investigators from our 15 Well-Being Research Grants together as a "well-being research collaborative" to develop principles of excellence for research on well-being and student success (particularly populations of traditionally underserved students); conceptualizestrategies for conducting multi-institutional research; and establish foundations for future collaborative projects. The Collaborative began with introductory webinars and culminated in an all-day in-person workshop with 22 campus representatives.
BTtoP National Evaluator, Ashley Finley, Leads Workshop on Student Well-Being at the University of Colorado Boulder's Inclusive Pedagogy Workshop | February 27, 2018
Leading a number of workshops, Ashley Finley centered her last workshop "Why Student Well-Being is An Essential Part of a Commitment to High-Impact Practices and Inclusive Excellence" on student voice in relation to well-being and student success. To learn more about her presentation, please feel free to view the accompanying slides.
Are Higher Education's Efforts to Advance Global Engagement, and Global Citizenship, Un-American? | October 13, 2017
BTtoP Director, Don W. Harward, presented at AAC&U's Global Engagement and Social Responsibility Conference held October 12-14, 2017 in New Orleans, Louisiana. His speech was co-presented by Lynn Pasquerella, the President of AAC&U.
These seven case studies from 2014 tell campus stories—stories rich with varied successes and challenges in the complex work of studying student learning, civic engagement, and well-being. Participating campuses included California State University, Chico, Dickinson College, Georgetown University, Kingsborough Community College & CUNY Graduate Center, St. Lawrence University, School of the Art Institute of Chicago, and University of Nebraska-Lincoln.
"Well-Being: An Essential Outcome for Higher Education," in College Teaching and Learning for Change: Students and Faculty Speak Out
Ashley Finley, National Evaluator
For over a decade, the national Bringing Theory to Practice (BTtoP) project has promoted the idea that well-being is an essential outcome of college students' learning and civic engagement. The project emphasizes the full promise of a liberal education: to be liberally educated is to possess the complex skills and abilities necessary for navigating an ever-changing, highly diverse global world. A liberal education includes not only intellectual skills - it also includes the personal capacities that help students to flourish in their lives and future careers. The expectation is that a liberal education should enable all students to understand their civic responsibilities and to connect to others on campus and in local, national, and global communities. Through this civic commitment and shared understanding, students will not only find joy in learning - they will gain a larger sense of who they are and the value of their contributions within and across communities. By providing modest funding, BTtoP supports campus programs and practices connecting students' learning and civic efforts in engaged-learning practices - such as learning communities, first-year seminars, and service-learning courses - to outcomes related to their personal growth and well-being. This article provides specific examples of programs funded through the BTtoP Well-Being Initiative. These programs exemplify the campuses' commitment to a liberal education that links well being with the institutional mission, resource allocation for sustained programmatic development, and faculty and staff engagement.
College Teaching and Learning for Change: Students and Faculty Speak Out is available for a 20% discount using this flyer!
Lynn Swaner, Ed.D., LMHC, NCC, ACS
This major research study examines both the theoretical levels and the available empirical research regarding the linkages among forms of engaged learning, forms of depression and substance abuse, and the civic development of students.
Additional Research of Interest
Martin Seligman Positive Psychology Research
University of Pennsylvania's Positive Psychology Center