Abstract
Situated in PERMA (Seligman, 2011) and drawing on calls for research outlined in Character Strengths and Virtues: A Handbook and Classification (Peterson & Seligman, 2004), the speaker discusses how he is developing a student-centered experiential learning curriculum in First-Year Writing. The speaker will discuss a gratitude intervention research and reflection project first-semester students completed to develop positive mood, prosocial behavior, and other-centered metacognition. Assignment sheets will be provided. Additionally, the speaker will discuss additional support for his conceptual framework drawing on the zones of proximal development (Vygotsky) to mitigate culture shock (Oberg) that challenge first-year students’ persistence. Finally, the speaker will discuss two additional writing and research assignments that broaden and build (Fredrickson) from the gratitude intervention: a random acts of kindness research logbook project and a coordinator of cooking on campus research logbook project. Student samples and assignment sheets will be provided for all of these experiential, other-centered, research writing assignments. Finally, the speaker will address his role as Coordinator of Student Success and Wellness within the College of Social and Behavioral Sciences at the University of Arizona with an eye toward soliciting audience-participation and feedback regarding how to operationalize innovative curricula optimally within existing institutional power structures while considering stakeholders across a diverse range of disciplinary perspectives.
Presenters
Stacey CochranAssistant Professor, Coordinator of Student Success and Wellness, English, University of Arizona
Details
Presentation Type
Theme
The Physiology, Kinesiology and Psychology of Wellness in its Social Context
KEYWORDS
College, Writing, Well-Being, Curriculum, Innovation
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