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Relevant bibliographies by topics / College wellness

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Academic literature on the topic 'College wellness'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "College wellness"

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Beauchemin, James, Todd Gibbs, and Paul Granello. "Wellness Promotion Courses in University Settings: A Review of the Outcome Research." Building Healthy Academic Communities Journal 2, no. 1 (June 20, 2018): 36. http://dx.doi.org/10.18061/bhac.v2i1.6344.

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Background: Improving college student wellness continues to be a challenge due to concerns related to lifestyle, unhealthy behavior, and lack of accessible supports, often resulting in poor academic performance and high drop-out rates. As a result there has been an increase in wellness-promoting academic courses across colleges and universities with the goal of helping students to establish healthy lifestyle behaviors.Aim: This article critically reviews the existing literature related to college courses designed to promote student wellness.Methods: This scoping review examines research related to courses designed to improve wellness within the college student population between the years 2000-2017 using multiple electronic databases. Results: Review findings include a lack of rigorous research designs, lack of integration of evidence-based models of wellness, challenges associated with consensus conceptualizations of wellness, fidelity, and replicability of wellness-related courses.Conclusions: Wellness as an emerging paradigm continues to gain attention in the literature, particularly related to college students. However, there is a need for more rigorous study designs, examination of mechanisms of change, and consensus related to conceptualizations of wellness and component definitions to inform wellness-promotion efforts, and ultimately support health-enhancing change within the existing lifestyle culture on college campuses.

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Strand, Bradford Neil, James Egeberg, and Arupendra Mozumdar. "The Prevalence and Characteristics of Wellness Programs and Centers at Two-Year and Four-Year Colleges and Universities." Recreational Sports Journal 34, no. 1 (April 2010): 45–57. http://dx.doi.org/10.1123/rsj.34.1.45.

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Because the lifestyles of college students can often lead to unhealthy consequences, campus wellness programs can be instrumental in encouraging students to improve their health behaviors. The purpose of this study was to investigate the prevalence and characteristics of campus wellness programs and centers. A web-based survey was developed and emailed to wellness representatives at 241 colleges and universities in the nine states that make up the Central District Association of the American Alliance for Health, Physical Education, Recreation, and Dance (CDA-AAHPERD). Findings indicated that 64.7% of two-year institutions and 78.9% of four-year institutions had a wellness program. In addition, 68.6% of two-year institutions and 84.0% of four-year reported having a wellness center. The type of institution had no significant difference to the prevalence of wellness programs or centers. The prevalence of wellness centers may be increasing on college campuses. Respondents reported that they will be expanding or building new wellness facilities in the next five years. Twenty-seven percent of two-year institutions and 33.3% of four-year institutions will be expanding their wellness centers in the next five years. Building wellness centers also appears to be a development on college campuses as 16.7% of two-year institutions and 22.2% of four-year institutions reported that they have plans for new wellness centers within the next five years. Two-year institutions were compared with four-year institutions concerning the services, associations, and activities provided by wellness programs. Chi-square analysis and Fisher's exact test were performed and found more similarities than differences.

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Christianson, Jenna, Kendra Kattelmann, Kristin Riggsbee, Lauren Moret, Melissa J. Vilaro, Melissa D. Olfert, Anne E. W. Mathews, Makenzie Barr, and Sarah Colby. "Promoting Wellness on College Campuses." Topics in Clinical Nutrition 34, no. 2 (2019): 125–37. http://dx.doi.org/10.1097/tin.0000000000000169.

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Thornton, L. Jay, and Sharon Johnson. "Community College Employee Wellness Programs." Community College Journal of Research and Practice 34, no. 12 (October 26, 2010): 966–76. http://dx.doi.org/10.1080/10668920801980989.

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Sivik, Scott J., Elizabeth A. Butts, Kris K. Moore, and Sheila A. Hyde. "College and University Wellness Programs." NASPA Journal 29, no. 2 (January 1, 1992): 136–42. http://dx.doi.org/10.1080/00220973.1992.11072255.

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Lothes II, John. "Teaching Wellness in a College Physical Education Course: Pre/Post Outcomes over the Semester." Building Healthy Academic Communities Journal 4, no. 1 (May 22, 2020): 28. http://dx.doi.org/10.18061/bhac.v4i1.7267.

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Background: Over the years, college student wellness has become an issue of concern. This study reports the results that physical education classes and effects they on college student overall wellness over the course of a semester.Aim: This study examines the pre/post outcomes of a physical education course on 12 dimensions of wellness from the start of the semester to the end of the semester.Methods: College students (N = 1,497) taking a PED101 were assessed at the beginning (pre) and end (post) of the semester for wellbeing outcomes according to the Wellness Inventory. Quantitative outcomes from the Wellness Inventory were compared pre/post as well as demographic variables (e.g., gender and health status).Results: All 12 dimensions of wellness showed increases from the start of the semester to the end of the semester. The results found statistically significant changes between the pre and post assessments for all dimensions of wellness outcomes. There were also significant changes between the pre and post assessments when investigating differences based on sex and health status.Conclusion: PED101 courses can be useful interventions to help move college students towards wellness.

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Khubchandani, Jagdish, and Timothy R. Jordan. "Undermined Determinant of a College’s Success." Californian Journal of Health Promotion 7, no. 2 (December 1, 2009): 102–10. http://dx.doi.org/10.32398/cjhp.v7i2.2018.

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Our society has taken college employees' health and wellbeing for granted and has not recognized that many of the economic, intellectual and artistic accomplishments in American life are in large part due to the invaluable contributions of college employees. The health and wellbeing of college employees is an underappreciated area of intervention for worksite health promotion. In comparison to the corporate world, service industries and the manufacturing industries, the wellness of college employees is often at the bottom of the priority list for the health and wellness of the workforce in the United States. This commentary calls for an increased involvement of health educators in college employee health and wellness promotion programs, wellness initiatives, policy changes and research.

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Nair, Julie McCulloh. "Measures of Wellness in Young Adult College Students: An Integrative Review." Journal of Nursing Measurement 26, no. 1 (May 2018): E28—E52. http://dx.doi.org/10.1891/1061-3749.26.1.e28.

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Background and Purpose: Wellness behaviors typically form during the college years, making wellness evaluation crucial during this time frame. Instruments often assess health rather than wellness. Thus, the purpose of this integrative review is to identify and evaluate instruments measuring wellness among young adult college students. Methods: Google Scholar, CINAHL, PubMed, MEDLINE, PsycINFO, ERIC, and other databases were searched yielding 350 studies initially. Results: Seven studies met inclusion criteria and were retained for this review. Reliability and validity is reported in each study with ongoing analysis. Homogeneous samples were reported in each study, and administering concurrent instruments created feasibility issues. Conclusions: A summary of instruments measuring wellness in young adult college students is provided. However, few wellness instruments exist in this population. Thus, further development is needed.

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Ratanasiripong, Paul, and Adrian Rodriguez. "Promoting Wellness for Thai College Students." Journal of College Student Development 52, no. 2 (2011): 217–23. http://dx.doi.org/10.1353/csd.2011.0028.

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Yuen, Hon K., Sarah W. Becker, Michelle T. Ellis, and Joi Moses. "Prevalence and characteristics of campus-based employee wellness programs among United States accredited colleges and universities." Work 68, no. 4 (April 27, 2021): 1049–57. http://dx.doi.org/10.3233/wor-213435.

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BACKGROUND: Employee wellness programs (EWPs) aim to support positive changes in employees’ modifiable behavioral health risk factors for disease prevention and management. OBJECTIVE: This study described the prevalence and characteristics of EWPs in US accredited college and university campuses. METHODS: Identification of the prevalence of EWPs and programming activities offered in 3039 accredited higher education institutions/campuses, and characteristics of these institutions/campuses were conducted, mainly through searching the institution’s web page. RESULTS: Overall, 36%of the institutions/campuses offered EWPs, with a significantly larger percentage of 4-year public colleges/universities providing EWPs and wellness programming activities than the 4-year private colleges/universities and community colleges. When limiting the institutions/campuses to 4-year colleges and universities with at least 500 employees, the percentage of these institutions/campuses offering EWPs increased to 57.7%, which was comparable to the findings in the literature. The percentage of the institutions/campuses offering wellness programming activities ranged from 18.1%for injury prevention and ergonomics to 30.2%for stress management. The percentage of institutions/campuses offering injury prevention and ergonomics was significantly lower than the percentage of institutions/campuses offering other typical wellness activities. CONCLUSIONS: The prevalence of EWPs offered in accredited college and university campuses do not meet the national goal of 75%, which was set by Healthy People 2010.

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Dissertations / Theses on the topic "College wellness"

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Johnson, James G. "The facilitative factor of an undergraduate wellness laboratory course on affecting wellness attitudes and behavior /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025626.

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Filkowski, Melissa Brown. "Leadership for campus mental wellness /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7659.

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Houin, Marilyn S. "Differences in college students' attitudes toward wellness." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722447.

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The purpose of this investigation was to identify college students' attitudes toward wellness and to identify the differences in these attitudes among various groups of university students. The subjects who participated in this study were students randomly chosen from the six wellness residence halls and six traditional residence halls at Ball State University. One hundred and twenty-one of the 200 subjects selected, completed and returned a modification of the Archer Wellness survey on college students' attitudes toward wellness. A two-way analysis of variance on the data between groups of students living in wellness residence halls and students living in traditional residence halls found significant differences in the following categories: 1) need for information and assistance, 2) current level of wellness, 3) health and longevity concerns, and 4) environment. Differences between male and female respondents were found on the need for information and assistance score and the environment score. The chi-square statistic was computed for the data where subjects selected activities and behaviors they believed were beneficial and detrimental to their wellness. From the activities/behaviors selected to be detrimental to wellness, lack of leisure time was found to be significant between the two groups.
Department of Physiology and Health Science

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Castle, Kathryn S. "Attachment, wellness, and disordered eating in college women." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Pang, Jofy Sau Lin. "Contributors to wellness of university students." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/38.

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Wellness refers to the optimal state of being. A review of literature indicated that leisure time physical activity (LTPA), academic stress, leisure satisfaction, and perceived problem solving ability (PPSA) are prominent factors contributing to an individual’s wellness. However, the underlying mechanism of how these factors affect wellness has not been explored. The purposes of this cross-sectional study were (1) to examine the relative contribution of LTPA, academic stress, leisure satisfaction, and PPSA to wellness of university students in Hong Kong; (2) to find out whether gender impacted the LTPA, academic stress, leisure satisfaction, PPSA, and wellness scores. A total of 712 participants took part in this study by completing a questionnaire on a voluntary basis. After data cleaning, 691 cases were used for further analyses using SPSS 17.0 and LISREL 8.7. Findings of this study indicated that university students in Hong Kong had moderate wellness perception (M = 4.09, possible range = 1 -6) and academic stress levels (M = 2.83, possible range = 1 -5). Male students reported higher level of wellness in physical domain while female students had higher level of wellness perception in social domain. Female students also reported higher academic stress in psychosocial aspect. Results from the study suggested that PPSA and leisure satisfaction were the most significant contributing factors to wellness among male and female students but in different order. This study also found that 62.5% of the students did not take part in enough LTPA to the level that could bring health benefit to them. Based on these findings, recommendations were made to promote wellness among university students in Hong Kong.

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Jones, Kimberly A. "Members' self-reported opinions regarding a university wellness program." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048388.

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The purpose of this study was to provide quantitative data on members' opinions toward a university health promotion program. A survey research approach was used. A systematic sample of one-half of the Lifestyle Enhancement Center (LeClub) student membership list at Indiana State University was selected to participate in the study. Of the 667 questionnaires mailed, three hundred four subjects completed the questionnaire. The mean age of the subjects was 21 years. One hundred sixty eight subjects (55.5%) strongly agreed that they are receiving their money's worth at LeClub. Current LeClub members felt very strongly or agreed they would recommend LeClub to others (96.7%).T-tests and ANOVA were used to test the hypotheses. No statistically significant difference was found between males and females, among students of varying academic standing, and between new and prior members regarding opinions toward LeClub. A significant difference was found between various levels of participation and opinions regarding a health promotion program (P < 0.01). Those who used the facility the most had the strongest and most positive opinions towards the program.
Department of Physiology and Health Science

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Alder, Stephanie A. Beaver. "Fostering Youth Empowerment & Wellness| Supporting Community College Foster Youth." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10098575.

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Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.

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Shaynak, Tracy E. "Current status of wellness residence halls." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115749.

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Universities are challenged by the goal of providing opportunities for student development in residence halls. One popular approach is based on wellness and, to date, no formal assessment of this approach had been completed.This study assessed the current status of wellness residence halls (WRHs) to summarize trends. A self-designed questionnaire was sent to residence life departments who were identified as having WRHs. The survey focused on program size, budget size/source, programming model, and staffing. Participants were asked to indicate departments which supported WRHs, what made WRHs unique, the relative success of their WRHs and what inhibited or contributed to that success.This instrument collected useful demographic data related to WRH programs; however, there were no discernible patterns indicative of a homogenous WRH movement (as special interest halls) taking place in this country. It is seemingly the commitment of staff and students which guarantees the success of wellness residence halls.
Fisher Institute for Wellness

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Blaser, Lisa Malan. "The impact of a university wellness requirement on student nutrition and physical activity behavior /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd735.pdf.

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Dawson, Eva Charlotte Ratliff. "The relationship of stress levels to wellness practices among community college presidents." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0306104-115820/unrestricted/DawsonE032504f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0306104-115820. Includes bibliographical references. Also available via Internet at the UMI web site.

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Books on the topic "College wellness"

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Fitness and wellness for life. 6th ed. Boston: WCB/McGraw-Hill, 1999.

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B, Dintiman George, and Myers Oakes Barbee, eds. Wellness: Creating a life of health and fitness. Boston: Allyn and Bacon, 1997.

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Seiger, Lon H. Your health, your style: Strategies for wellness. Madison, WI: Brown & Benchmark, 1997.

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1965-, Carroll-Cobb Sandra, ed. Questions and answers: A guide to fitness and wellness. New York, NY: McGraw-Hill, 2014.

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Fitness and Wellness for College Students. Kendall/Hunt Publishing Company, 1990.

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Burd, James J., Leonard T. Serfustini, and Mary L. Putnam. Fitness and Wellness for College Students. Kendall/Hunt Publishing Company, 1990.

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Health (Community College Health and Wellness). Pearson Learning Solutions, 2010.

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Smith, Meredith, Bill Reger-Nash, and Gregory Juckett. Foundations of Wellness. Human Kinetics, 2015.

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Smith, Meredith, Bill Reger-Nash, and Gregory Juckett. Foundations of Wellness. Human Kinetics, 2015.

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Personal Wellness For The Modern College Student. Holy Macro! Books, 2008.

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Book chapters on the topic "College wellness"

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Edwards, Julie. "Situating Healthcare Within the Broader Context of Wellness on Campus." In Principles and Practice of College Health, 271–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56309-7_20.

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Faiola, Anthony, Haleh Vatani, and Preethi Srinivas. "The Impact of Smartphone Use on the Psychosocial Wellness of College Students." In Communications in Computer and Information Science, 264–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02846-6_21.

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Van Hoomissen, Jacqueline D., and Andrew Downs. "Physical Activity as an Integral Part of Overall Wellness in the College/Emerging-Adult Population." In Integrative Health Nursing Interventions for Vulnerable Populations, 109–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60043-3_9.

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Orr, Lynne, Kathrine Pigeon, Brianna Reyes, and Linda Weekley. "Defining and Promoting Student Well-Being." In Advances in Psychology, Mental Health, and Behavioral Studies, 15–40. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1185-5.ch002.

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The chapter includes a summary of how American and international colleges define students' wellbeing. American colleges began using wellbeing within the practice of positive psychology. Now, colleges in the United States use the term health and wellness, which encompasses a multidimensional meaning including psychological, social, physical, and spiritual wellbeing. The international colleges primarily define wellbeing as subjective wellbeing, dependent upon the students' perceptions, culture, and social support. A few wellness assessments will be introduced. The remainder of the chapter discusses varying wellness programs conducted on today's American college campuses.

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Bjornsen-Ramig, Abby L., and Daniel B. Kissinger. "Activism and College Student Mental Health." In Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism, 217–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7274-9.ch013.

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Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

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Bjornsen-Ramig, Abby L., and Daniel B. Kissinger. "Activism and College Student Mental Health." In Research Anthology on Mental Health Stigma, Education, and Treatment, 628–43. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch037.

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Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

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Hollis, Leah P. "Codifying Civility on Campus for Employees and Students." In Global Adaptations of Community College Infrastructure, 169–85. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch012.

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School-level bullying and workplace bullying are globally recognized as threats to organizational productivity, emotional safety, psychological wellness, and overall morale. Consequently, some countries have instituted legislation to prohibit bullying at various levels in society. This essay will proceed from two vantage points. First, workplace bullying will be addressed, considering the cost to organizations and individuals. Second, school bullying will be addressed with an examination of the bully as a threat to the school's reputation and individual student welfare. Further, cyberbullying affects both children and adults. Therefore, the purpose of this essay is to consider policy development for international leaders who are managing both students and professional educators.

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Savvidou, Paola. "Setting the Foundation." In Teaching the Whole Musician, 1–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190868796.003.0001.

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This chapter provides an overview of wellness theories, along with a profile of the challenges facing music students today, and a brief background of performing arts medicine. The multidimensional nature of wellness is introduced as the basis for the explorations that follow in this book. The top impediments to academic performance faced by college students are identified and grounded in national surveys and research. Some of these challenges include stress, anxiety, sleep deprivation, and depression. A discussion specific to music students points to additional challenges, such as performance-related musculoskeletal injuries, isolation, competition, and performance anxiety. The toolkit at the end of the chapter provides eight assessments for each dimension of wellness.

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Johnston, Jeanne D., Lee Sheldon, and Anne P. Massey. "Influencing Physical Activity and Healthy Behaviors in College Students." In Advances in Multimedia and Interactive Technologies, 270–89. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-739-8.ch015.

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Physical inactivity is largely preventable through education, individual, and/or community-based interventions. Yet, in the college-age population, traditional interventions (e.g., lecture-based academic courses) may not fully meet their social and learning needs. Here, the authors report on a study regarding the effectiveness of an Alternate Reality Game (ARG) – called The Skeleton Chase – in influencing physical activity and wellness of college-age students. A growing game genre, an ARG is an interactive narrative that uses the real world as a platform and involves multiple media (e.g., game-related web sites, game-related blogs, public web sites, search engines, text/voice messages, video, etc.) to reveal a story. The authors’ initial results are extremely promising relative to the impact on physical activity, as well as tangential learning such as teamwork and problem-solving. They also report students’ reactions to the game itself, highlighting game design strengths and weaknesses that may inform game designers.

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Marsh, Brent A., Thomas L. Andre, and Samantha L. Payton. "Esports on Campus." In Higher Education Response to Exponential Societal Shifts, 330–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2410-7.ch016.

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This chapter includes an overview of collegiate esports, which represents a relatively new competitive and involvement opportunity on campus, but which has its origins as far back as 1972. The authors begin with a timeline of video games and their evolution, transitioning to the advent of esports as a varsity activity on college and university campuses. The balance of the chapter deals with student considerations for an esports program in light of a wellness model (i.e., emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual), followed by institutional considerations such as mission, student eligibility, academic supports, finances, and legal issues. The chapter concludes with future considerations related to governance of esports, opportunities for academic program synergies, and research opportunities.

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Conference papers on the topic "College wellness"

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Rusmana, Nandang, and Fadhila Rahman. "Wellness Based Group for Enhancing Psychological Well-being for College Students." In Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ices-18.2019.32.

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"College Students' Value Structure of Choosing and Using Mobile Health/Wellness Applications: Preliminary Findings." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14360.

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King-Berry, Arlene, and Carolene Eslyn Charles. "FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end119.

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There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.

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Reports on the topic "College wellness"

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Old Coyote, Shaleen. Little Big Horn College Health and Wellness Center 45 kilo-Watt (kW) Solar Array (Final Report). Office of Scientific and Technical Information (OSTI), July 2020. http://dx.doi.org/10.2172/1638720.

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