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Turning Wellbeing Data into Effective Programming
NASPA
Nicole Brocato, Malika Roman Isler, Laura Hix,John H. Pryor, Penny Rue
March 5, 2018 Philadelphia, PA
22
Student wellbeing today
• 2017 Wellbeing Assessment data• 11 schools• 3864 students
• Students face mood challenges• 75% unable to stop worrying• 54% felt depressed• 54% felt isolated
33
Project development
Formative programming
researchField-testing with partners
Measure development
Construct development
4
1. Meaning2. Purpose3. Engagement4. Belonging5. Relationships6. Positivity
7. Openmindedness8. Intellectual humility9. Lifelong service10. Volunteerism11. Standing up to
discrimination
Wellbeing dimensions
55
Student wellbeing today
• Students face challenges to their sense of meaning and purpose• 28% disagreed that they do something
meaningful every day• 17% said life does not feel meaningful• 19% disagreed that they could talk to
faculty/staff about goals• 27% had been discouraged by a professor
66
Agenda
• Project• Key ingredients for successful programs• The Engine Model & the Wellbeing
Assessment• Using data to inform practice• Future directions• Get involved!
77
Purpose: Successful programming
Operationalized constructs
Sound measures
Evidence-based practice
Evaluation
Developmentally relevant
Research-supported
University-supportable
9
1. Meaning2. Purpose3. Engagement4. Belonging5. Relationships6. Positivity
7. Openmindedness8. Intellectual humility9. Lifelong service10. Volunteerism11. Standing up to
discrimination
Wellbeing dimensions
1010
Exercise
How do you get home after work?
1111
Founded on the Engine Model of Well-being
• Developed by WFU Psychology faculty Eranda Jayawickreme, PhD
Jayawickreme, E., Forgeard, M. J. C., & Seligman, M. E. P. (2012). The engine of well-being. Review of General Psychology, 16(4), 327–342. https://doi.org/10.1037/a0027990
• The Engine Model is a framework for wellbeing
1212
Simplified version of Engine Model
Outcomes are voluntary behaviors, attitudes, and emotional states characteristic of wellbeing
Pathways are the requirements for achieving wellbeing. They can vary depending across the dimensions of wellbeing.
Outcomes
PathwaysValues, beliefs, personal traits, skills, resources,
knowledge bases, willingness
Meaning pathways: Positive narratives re: self, world, self in
relation to world
Purpose pathways: Long-term, self-transcendent goals,
knowing how to achieve goals
Belonging pathways: Freedom from discrimination, supportive
friendships
Engagement pathways: Availability of meaningful
activities that expand skills
Each dimension has pathways that are appropriate for short-
term programming
Intrapersonal
Relationships
Environment
Wellness / wellbeing
Happiness
Life satisfaction
Resilience
Generalpathways
Ex: financial stability, access to
healthcare, basic safety, having daily habits, etc.
Belonging
Engagement
Purpose
Multiple dimensions to
wellbeing
Meaning
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Example: Meaning dimension
• Pathway items• Courses at school• People I can talk to (family, friends, faculty, staff)• Know what I find meaningful• Know values
• Outcome items• Life feels meaningful• Do something meaningful every day• Live life in a meaningful way
1515
What else are we measuring?
• Global life evaluations• Happiness and life satisfaction
• Whether people are living well• GPA, intent to transfer, expected activities after college,
academic engagement
• General pathways• Finances, physical and mental health, substance use,
demographics
1616
Successful programming
Operationalized constructs
Sound measures
Evidence-based practice
Evaluation
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Methods
Student cognitive interviewsState-of-the-art statistical modelingComparisons across data sources Psychometrically rigorous instrument
Quantitative(statistics)
Validation(predicted
relationships)
Qualitative(interviews)
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Methods
• Interviews• Third party: Public Agenda, RTI• 3 rounds; 4th planned
• Statistical methods• Planned missing data designs• Matching estimators (imputation & WLSMV, FIML)• Structural equation models (CFA, MIMIC, ESEM)
2020
Measures
• Thriving Quotient – quick wellbeing snapshot• Wake’s Wellbeing Assessment• NCHA – health & substance use• Healthy Minds – mental health & services use• CIRP – student characteristics, involvement,
diversity• NIRSA – student recreation engagement• NSSE – student engagement
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Other data you probably already have
• Academic records• Student engagement records• Academic materials: essays, test scores• Student media materials• Programming efforts records• Student program feedback• Faculty/staff wellbeing, records, engagement,
etc.
2222
Spring 2017 Results
• 11 schools from across the country• 3 benchmark groups
• 5 private• 3 small public (< 15,000)• 3 large public (>15,000)
• 3864 participants• Weighted using raking
56%
43%
1%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Female Male Other
Weighted Gender Identity
19%
1%6%
14%
0%
57%
4%0%
10%20%30%40%50%60%70%80%90%
100%
Hispanic /Latino
AmericanIndian /AlaskanNative
Asian Black /African
American
NativeHawaiian /
PacificIslander
White Two or moreraces
Weighted Race/Ethnicity
5% 7%2%
83%
1% 2%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Asexual Bisexual Gay Heterosexual Lesbian Other
Sexual Orientation
2626
Methods for discrimination rates
• Items• During the past academic year, I have
experienced discrimination due to my…
• Analysis• Coded into binary: Never / all other options• Plotted the “all other options”
Very often
Often Sometimes Seldom Never
32% 31% 32%
37%35%
37%
31%
22%27%
45%
39%
44%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Racial/Ethnic Gender Socioeconomic Status Political Beliefs
Rates of Discrimination Experiences
2828
Methods for wellbeing rates
• 3 outcome items for each dimension
• Analysis• Created binary variables: Agree options /
disagree options• Summed• Plotted participants with sums of 3
Strongly agree
Agree Slightly agree
Slightly disagree
Disagree Strongly disagree
79%73% 71%
89% 87% 86%
76%73%
77%
88%
67%73%
81% 81% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Private SmallPublic
LargePublic
Meaning Purpose Belonging Engagement Volunteerism
Wellbeing Outcomes by Institutional Characteristics
3030
Successful programming
Operationalized constructs
Sound measures
Evidence-based practice
Evaluation
3131
Evidence-based programs
• Evidence-based programs • use a defined curriculum or set of services
that, when implemented with fidelity as a whole,
• has been validated by some form of scientific evidence.
https://www.childwelfare.gov/topics/management/practice-improvement/evidence/ebp/definitions/
3232
Definition: Evidence-based Practice
Expert judgment
Student needs,
interests, & values
Data & research
Manualized, evidence-
based programs
Guyatt, et al., 1992, JAMA
3434
Research & dissemination process
Ontology, nomology, etiology
Translation, dissemination, and implementation
Applied use
3535
Exercise
Worksheet
3636
Defining program targets
• Pathway items• People I can talk to (family, friends, faculty, staff)• Courses at school• Know what I find meaningful• Know values
• Outcome items• Life feels meaningful• Do something meaningful every day• Live life in a meaningful way
Worksheet box 1
3737
Defining program targets
• Pathway items• Courses at school• People I can talk to (family, friends, faculty, staff)• Know what I find meaningful• Know values
• Outcome items• Life feels meaningful• Do something meaningful every day• Live life in a meaningful way
Worksheet box 2
3838
Decide on a program level
Socio-ecological FrameworkWe need a both/and approach!
Community
Relationship
Individual
• Campus climate, policies, social and cultural norms
• Peer circles, faculty/staff to student relationships
• Personal histories, attitudes, beliefs, behaviors
Worksheet box 3
3939
Example: Meaning dimension
• Pathway items• Courses at school• People I can talk to (family, friends, faculty, staff)• Know what I find meaningful• Know values
• Outcome items• Life feels meaningful• Do something meaningful every day• Live life in a meaningful way
4040
Example: Meaning dimension
• Pathway items (MTO)• People I can talk to (family, friends, faculty, staff)• Courses at school• Know what I find meaningful (STO?)• Know values (STO?)
• Outcome items (LTO)• Life feels meaningful• Do something meaningful every day• Live life in a meaningful way
4141
Logic model
Resources/Inputs Activities OutputsShort- and
Medium-term Outcomes
Impact
Your Planned Work Your Intended Results
W.K. Kellogg Foundation, Using Logic Models to Bring Together Planning, Evaluation, and Action Logic Model Development Guide
Identify: available activities, staff, communication
platforms
Collating list of activities,
developing & deploying ad
campaign
Number of: Emails, posters,
announcements, etc.
Pathways: More knowledge
Output: More engagement
More: life satisfaction,
affective wellbeing,
retention, etc.
STO & MTO: Pathways
LTO: Outcomes, Other variablesWorksheet box 6
4242
Exercise: Identifying resources
Worksheet box 7
Which of your stakeholders are not currently as involved as they could be?
How can you engage them?
4343
Get involved!
• Join the Wellbeing Assessment• We have several spots left• Free this year• Summer Learning Collaborative
• Participate in programming research• Use our data• Join our listserv
4444
Thank you
WellbeingCollaborative.wfu.edu