Key organizations have identified well-being and applied learning as critical factors for success on societal and individual levels. Applied learning has been associated with a variety of beneficial student outcomes, and well-being connects to undergraduate students’ sense of purpose. The extent to which undergraduate education opportunities in applied learning connect to students’ well-being matters for institutions of higher education and future employers of college graduates. This study examines the relationship between applied learning and growth in students’ well-being during college. Results indicated that five applied learning experiences were positively associated with well-being: time spent applying concepts to problems, how often faculty asked students to apply theories or concepts to practical problems, engagement in an internship, engagement in study abroad, and engagement in out-of-class experiences that help to translate knowledge and understanding from the classroom into action. Implications for institutions of higher education, with special attention to college and university faculty and staff, are considered.

主要组织已将福祉和应用学习确定为在社会和个人层面取得成功的关键因素。应用学习与各种有益的学生成果相关，而幸福感与本科生的目标感相关。对于高等教育机构和大学毕业生的未来雇主而言，应用学习中的本科教育机会与学生福祉的联系程度。本研究考察了应用学习与学生在大学期间幸福感的增长之间的关系。结果表明，五种应用学习经历与幸福感呈正相关：将概念应用于问题的时间，教师要求学生将理论或概念应用于实际问题的频率，实习参与度，参与海外学习，以及参与有助于将课堂知识和理解转化为行动的课外体验。考虑了对高等教育机构的影响，特别关注学院和大学的教职员工。