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Applied Learning and Students’ Well-Being in Higher Education

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Abstract

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.

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Availability of data and material (data transparency)

Data courtesy of the Wabash National Study of Liberal Arts Education.

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Data analyzed using STATA.

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Funding

The Wabash National Study of Liberal Arts Education was supported by a generous grant from the Center of Inquiry in the Liberal Arts at Wabash College to the Center for Research on Undergraduate Education at The University of Iowa.

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Authors and Affiliations

  1. University At Albany, State University of New York, 1400 Washington Avenue, Albany, NY, 12222, USA

    Teniell L. Trolian

  2. University of WI – Madison, 1000 Bascom Mall, Madison, WI, 53706, USA

    Elizabeth A. Jach

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  1. Teniell L. Trolian
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Correspondence to Teniell L. Trolian.

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Trolian, T.L., Jach, E.A. Applied Learning and Students’ Well-Being in Higher Education. Applied Research Quality Life 17, 1269–1286 (2022). https://doi.org/10.1007/s11482-021-09961-3

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