University Studies Component Form: Lifespan Wellness
I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Lifespan Wellness
This component of the University Studies program includes courses that enhance the ability of students to
recognize the factors that promote a lifetime of healthy behaviors. Wellness is an integral part of general
education because caring for one’s physical, psychological, social, spiritual, and environmental health
directly impacts an individual’s overall quality of life. Healthy Campus 2010, a national initiative based on
the federal guidelines in Healthy People 2010, was established by the American College Health Association
to improve student health by targeting the major public health concerns of physical activity, overweight and
obesity, tobacco use, substance abuse, responsible sexual behavior, mental health, injury and violence,
environmental quality, immunization, and access to health care. Emphasis is placed on gaining the practical
knowledge related to these health topics and using it to develop wellness behaviors.
Courses in the Wellness component are designed to enable students to plan, implement, modify, and
maintain healthy behaviors for a lifetime.
Brief Statement of Rationale for Course's Inclusion in Lifespan Wellness
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for the component, and list these
Common SLOs along with course-specific SLOs in the model course syllabus (to be attached). For each
Common SLO, list the course SLOs that address the common SLO, describe the opportunities which will be
provided for students to learn the outcome (readings, class discussion and/or activities, applied projects), and
list the means of assessment (exams, papers, projects, quizzes, etc.) that will be used to determine the level of
student understanding.
W1. Describe the synergy among the multiple dimensions of wellness.
Course SLO(s) to Address W1
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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W2. Develop a wellness plan to meet their personal needs across the lifespan.
Course SLO(s) to Address W2
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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W3. Describe the relationship between the effects of personal choice and the principles of wellness.
Course SLO(s) to Address W3
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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W4. Practice the basic components and principles of safe and effective physical activity and other
health-related behaviors.
Course SLO(s) to Address W4
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Submission instructions:
Please submit cover form, all component forms, a model syllabus, and College/School’s course
action form (if needed) to your department chair. Department chairs should then submit these
forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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