Wellbeing in the Curriculum

"It was good to reflect on myself and where I hope to be as a person in the future. I'll be striving to make sure some of the things I see for myself start to come to fruition."

"This class has been an important step in my journey, and I’m excited to see how these practices shape my future."

This is a highly interactive and experiential course where student engagement and participation are the highest values. Quizzes, tests, exams and long papers are not used as ways to evaluate student learning. Emphasis is on growth processes, inviting individual development, group connection, reflection and exploration rather than performative measurement of student achievement. Students are invited to be open to new experiences, try out new tools, practice new skills, make new connections and share new insights in small and larger groups.

Each class session follows the same basic format. We start with a brief, small group check-in based on a Positive Practice experience selected by each student individually from a menu of options. We then come together for a short, guided Centering Practice to relax the body & mind, release stress and connect with the SoT group. It’s a very straightforward mindful attention practice of  orienting to what is happening in the present moment, without judgment. This kind of simple practice reliably calms the mind and relaxes the body, which is useful as a respite and restorative activity during a busy day. But it is not a meditation practice and does not involve sitting cross-legged, chanting or participating in any prayer or devotional activity.

After the Centering Practice, we talk for a few minutes about a Research topic related to the neurobiology of stress, the science of resilience and coping, the importance of using our strengths when challenged, the role of relationships and resources in rising from setbacks, how connections help cultivate wellbeing, how to reframe negative thinking patterns, how to develop greater self-compassion, how to build a growth mindset, the utility of gratitude, the power of self-leadership and the action steps to increase thriving.

Then comes the heart of each class and of the overall course: We all free write briefly to a prompt linking the research topic to our personal experiences. We then return to the breakout groups to share our stories with each other and exchange feedback, with focus on the strengths displayed and the impact felt. Feedback is structured to be reliably appreciative rather than the usual critical appraisal. Instructors write and share stories in the small groups right alongside students to reinforce authenticity and sharing in the learning process.

Finally, each class ends with a closing ritual of reflection in which each person in the room has an opportunity to share something valuable or useful that they experienced in class that day.

To activate neuroplastic change and formation of new, healthy habits, assigned work emphasizes repeated, small actions and regular  practice of skills and strategies that contribute to resilience and thriving.  Weekly out-of-class assignments focus on a brief, 2-3 page chapter from the Positive Practices textbook ($20 e-book available online) and using one of your top 5 strengths as identified by the Clifton Strengths Survey ($25 access fee for this required learning activity). Written work for these assignments totals less than 15 minutes per week.

There is a 5-minute Final Presentation in which each student summarizes their learning outcomes from the course. Guiding questions are provided as a roadmap or template for this learning activity.  There are no quizzes, exams, long papers or other assignments requiring memorization or recitation of material presented in the course. The pedagogical structure invites application of material found relevant and useful by each student, followed by reflection on that lived experience and sharing those reflections with peers.

We have been offering this course at UMass for over a decade. Most students tells us that this course is unlike any other they have taken in college, or ever before, anywhere. Students welcome the positive, strength-based focus of the class, the emphasis on a range of practical tools, skills and strategies that they can use in real time to reduce stress and boost resilience, and the opportunity to connect with peers in a space that feels secure enough to share authentically and supportive enough to grow from the experience. And they don’t mind the manageable homework load either. Check out the SoT Student Page from Fall 2024 to see a sample of student learning outcomes.

Fair question. The most useful way to answer this question is to look in the mirror. If you do not see yourself attending class faithfully and finding your way to engage and participate in the learning activities described above, then this is probably not the class for you. On the other hand, if you would welcome (even with some hesitation) an opportunity to connect with other students in a space where all people and all stories are welcomed and celebrated, where struggles are acknowledged and strengths are highlighted, where stress is softened and connections are cultivated, where appreciation is elevated and criticism is downplayed, and where relaxation and reflection take priority over activation of anxious worry, then the Science of Thriving might be a welcome addition to your academic schedule. Give it a try. It’s only a one-credit class, after all.

"I feel 10x more capable than at the beginning of this semester."

"My grades are very solid and it's thanks to the healthy coping strategies I learned in this class to deal with stress and anxiety."

"One big shift for me has been recognizing that resilience isn’t just about pushing through challenges alone. This course showed me how important it is to actively lean on connections."

"Before, I let imposter syndrome hold me back. Now I see setbacks as chances to grow."

"This class emphasized self-compassion, which I hadn’t considered as part of resilience. I used to think being resilient meant being tough all the time, but I’ve learned it’s okay to take a step back and process things."

"I found a lot of benefits in the centering activities and developed a sense of calmness that I have never had before."

"This semester has been very busy, and I have struggled to balance school, work, and my personal life. This class taught me time management and coping skills that I will be able to use for the rest of my life."

"I struggled with my mental health from middle school to sophomore year in college. It was really bad, and I found myself doing poorly in my academics and being really hard on myself. This class taught me how to be kinder to myself, which is something I always have to work on."

"I used to be scared to reach out for help, thinking it made me weak. But now, I see that asking for help actually takes courage, not cowardice. This class taught me that resilience isn’t just about enduring tough times on my own, but about learning, growing, and seeking support."

"I'm leaving this class with a new mindset. A mindset that is built on assurance, adaptability, and gratitude. Assurance that I have what it takes to tackle tough moments. Adaptability to work with what I have and to reach for the new skills that I've learned."