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Texas Well-being

40 Assets For The 40 Acres

Support


Older adult relationships

  • Build relationships between you and students as much as possible.

Older peer relationships

  • Have at least one older peer (e.g., teaching assistant, mentor) provide academic and well-being support to students.

Caring university community

  • Create a climate of caring for students

Community mentor or family member involvement in schooling

  • Have students collaborate with trusted individuals outside the campus community to help them succeed in school.

Awareness and/or utilization of mental health experts/clinicians

  • Provide students with information about accessing support professionals (e.g., CARE counselors, CMHC services, BASICS, Motivating to Moderate).

Empowerment


Community values students

  • Demonstrate to students that they are valued members of the learning community.

Students as resources

  • Give students useful leadership and participatory roles in the classroom community (e.g., let them be the experts in certain areas, allow them to provide support to their peers).

Individual service to others

  • Assignments/projects provide opportunities for students to serve in the community.

Participation in group philanthropy or service commitments/ projects

  • Provide opportunities for students to join with others to engage in service.

Safety

  • Ensure students feel safe in the classroom and other learning environments.

Safe supports

  • Remind students to utilize mechanisms to enhance their and their peers’

BOUNDARIES & EXPECTATIONS


Course boundaries

  • Provide clear expectations, protocols for difficult dialogues, and reasons for clear boundaries.

Positive peer influence

  • Encourage students to model responsible behavior for each other.

Standing up for others

  • Help students to advocate for and protect themselves and others (e.g, provide information about BeVocal, UT’s Bystander Intervention Initiative).

Expectations

  • Keep your expectations high for student learning and success.

Constructive Use of Time


Creative activities

  • Have students participate in assignments/project that involve creativity (e.g., using music, art, theater, video, entrepreneurial planning, community outreach, cooking).

Student programs

  • Provide incentives for students to participate in extracurricular activities such as sports, clubs, religious groups, spirit groups, sororities/fraternities, school or community organizations.

Commitment to Learning


Achievement motivation

  • Use instructional techniques and systems that encourage students to be more internally motivated to learn (e.g., have students set and monitor progress toward goals, provide feedback that encourages mastery over performance).

School engagement

  • Provide and encourage opportunities for students to actively engage in learning (e.g., help students set up study groups, provide flexible office hours).

Bonding to school

  • Encourage students to build bonds between themselves, the University, and their college/department.

Enhanced knowledge of drugs/alcohol and risk/protective behaviors.

  • Provide students with information related to drugs/alcohol and risk/protective behaviors (e.g., Alcohol and Consent Project, BASICS and CASICS programs, Center for Students in Recovery, Student Amnesty for Alcohol and Drug Emergencies).

Positive Values


Caring

  • Model and encourage students to place a high value on helping others.

Equality and social justice

  • Model and have students practice placing a high value on promoting equality and social justice.

Integrity

  • Model and have students practice acting on convictions and standing up for their beliefs.

Honesty

  • Allow time for students to have vulnerable conversations and share authentically.

Responsibility

  • Model and have students practice being held accountable for actions, including unmet expectations.

Health and wellness

  • Encourage students to value and take action toward supporting their own well-being.

Reasonable expectations

  • Model and have students practice maintaining reasonable expectations for themselves.

Creativity and uniqueness

  • Encourage and support students in valuing and asserting their own styles, opinions, strengths, and talents.

Social Competencies


Planning and decision making

  • Model and have students practice planning ahead and making informed choices.

Interpersonal competence

  • Model and encourage students to practice empathy, sensitivity, and friendship skills.

Cultural competence

  • Provide opportunities for students to develop knowledge of and comfort with people of different cultural, racial, and ethnic backgrounds.

Resistance skills

  • Model and have students practice resisting negative peer pressure and dangerous situations.

Peaceful conflict resolution

  • Model and have students practice resolving conflict nonviolently.

Values varied perspectives and opinions

  • Provide opportunities for students to voice their own beliefs and perspectives as well as listen to, make sense of, and value those of others.

Positive Identity


Personal power

  • Create a learning environment in which students feel they have control over what happens to them (e.g., provide students with choices).

Self-efficacy

  • Support students in developing confidence and believing in their abilities to achieve goals.

Sense of purpose

  • Help students to see how their lives have purpose.

Positive view of personal future

  • Model and encourage students to practice being optimistic about their personal futures and willingness to learn from failures and obstacles.

Self-compassion

  • Model and have students practice placing value on themselves as their own best friends.
The whole student