1. Mrs. Monica Gerda Mrs. Amy Howton Dr. Mia Oberlton
WELL Course Scaffolding: The Stepping Stones of The Healthy Living Project
Mrs. Monica Gerda
Mrs. Amy Howton Dr. Mia Oberlton

2. 1996: Change to semester calendar – HPS 1000
Origins
1996: Change to semester calendar – HPS 1000
approved as University Requirement
2004: Assessment showed student learning content but not
making positive behavior changes
2013: Assessment showed students engaging in negative behaviors in areas not covered by the course
2014: Institution of One University – Design team began redesign of course with additional wellness content and behavior change
emphasis driving the course
Fall 2015: WELL 1000 – Foundations of Healthy Living –taught
for the first time

3. Family Health History Assessment
Origins
Assess Yourself
Lifestyle Management Health Risk Inventory Prochange Behavior Systems Inc. (Prochaska Institute)
Family Health History Assessment
In subsequent modules, the student will complete additional fitness and wellness assessments

4. Origins
Assess Yourself
Strengths & Concerns
Using the assessment document, the student identifies strengths and concerns in current wellness behaviors

5. Identify Target Behavior
Origins
Assess Yourself
Strengths & Concerns
Identify Target Behavior
The student uses the results from the personal health assessment to select a less-than-optimal wellness behavior which becomes the focus of the student’s semester-long Healthy Living Project

6. Identify Target Behavior
Origins
Assess Yourself
Strengths & Concerns
Identify Target Behavior
Create SMART Goal
The student creates a SMART Goal to guide the process of behavior change throughout the semester-long project
The Transtheoretical Model (Stages of Change) provides the framework for the Healthy Living Project

7. Identify Target Behavior Identify Perceived Barriers
Origins
Assess Yourself
Strengths & Concerns
Identify Target Behavior
Create SMART Goal
The student recognizes and reports potential barriers that may hinder successful modification of the target behavior
Identify Perceived Barriers

8. Identify Target Behavior Identify Perceived Barriers
Origins
Assess Yourself
Strengths & Concerns
Identify Target Behavior
The student lists strategies to overcome potential barriers to success The student may also list small steps (short-term goals) to facilitate achievement of the stated SMART Goal
The student determines one or more appropriate rewards to celebrate success
Create SMART Goal
Identify Perceived Barriers
Action Plan

9. Identify Target Behavior Identify Perceived Barriers
Origins
Assess Yourself
Strengths & Concerns
Identify Target Behavior
Create SMART Goal
The student rewards successful completion of behavior change The student reevaluates and creates a new long-term SMART Goal
Identify Perceived Barriers
Action Plan
Reward/Reevaluate

10. Crossing the River