Students

Problem-Solving Microcredential BE | WELL

For the purpose of establishing the Resiliency microcredential, demonstration of competency in this skill will be defined as:

  • Adapts well in the face of adversity, trauma, tragedy, threats or significant sources of stress.
  • Adept at mentally and emotionally managing crisis situations and able to quickly “bounce back” from difficult experiences such as family and relationship problems, serious health problems, academic difficulties and/or financial stressors.

Rationale

Per HSC’s Quality Enhancement Plan (QEP) on Wellbeing (BE|WELL), it has been determined that many of our graduates will enter the workforce where burnout and low wellbeing are common. In order to best prepare our students for success both in their educational programs and in their careers, the HSC identifies wellbeing, emotional intelligence and resilience as critical tools. The institution therefore strives to provide knowledge and skills that will allow our students to be healthy, emotionally intelligent and resilient future professionals. Key thought leaders have identified that constructs associated with wellbeing and emotional intelligence create the foundation upon which we build successful lives. Resilience (or Resiliency), defined as persistence, hardiness, and an ability to bounce back from difficulty, is identified as a key skill. It will be crucial for students to be able to demonstrate to employers their ability to show resiliency in the workplace as well as their everyday lives when faced with adversity.

 

NOTE: The BE|WELL curriculum will be used as the primary source for completion of Milestones 1 and 2

 

Milestone 1: Course/Clerkship: Assessed Competency in Student Learning Outcome

 

Description

Learners complete BE|WELL SLO 1 and SLO 2 as part of their HSC enrolled course of study. SLO 1 includes the Canvas course, and SLO 2 includes the Stress Growth Management Plan. This includes development and demonstrated competency in one or more of the following:

·       Knowledge base that demonstrates in-depth understanding of the concepts of resiliency.

  • Familiarity with tools and resources that will equip them to adapt well in the face of adversity, trauma, tragedy, threats or significant sources of stress such as family and relationship problems, serious health problems, academic difficulties and/or financial stressors should these situations present themselves.

 
Skills Adaptability, stress management, crisis management, emotional intelligence, relationship building, problem-solving skills, self-care, persistence, gratitude, kindness, mindful presence.

Evidence

(specifically what documented proof will be provided)

 Student will upload documented evidence of graded assignments and exams as well as objective evaluative feedback from instructor that verifies significant competency in of one or more of the identified resiliency skills. For each submitted evaluation or assignment*, it should be expressly stipulated that students will be able to pass basic requirements for successfully completing the unit or course, but can still be assessed as not competent in these skills as evaluated by instructor. Documentation may include:

  • Video or slide deck from presentation or other demonstration
  • Paper, report, or article
  • Detailed assignment evaluation or certificate of completion
  • Other evaluated activity

 

 

Milestone 2: Completion and Assessed Competency in Approved Co-Curricular Activity

 

Description

Learners may access BE|WELL SLO 3 activities as part of their HSC enrolled course of study. Students may also demonstrate competency in a defined resiliency skill through an approved and inventoried co-curricular activity or experience that meets the criteria. This includes development and demonstrated competency in one or more of the following:

 

  • In-depth understanding of the concepts of resiliency and their application.
  • Familiarity with tools and resources that will equip them to adapt well in the face of adversity, trauma, tragedy, threats or significant sources of stress.
  • Preparation and training or, in the case of SLO 3, a submitted reflection on goals and action items for each of the 4 wellbeing domains. Each would assist in becoming adept at mentally and emotionally managing crisis situations and the ability to effectively “bounce back” from difficult experiences such as family and relationship problems, serious health problems, academic difficulties and/or financial stressors should these situations present themselves.

 
Skills Adaptability, stress management, crisis management, emotional intelligence, relationship building, problem-solving skills, self-care, persistence, gratitude, kindness, mindful presence.
Evidence Student will upload evidence of completed activity accompanied by performance evaluation, outcome assessment, or other objective feedback from activity facilitator/instructor as approved by appropriate department head*. Student will have to have verifiable record of participation of and completion of activity and all requirements pertaining to Student Learning Outcome. Even with all participation requirements met, it should be expressly stipulated that student can be deemed as not competent in skill as assessed by facilitator/instructor.  Documentation may include:

  • Video or slide deck from presentation or other demonstration
  • Paper, report, or article
  • Detailed assignment evaluation or certificate of completion
  • Other evaluated activity
  • Verified proof of active participation
  • Certificate of Completion

 

Milestone 3: Completion of Approved Summative Project or Experience Presented to DSAA Microcredential Review Team

 

Description

Learners complete a pre-approved project or experience for which the outcome is determined by the designated DSAA Microcredential Review Team to meet “significant and measurable evidence of mastery of one or more identified resiliency skill that is fundamental to the design of the project or experience.” This includes development and demonstrated competency in one or more of the following:

 

  • Knowledge base that demonstrates in-depth understanding of the concepts and benefits of the resilient mindset.
  • Familiarity with tools and resources that will equip them to adapt well in the face of adversity, trauma, tragedy, threats or significant sources of stress.
  • Preparation and training for becoming adept at mentally and emotionally managing crisis situations and the ability to effectively “bounce back” from difficult experiences such as family and relationship problems, serious health problems, academic difficulties and/or financial stressors should these situations present themselves.

 
Skills Adaptability, stress management, crisis management, emotional intelligence, relationship building, problem-solving skills, self-care, persistence, hardiness, gratitude, kindness, mindful presence.
Evidence The learner will have to present an account of their experience, including evidence of completion and mastery of the associated skills in written or presentation format*. The experience will also have to be verified by an authorized supervisor, such as project director, faculty/staff advisor, site coordinator, etc.  This may include:

  • Project report or portfolio
  • Site/project supervisor summary
  • Conference or professional meeting program
  • Independent publication, poster, or article (electronic or printed)
  • Certificate of completion
  • Other documented evidence from experience

 

The DSAA Microcredential Review Team reserves the right to require the candidate to complete an interview or project presentation in case submitted documentation is not deemed adequate to determine whether it meets the milestone.

 

 

This page was last modified on June 14, 2023