Institutional Factors That Positively Impact First-Year Students' Sense of Well-Being.

This qualitative case study conducted at a single institution in the Midwest examines how institutional context and environment impact college students' sense of well-being. Twenty seven first-year students participated in one to two hour, in-depth interviews where they talked about their first year experiences, their concepts of well-being, and how campus experiences positively impacted their well-being. Interviews were transcribed and narratives were coded and analyzed using Strange and Banning's (2001) model of campus environments to consider how safety, involvement, inclusion, and community positively impact well-being. Findings suggest that being involved with peers, faculty, and resident assistants; being included in a diverse community and learning from diverse others' beliefs and worldviews; and taking part in dynamic classrooms and learning experiences that build a sense of community; positively impact well-being. Half of participants also talked about how the physical beauty of campus, and use of outdoor space, also positively impacted their sense of well-being. Overall findings are key indicators of how resources could be allocated for first year initiatives as well as possible directions for future research on student well-being.