The Longitudinal Impact of an Undergraduate General Education Wellness Course in Early Adulthood

Purpose: To examine the relationship of general education wellness coursework on wellness behavior and knowledge of students as undergraduates and again four years after graduation. Methods: Participants were 87 college students at a large, southeastern public university. Three administrations of the General Education Wellness Test were conducted with the same participants as freshmen, late sophomores, and as alumni four to five years beyond graduation, spanning nine years. Results: Wellness Behavior increased for participants between freshmen and late sophomore years. Wellness Knowledge increased for participants between freshmen and late sophomore years and again between late sophomore year and as alumni. These changes were the same whether the wellness course was taught from a kinesiology or personal health wellness perspective. Conclusions: This study found that wellness education offered in a general education curriculum has an impact on individuals' wellness; wellness knowledge was retained after graduation. Recommendations: General education wellness courses should be required as part of an undergraduate curriculum.