Overall Rating Silver - expired
Overall Score 56.93
Liaison Christina Erickson
Submission Date May 9, 2019
Executive Letter Download

STARS v2.1

Champlain College
IN-24: Innovation A

Status Score Responsible Party
Complete 1.00 / 1.00 AnneMarie DeFreest
Managing Director, David L. Cooperrider Center for Appreciative Inquiry
Stiller School of Business
"---" indicates that no data was submitted for this field

Name or title of the innovative policy, practice, program, or outcome:
2018 World Positive Education Accelerator

A brief description of the innovative policy, practice, program, or outcome that outlines how credit criteria are met and any positive measurable outcomes associated with the innovation:

In June 2018, over 800 people from over 30 countries gathered in Fort Worth, TX for four days to turn inspiration into action at the World Positive Education Accelerator (WPEA). Co-convened by Champlain College’s David L. Cooperrider Center for Appreciative Inquiry (Cooperrider Center) and the International Positive Education Network (IPEN), the WPEA brought together, educators, students, parents, researchers, policy makers, business leaders, philanthropists, and foundations interested in accelerating education that, in addition to focusing on academic excellence, also imparts the tools and skills that enable wellbeing and human flourishing.

Positive Education unites the exciting new science of positive psychology and related disciplines with the study of education’s most promising innovations to enable human flourishing and academic excellence as complementary aims of education. It believes in education of the head and the heart. Its goal is to equip people—students, teachers, school systems, and community partners—with the wellbeing skills and tools to flourish, and contribute to the flourishing of others, in ways that support and strengthen traditional learning.

Rigorous studies show that positive education can raise overall levels of curiosity; elevate love of learning; promote heightened engagement; create better learning outcomes; contribute to more thriving learning communities; build more elevated emotions such as hope, inspiration, and joy; generate increases in social intelligence and better relationships; lead to stronger career opportunity and success; support better health and decrease risky behaviors; open minds toward acceptance and inclusion of others; build leadership capacities; and serve as preventative and as a provider of better routes to treatment of depression, despair, or thoughts of suicide than anything pharmacologically.

For more detail, see the attached letter.

Which of the following impact areas does the innovation most closely relate to? (select up to three):
Public Engagement
Wellbeing & Work

A letter of affirmation from an individual with relevant expertise or a press release or publication featuring the innovation :
The website URL where information about the innovation is available :
Additional documentation to support the submission:

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.