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Understanding Wellbeing Theory and Practice : IL028/IL128

Understanding Wellbeing Theory and Practice

Module Description

As reported in several national studies (‘Student mental wellbeing in higher education. Good practice guide, Universities UK, MWBHE, 2015’; ‘Poppy Brown, The invisible problem? Improving students’ mental health, HEPI Report 88, 2016’; ‘10 steps to address the student mental health crisis’, etc.), we are observing a crisis, which is growing each year, in student mental health and wellbeing in the UK universities, including the University of Warwick.

The main aim of this module is therefore to engage students to look at a global, timely and relevant topic such as wellbeing in its complexity, discovering the potential of an interdisciplinary approach to the matter.

The module will analyse the concept of wellbeing from the perspective of several disciplines (Biomedical disciplines, Sociology, Economics and Arts & Humanities) and will help students to understand the complexity of this crucial topic and the relevance of a holistic approach in order to solve the issues related to it.

Read about the experience of being part of this module from former Economics student Qurratuain Amir Ihsan (Class 2020)! Link opens in a new window


In general, the first part of the session will be an interactive lecture given by the subject expert with the second part being a workshop, led by the module leader together with the disciplinary expert, to facilitate the learning experience of the students. During the sessions, students will work in groups and individually.

Weekly Topics 2023-24 (may be subject to change)

1. Module introduction (Amanda Edwards and Lorenzo Serini): the session will cover (a) the scaffolding themes of the module, i.e. measuring and monitoring wellbeing, factors that influence wellbeing, interventions to promote wellbeing, (b) student’s personal experiences and reflections, (c) module’s organisation, learning outcomes and assessment, (d) students that desire, will have the opportunity to use the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) for positively assessing their wellbeing.


    1- 1500 (15 CATS) word academic writing piece OR 2-4 minute video plus commentary. Traditional style essays, as well as essays that reflect scientific writing (i.e. scientific article style), will be welcome. (50%)

    2- Student Devised Assessment (SDA). Form of assessment method designed by you with the full support of the tutor whereby you will create a piece of work (an article, a short film, a talk, a play, a workshop, a painting, a podcast and so on) that offers a solution to a controversial topic or a question that has arisen during the module. You will be free to select your preferred topic/question and subsequently, you will undertake your own research utilising the methodologies and the holistic approach presented throughout the course. You must demonstrate and communicate the themes and topics presented in the module in your piece and provide a critical description of the theories underpinning your SDA main piece in an accompanying piece. You will be given full tutor support both when planning your devised assessment and when bringing it to fruition. This will include some one-on-one time with a module tutor. (15 CATS; 50%)

    Read more about assessment methods and watch our short video 'Demystifying Student Devised Assessments' on the IATL Assessment Methods PageLink opens in a new window

    Curious to see examples of IATL assessment? See our Assessment ExhibitionLink opens in a new window

    Module in Summary:

    Module Code:

    IL028 - level 5 (Intermediate)

    IL128 - Level 6 (Third year/Finalist)

    Class Time 2024-25 TBC

    Term 1 (Autumn)
    Friday 10.00am -12:00 pm


    OC1.03 (Oculus) TBC

    Module Convenor



    15 CATS

    1) Student Devised Assessment (50%)
    2) 1500 word academic writing piece
    2-4 minute video plus 400 word commentary (50%)