University Administrators:

Exposing their students to diverse and expansive ways of thought is consistent with their mission.

Participating in outside student-centered national research events is consistent with accreditation expectations and validates student-centeredness and departmental support.

University administrators receive a pdf of the survey results (numeric data only) of their students.  This information may be useful in understanding the priorities of their students.  As well, university administrators will have access to the final results of the expected 2000 participants once completed.


University Faculty:

The expansion of health components from WHO's three, to more recent six, to 13 is insightful, thought-provoking and addresses health with more specificity.

Utilizing new interactive student-centered assessment tools diversify traditional classroom activities.

Participating in groundbreaking research with their own students in their own classrooms without cost is remarkably efficient.

Participating faculty have permission to use the survey for their own purposes for future academic endeavors.


University Students:

This learning experience is all about them and what they want in life.

This experience allows for extensive student self-discovery and open discussion in the non-threatening environment of their own classroom.

The development and utilization of the Quality of Life Index (QLI) sheds potential insight on individual student health.

As previous participants have written, prioritizing the 13 components of health is:  "insightful, life-changing, and fun".


Dr. Salscheider:

Because it was my idea?  Sure.  Yet beyond that, I have utilized this concept as an introductory activity in the health classroom for almost 20 years.  Students have reported how enlightening, expansive and thought-provoking  prioritizing the components of health were to them personally.  The class dialog was outstanding, and since I required oral reflection, the quiet students used this experience to gain confidence in their interactive skills.  The fact that over 2000 student evaluations rated this experience at a 3.8/4 is also reinforcing.

Within our own human and political limitations, our priorities dictate what we choose to do in life, and eventually who we become.  Many of us venture through life not really knowing what our priorities are.  We seem to just drift through life and make decisions based almost exclusively on our feelings, with minimal intervention by real thought.  In contrast, I propose that we identify what we truly want, and seek strategies to best fulfill those objectives. 

I submit my basketball analogy.  Since the primary purpose of the game of basketball is to garner more points than the opposition at the end of the contest, it is important to both "know the score" (are you ahead or behind and by how much) and "know the clock" (how much time is left in the half and the game). 

About 7-8 years back, I was helping coach Cass Lake-Bena HS in MN.  One of our beloved players was nicknamed "Nasty".  We were up 10 on a team with 12 seconds left in the first half and Nasty thought it was appropriate to cast up a long 3-point shot.  Well...he missed and his defender scooted down court, received a full-court pass, and made the lay-up.  The end result was that we were only up 8 at half when Nasty could have hidden the ball in his jersey and we could have still been up 10.  So when I confronted Nasty about his decision to shoot at the 12-second mark instead of the designated 5-second mark, he responded, "Coach, I felt it".  Actually, his response did have some limited merit.  Nasty and his teammates were 2nd & 3rd in the state those 2 years that he played a lot, and part of their success was their uncanny intuition.  However, the cost-benefit analysis was securely in my favor.  We ended up winning by 30 and my point was well-taken.  Know the score and know the clock.

You may not be playing basketball, but you may be interviewing for a job.  Do you know the score?  How many others to be interviewed?  What is the history of their company regarding this position?  What are their needs?  How can you best present yourself as their answer?  To do so, you will need to know the score. The National Health Priorities Project can help you do just that!

Over the past 40 years, I have been blessed to be paid to do what I have been passionate about.  I retired a couple years early so I could embark on this project, travel, meet new faculty, challenge new students, and collect a significant data set that has yet to be taken.  Who knows, perhaps a major article or a health book for college students will be the end result.  "It's a wonderful life!"