BA 308 Writing Assignment #1: Problem/Opportunity Identifica

BA 308 Writing Assignment #1: Problem/Opportunity Identification This

Write a memo to the ExCELL (Executive Council on Experiential Learning & Leadership) that identifies a community problem affecting a specific constituency. Your memo should describe a significant problem, provide evidence for its existence, and explain why it is important to address this issue. Avoid proposing solutions; instead, focus on clearly articulating the problem, its impact, and the need for experiential learning projects to address it. Use credible data and evidence, and explain why limited funds should be allocated to this problem. The goal is to persuade ExCELL of the importance of funding a project related to this problem.

The memo should include an opening paragraph that clearly states the community problem and constituency, with a preview of the content. Develop an argument that provides sufficient evidence (including numbers) to demonstrate the problem exists, explains why it is a priority issue, and why efforts thus far have been insufficient. Conclude with a summary of the constituency, the problem, and its significance, without suggesting specific solutions. Keep the memo to one page, single-spaced, using 12-point font, with 1-inch margins.

Paper For Above instruction

The increasing mental health challenges faced by college students constitute a pressing community problem that warrants immediate attention and action. This memo aims to identify this issue, specify the affected constituency—college students—and provide compelling evidence to persuade the ExCELL (Executive Council on Experiential Learning & Leadership) to fund initiatives addressing student mental health. Focusing on this problem aligns with ExCELL’s mission to develop leadership and communication skills through experiential learning, as mental health directly impacts students’ ability to engage effectively in such opportunities.

The mental health crisis among college students has escalated dramatically over recent years. According to the American College Health Association (ACH), approximately 40% of college students reported experiencing psychological distress significant enough to impair their academic performance in 2022—a 15% increase from just five years prior (American College Health Association, 2022). Moreover, anxiety and depression are among the leading causes of academic disruption, with 60% of students seeking mental health services on campus (SAMHSA, 2021). These figures illustrate the severity and scope of the problem, demonstrating that a substantial proportion of students struggle with mental health issues that hinder their academic and personal development.

The impact of poor mental health extends beyond academic performance; it has profound implications for students' overall well-being and future leadership potential. Students experiencing mental health issues often report difficulties with decision-making, leadership skills, and effective communication—core competencies that ExCELL aims to foster through experiential learning. When students are overwhelmed by mental health concerns, their capacity to participate in leadership activities diminishes, indirectly affecting campus diversity, inclusion, and community engagement initiatives.

Despite the evident magnitude of the problem, current efforts to address student mental health appear insufficient. While many campuses offer counseling services and peer support groups, these resources are often overwhelmed, resulting in long wait times and limited accessibility (Kitzrow, 2009). Additionally, existing programming often focuses on individual therapy rather than preventative or skill-based approaches that could enhance resilience, coping, and leadership qualities among students (Eisenberg et al., 2012). This gap indicates a need for innovative experiential learning programs that integrate mental health support with leadership development, providing students with practical skills to navigate stress and adversity proactively.

The ultimate goal of addressing this issue is to improve students’ mental well-being, enabling them to fully participate in experiential learning activities that develop their leadership competencies. By fostering resilience, communication, and decision-making through targeted programs, colleges can equip students with lifelong skills that extend beyond the campus. While this memo does not specify particular solutions, the overarching aim is to support initiatives that create a supportive environment for mental health and leadership growth among students, aligning with ExCELL’s mission to prepare students for leadership in the workplace and society.

References

• American College Health Association. (2022). National College Health Assessment III: Reference Group Executive Summary. American College Health Association.
• Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2012). Help-seeking and access to mental health services in a university student population. Medical Care, 50(7), 594-601.
• Kitzrow, M. A. (2009). The mental health needs of today’s college students: Challenges and recommendations. Journal of Student Affairs, 18(1), 1-15.
• SAMHSA. (2021). Results from the 2020 National Survey on Drug Use and Health: Mental health indicators. Substance Abuse and Mental Health Services Administration.