OBJECTIVE: Hope is a malleable, cognitive, motivational skill that supports college student outcomes. We evaluated a college-level curriculum that taught hope skills. PARTICIPANTS: Using a voluntary response sampling method, a total of 50 participants were included in the present study with 25 in each the control and intervention group. METHODS: All students completed surveys on hope at the beginning and end of the semester. The intervention group participated in a 10-week curriculum; students in the control group completed their regular introductory course. RESULTS: The intervention group had a significant increase in hope over the semester. Completing the hope course predicted significantly higher end-of- -semester hope, accounting for the beginning-of- semester hope. CONCLUSIONS: a classroom setting using a curriculum that requires limited financial and time resources. Improving college student hope has implications for their academic and well-being outcomes.
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