Mindfulness in the Academy – Transforming Our Work and Ourselves ‘One Moment at a Time’

Abstract

In this paper, a faculty member and an educational developer discuss their own attempts to be more mindful in the academy with attention to mindfulness practices in the classroom as a way to foster community and deepen learning. The authors also share their experiences creating a community of practice focused on mindfulness - a new initiative at their institution for faculty and staff.

Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

“…Post-structural perspectives challenge the belief that language is neutral and interrogate language in the context and social reality it seeks to represent (Cheek, 1999). The research team acknowledged the social, political, and historical discourses associated with "higher learning"; other researchers have highlighted challenges of incorporating MM into the post-secondary classroom, noting it as beyond traditional ways of teaching and learning, and challenging common classroom power dynamics (Gardner & Grose, 2015). Discourse surrounding the transition to university involves the idea that students are responsible for their own learning and resilience; however, research indicates student-centred pedagogy, social support from academic staff and students, and other institutional supports may facilitate student transition experiences (Briggs et al, 2012;Christie et al, 2016;Gale & Parker, 2014;Gibson et al, 2018;van Herpen et al, Mindfulness Meditation and Student Transitions 261 2019; Hussey & Smith, 2010;McInnis, 2010).…”

“…While MM is increasingly being used in education, its use in post-secondary educational settings warrants further rigorous study (Gardner & Grose, 2015;Napora, 2011;Shapiro et al, 2008;Wisner et al, 2010). While research exploring the use of MM in Canadian Journal of Education / Revue canadienne de l'éducation 44:1 (2021) www.cje-rce.ca…”

Everybody Present: Exploring the Use of an In-Class Meditation Intervention to Promote Positive Mental Health Among University Students

“…Mindfulness and meditation practices are also emerging as effective ways to assist students to become more resilient in responding to the day-to-day pressures of campus life (Gardner & Grose, 2015). Recent research suggests cultivating present moment awareness through mindfulness and meditation can improve academic performance by increasing attention, memory, problem solving skills, and concentration (Shapiro, Brown, & Astin, 2008).…”

Calming the Monkey Mind

“…Mindfulness involves "consciously bringing our awareness to the present moment -to the here-and-now experience" (Gardner & Grose, 2015, p. 35). It does not involve suppression of feelings or emotions, but instead, a recognition and acceptance of these thoughts non-judgmentally (Gardner & Grose, 2015). It is "being in the moment; focusing upon the action -even the action of holding stillness -and finding a deep appreciation for whatever it is" (Francis & Lu, 2009, p. 24).…”