| Popis: |
Among practices of contemplative education, mindfulness has gained a great amount of attention. Research has suggested it should be incorporated into the school curriculum. However, implementing mindfulness in higher education is difficult, as the curriculum still largely focuses on building domain expertise. Structural constraint simply that mindfulness in higher education must rely on students' individual interest to engage since it is typically not a required subject within disciplinary contexts. Moreover, the ways in which mindfulness has been introduced into higher education may be restricted to small groups of students or only highlight one aspect of mindfulness, which may further contribute to persistent barriers among students to engage. Therefore, through design-based research, I investigated ways to help higher education students overcome potential barriers for engaging with mindfulness and develop situational interest with the eventual goal of helping them develop a sustained interest in incorporating mindfulness in their lives and cultivate self-care and wellness. I plan to present in my poster session the rationale and the structure of the online course I created to introduce mindfulness to students in a graduate program, named Mind-IT. I will explain how the data collected in the three different phases of iteration informed the design and development of Mind-IT and depict the timeline of learning activities that participants in the study engaged with. |
