2022 Conference Archive
Implementing Mindfulness-Based Interventions with University Students During the COVID-19 Pandemic
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Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Recently there has been rapid growth in research on mindfulness-based interventions (MBIs), specifically assessing the effects of mindfulness on stress and anxiety among college students (Bamber & Schneider, 2016). While the COVID-19 pandemic illuminated mental-health challenges, stress and anxiety related to teaching are not new concerns. As such, three faculty members implemented mindfulness activities into their classroom to help students develop and implement focusing and coping strategies. In this session, participants will engage in mindfulness practices, explore ways university faculty can support students with mindfulness strategies, and examine findings from a mindfulness-based intervention implemented in mathematics education courses.
Session Format
Presentation
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Eisenreich, Heidi; Welder, Rachael; Burton, Megan; and Armesto, Brooke, "Implementing Mindfulness-Based Interventions with University Students During the COVID-19 Pandemic" (2022). SoTL Commons Conference. 97.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/97
Implementing Mindfulness-Based Interventions with University Students During the COVID-19 Pandemic
Recently there has been rapid growth in research on mindfulness-based interventions (MBIs), specifically assessing the effects of mindfulness on stress and anxiety among college students (Bamber & Schneider, 2016). While the COVID-19 pandemic illuminated mental-health challenges, stress and anxiety related to teaching are not new concerns. As such, three faculty members implemented mindfulness activities into their classroom to help students develop and implement focusing and coping strategies. In this session, participants will engage in mindfulness practices, explore ways university faculty can support students with mindfulness strategies, and examine findings from a mindfulness-based intervention implemented in mathematics education courses.
