Date of Award:

12-2020

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Mimi Recker

Committee

Mimi Recker

Committee

Heloisa Rutigliano

Committee

Jody Clarke-Midura

Committee

Michael E. Levin

Committee

Victor Lee

Abstract

This study aligns with contemporary perspectives on higher education suggesting that learning ought to be holistic, going beyond disciplinary knowledge and seeing students as whole beings, to support them in knowing themselves and integrating a more conscious society. In the attempt to contribute to this vision, this study advocates for incorporating mindfulness meditation—a contemplative practice to train the ability to be fully aware of the present moment with a nonjudgmental and curious attitude—into higher education curriculum. Adopting design-based research, I created and iteratively refined a two-week online course called Mind-IT to introduce mindfulness meditation to graduate students in the Veterinary Medicine. Due to potential barriers to engage in mindfulness meditation, the main goal of the study was to help students change their perceptions of mindfulness and develop situational interest in practicing it for their well-being. Results showed that Mind-IT helped students explore and shift their concept and experience of mindfulness, but need to offer more support for behavior change. Findings also showed that although excessive effort and time spent on some learning activities led to some frustration, Mind-IT helped students develop situational interest in mindfulness meditation.

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