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Habits of Mind: Designing Courses for Student Success


Julia M. Gossard & Chris Babits


Utah State University

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Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


Feeling confident and excelling personally or professionally may come off as a challenge for educators and students who do not have stress-reducing skills to fall back on. Negative academic or professional stress could then have effects on many aspects of an individual’s life, such as mental health, substance use, sleep, physical health, lackluster achievement in academics and/or personal success, and even school dropout or professional burnout (Proctor, Guttman-Lapin, & Kendrick-Dunn, 2020). How can we engage our students in pedagogical practices focused on how to support mindfulness-based learning, leadership strategies, and reflection practices within higher education settings? How can educators integrate social, emotional, and academic development and learning in courses? How can instructors engage in mindful teaching, leading, and reflecting in our classes? The primary objective of this chapter is to empower educational leaders with tools, strategies, and skills to facilitate systemic change in a positive, healthy, and sustainable way through the integration of mindfulness-based teaching, leadership, and reflection practices.