Investigating Student Perceptions on the Effects of Contemplative Practices in Classrooms
Start Date
2023 4:00 PM
Location
Alter Hall Poster Session 2 - 2nd floor
Abstract
As universities face many challenges using the common pedagogical approaches that have shaped higher education, new alternative practices have been applied to effectually foster student learning amidst the growing complexity of the educational landscape. In these settings, contemplative practices have emerged as a prominent instructional method that allows students to cultivate deep awareness, insight, focus, and connection with complex ideas through participating in introspective exercises and contemplating content. While the benefits of several aspects of contemplative approaches have been clearly recognized, a substantial amount of research has not yet analyzed university students’ perceptions of this learning environment and how they feel specific approaches impacted them in their studies and writing abilities. To determine the impact of contemplative practices in undergraduate classrooms, this research statistically and qualitatively analyzed students’ preferences and attitudes towards these approaches using a survey answered by randomly selected undergraduate students at Xavier. Quantitative results showed specific trends in student perceptions of using mindfulness exercises, reflective writing and journaling, close reading, deep listening, and dialogue. Qualitative results also showed increased engagement with multiple viewpoints and others, calmness in classroom spaces, and concentration on content and writing that can inform future instruction.
Investigating Student Perceptions on the Effects of Contemplative Practices in Classrooms
Alter Hall Poster Session 2 - 2nd floor
As universities face many challenges using the common pedagogical approaches that have shaped higher education, new alternative practices have been applied to effectually foster student learning amidst the growing complexity of the educational landscape. In these settings, contemplative practices have emerged as a prominent instructional method that allows students to cultivate deep awareness, insight, focus, and connection with complex ideas through participating in introspective exercises and contemplating content. While the benefits of several aspects of contemplative approaches have been clearly recognized, a substantial amount of research has not yet analyzed university students’ perceptions of this learning environment and how they feel specific approaches impacted them in their studies and writing abilities. To determine the impact of contemplative practices in undergraduate classrooms, this research statistically and qualitatively analyzed students’ preferences and attitudes towards these approaches using a survey answered by randomly selected undergraduate students at Xavier. Quantitative results showed specific trends in student perceptions of using mindfulness exercises, reflective writing and journaling, close reading, deep listening, and dialogue. Qualitative results also showed increased engagement with multiple viewpoints and others, calmness in classroom spaces, and concentration on content and writing that can inform future instruction.
