Charting a Course for Belonging: Creating an Honors Mindfulness Learning Community.
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| Title: | Charting a Course for Belonging: Creating an Honors Mindfulness Learning Community. |
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| Authors: | Spear, Kristy1 kspear@honors.ufl.edu, Prabhakaran, Gayathry1 g.prabhakaran@ufl.edu |
| Source: | Journal of the National Collegiate Honors Council. Fall/Winter2025, Vol. 25 Issue 2, p55-62. 8p. |
| Subject Terms: | *Mental health of college students, *College student adjustment, *College students, *Learning communities, *Higher education, Mindfulness |
| Company/Entity: | University of Florida |
| Abstract: | In today’s post-pandemic world, a sense of belonging within and in the larger relational world is something that many people struggle with, particularly those individuals leaving home to enter college. Socially engaged mindfulness can connect individuals with their breath, thoughts, emotions, and one another to promote and support well-being. This essay presents a programmatic overview of a Mindfulness Learning Community (MLC) in honors. Created for incoming first-year students (N = 31) to aid in their transition to college life, the multi-semester academic, social, and experientialbased learning community aims to teach honors students the psychological and physiological value of mindful practice, tools for developing deep thinking and reflection, and practical skills for nurturing a mindful body. Part of an engaged, supportive community, students selected for this program work with faculty, upper-division students, peer leaders, and campus partners to conceptualize and apply different methodological approaches to wellness. This longitudinal, multimodal mindfulness experience provides space to explore how honors can pedagogically, intrapersonally, and socially support wellbeing and belonging in the honors community (undergraduates, educators, and support staff) for new students as they transition to college and begin to attend to the rigors of higher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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