Recent research on college student well-being has emphasized the importance of understanding college student ‘burnout’ and its effects on student academic achievement (Madigan & Curran, 2021), dropout rate (Marôco et al., 2020), and motivation to learn (Chang et al., 2016). Student ‘burnout’ – which can be characterized by exhaustion and disengagement in learning (Marôco & Campos, 2012) – can occur from rising academic demands that lead to a cynical attitude towards learning (Shaufeli et al., 2002; (Zhao et al., 2022).
Motivated by these challenges, Dr. Jennie Donohue, Senior Lecturer II and Director of the Public Relations Concentration in the Journalism Department in the College of Social & Behavioral Science (SBS), introduces mindfulness and strategic ‘tech breaks’ in her classrooms. Combining her deep understanding of mindfulness with her educational expertise, Dr. Donohue believes that using these practices during class can help students be more present and engaged in their learning, fostering a conducive environment for concentration and reducing the cognitive load on students.
Why Mindfulness and Tech Breaks?
As in many disciplines today, Dr. Donohue’s courses in public relations are deeply embedded with technology. For example, students have to regularly use digital and emerging media tools and platforms as part of their professional work. While technology can help students build their future careers, its overuse can contribute to the burnout students are experiencing (Zhao et al., 2022). Having frequent tech breaks and mindfulness practices can reduce anxiety related to technology use (Bamber & Morpeth, 2019; Guinness & Beaulieu, 2018).
How Does Donohue Practice Tech Breaks and Mindfulness in her Classrooms?
Based on her experience, these practices can help increase student presence. Here are several examples of her classroom practices:
- Mindful Curriculum & Communication: Donohue integrates a variety of contemplative practices into her curriculum. For example, at the start of the semester, she implements a mindful communication policy as a starting point for co-creating class norms and provides students with online etiquette guidelines. These practices are designed to establish the class atmosphere, foster a constructive learning environment, and help students become more mindful in their interactions in and out of the classroom.
- Mindful Tech Use: Donohue shares guidelines for mindful technology usage during class to help students focus on class content so the technology supports rather than disrupts learning.
- Reflection and Emotional Awareness: Donohue performs regular check-ins during critical periods, such as midterms and finals or after major assignments, prompting students to contemplate their well-being and interaction with the course content. She further promotes using similar practices like reflection papers to deepen students' engagement with the learning journey.
Are There Any Challenges? Recommendations?
The main challenge is getting students to disconnect from their devices, given how they permeate so many aspects of daily life. Donohue has noticed that contemplative practices can help students develop critical career skills and create a sense of community in the classroom. She suggests starting small, piloting one or two different approaches to see what works best for the students, class size, structure, and content.
Dr. Donohue's interest in exploring mindful practices in the classroom equip students to thrive in a technology-saturated world while recognizing the importance of disconnecting. She helps students develop a balanced approach to technology, fostering academic success, personal growth, and resilience
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