Art and Science of Flourishing for College Students: A Mixed-methods Study of Instructors’ Experiences

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Exploring Social Emotional Learning in Higher Education

Abstract

With growing concern for student mental health, universities have adopted contemplative education—integrating attention and compassion practices with social-emotional learning in a rigorous academic framework. While most research has focused on student outcomes, the impact of teaching such courses on instructors remains underexplored. This mixed methods study explores how teaching an undergraduate course on flourishing impacted 15 instructors personally and professionally. Preliminary findings from semi-structured interviews and custom-survey suggest that instructors found the course both rewarding and challenging, reporting gains in psychological, emotional, social, and occupational well-being. Instructors reported high autonomy in teaching the course and high student engagement compared to other courses. Thematic analysis is ongoing. Findings may inform future faculty and student well-being efforts in higher education.

Authors

• Vani Gupta, Pennsylvania State University

• Rachel Murray, Pennsylvania State University

• Laura Evans, Pennsylvania State University

• Robert William Roeser, Pennsylvania State University