Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes?
Karen Kurotsuchi Inkelas, Blake A Colaianne, Matthew J Hirshberg, Mark T Greenberg, Richard J Davidson, John D Dunne, David Germano, Robert W Roeser
Journal of American college health : J of ACH July 9, 2021 DOI: 10.1080/07448481.2021.1920956 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational study Peer reviewed |
|---|---|
| Sample size | 101 |
| Population | Undergraduate students enrolled in the 'Art and Science of Human Flourishing' course at three large public R1 universities |
| Intervention | meditation practice |
| Topics | Meditation |
| Keywords | Humans Emotions Students Universities Surveys and questionnaires Stress Teaching Wellbeing Flourishing Holistic education |
| Key findings | Despite variation in course pedagogy and student engagement across the three universities, students' outcomes related to flourishing were similar. The authors tentatively conclude that variability in course implementation did not appear to differentially affect student outcomes, suggesting other institutions may make limited adaptations without concern for altering the course's impact. |
Abstract
Objective: This study explores whether variability in the implementation of an undergraduate course on human flourishing is differentially associated with student outcomes.
Participants: 101 students in the "Art and Science of Human Flourishing" course across three large, public, R1 universities in Fall 2018 participated in the study.
Methods: Formative course data included researcher observations of weekly class pedagogy, students' weekly meditation practice logs and end-of-course assessments, and pre/post surveys measuring changes in participating students' outcomes related to flourishing (e.g., attentional skills, social-emotional skills, perspectives on flourishing, mental and physical health).
Results: Although course pedagogy and student engagement varied across the three universities, students' outcomes were nonetheless similar.
Conclusions: Variability in course implementation did not appear to differentially affect students' outcomes. We tentatively conclude that other institutions interested in offering the flourishing course may make limited adaptations to fit their pedagogical preferences without concern for altering its impact on students.