Trait mindfulness in an engineering classroom: An exploration of the relationship between mindfulness, academic skills, and professional skills

Rieken, Beth; Schar, Mark; Sheppard, Sheri

doi:10.1109/fie.2016.7757464

Cited by 14 publications

(12 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There was another study that demonstrated mindfulness correlated with business skills self-efficacy (i.e. students' confidence in performing business skills) and the intent to pursue a career in a start-up or entrepreneurship (Rieken, Schar, and Sheppard, 2016). The purpose of this study is to evaluate whether engineering students would be receptive to potentially integrating contemplative practices such as mindfulness meditation to cultivate and reinforce resilient behavior in both their personal lives and in their education.…”

Section: Purposementioning

confidence: 99%

Inner Engineering: A Convergent Mixed Methods Study Evaluating the Use of Contemplative Practices to Promote Resilience Among Freshman Engineering Students

Huerta¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

is a second year PhD student in the Engineering Education Systems & Design (EESD) program at Arizona State University. His primary research interest is integrating the ideas behind mindfulness among engineering students to promote resilience, self-regulated learning, and creativity. Mark is also the Chairman and Director of Programs of a non-profit called 33 Buckets, which empowers rural communities in developing countries to develop solutions for their drinking water problems. Before enrolling in the EESD program, Mark obtained a BS and MS in Biomedical Engineering at ASU.

show abstract

Section: Purposementioning

confidence: 99%

Inner Engineering: A Convergent Mixed Methods Study Evaluating the Use of Contemplative Practices to Promote Resilience Among Freshman Engineering Students

Huerta¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…E. Parker, Kupersmidt, et al, 2014), although most studies were conducted with participants from K-12 schools. Mindfulness has been shown to help shield against perceived stress in engineering students (Vinothkumar et al, 2013) but may not necessarily correlate with better academic success for these students (Rieken et al, 2016). However, mindfulness has been shown to be a predictor of engineering student innovation (Rieken et al, 2017).…”

Section: Mindfulnessmentioning

confidence: 99%

Engineering students' noncognitive and affective factors: Group differences from cluster analysis

Scheidt

Godwin

Berger

et al. 2021

J of Engineering Edu

View full text Add to dashboard Cite

Background: Noncognitive and affective (NCA) factors (e.g., belonging, engineering identity, motivation, mindset, personality, etc.) are important to undergraduate student success. However, few studies have considered how these factors coexist and act in concert.Purpose/Hypothesis: We hypothesize that students cluster into several distinct collections of NCA factors and that identifying and considering the factors together may inform student support programs and engineering education. Design/Method: We measured 28 NCA factors using a survey instrument with strong validity evidence. We gathered responses from 2339 engineering undergraduates at 17 U.S. institutions and used Gaussian mixture modeling (GMM) to group respondents into clusters.Results: We found four distinct profiles of students in our data and a set of unclustered students with the NCA factor patterns varying substantially by cluster. Correlations of cluster membership to self-reported incoming academic performance measures were not strong, suggesting that students' NCA factors rather than traditionally used cognitive measures may better distinguish among students in engineering programs. Conclusions: GMM is a powerful technique for person-centered clustering of high-dimensional datasets. The four distinct clusters of students discovered in this research illustrate the diversity of engineering students' NCA profiles. The NCA factor patterns within the clusters provide new insights on how these factors may function together and provide opportunities to intervene on multiple factors simultaneously, potentially resulting in more comprehensive and effective interventions. This research leads to future work on both student success modeling and student affairs-academic partnerships to understand and promote holistic student success.

show abstract

“…The Mindful Attention Awareness Short Scale consists of the top four loading items from the Mindful Attention Awareness Scale (MAAS) [43], [44]. The MAAS consists of fifteen items with a single factor structure that showed validity evidence on a sample of 72 undergraduate engineering students at a Western U.S. university [45]. Outside of engineering, other studies have shown strong internal reliability evidence for the MAAS and the top four loading items [42], [44].…”

Section: Mindful Attention Awareness Short Scale (6 Items)mentioning

confidence: 99%

“…Outside of engineering, other studies have shown strong internal reliability evidence for the MAAS and the top four loading items [42], [44]. Rieken, Schar, and Sheppard [45] found internal consistency of 0.79 across four of the items. We modified this instrument from a 6-point to 7-point anchored scale, to be consistent with other items on the SUCCESS survey.…”

Section: Mindful Attention Awareness Short Scale (6 Items)mentioning

confidence: 99%

Validity Evidence for the SUCCESS Survey: Measuring Non-Cognitive and Affective Traits of Engineering and Computing Students

Scheidt¹,

Godwin²,

Senkpeil³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students' identity development. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and 2016 New Faculty Fellow for the Frontiers in Engineering Education Annual Conference. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.

show abstract

Trait mindfulness in an engineering classroom: An exploration of the relationship between mindfulness, academic skills, and professional skills

Cited by 14 publications

References 26 publications

Inner Engineering: A Convergent Mixed Methods Study Evaluating the Use of Contemplative Practices to Promote Resilience Among Freshman Engineering Students

Inner Engineering: A Convergent Mixed Methods Study Evaluating the Use of Contemplative Practices to Promote Resilience Among Freshman Engineering Students

Engineering students' noncognitive and affective factors: Group differences from cluster analysis

Validity Evidence for the SUCCESS Survey: Measuring Non-Cognitive and Affective Traits of Engineering and Computing Students

Contact Info

Product

Resources

About