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Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first‐year engineering students
Author(s) -
Huerta Mark V.,
Carberry Adam R.,
Pipe Teri,
McKenna Ann F.
Publication year - 2021
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/jee.20407
Subject(s) - intrapersonal communication , mindfulness , psychology , interpersonal communication , thematic analysis , teamwork , engineering education , empathy , medical education , applied psychology , qualitative research , social psychology , psychotherapist , engineering , management , medicine , engineering management , social science , sociology , economics
Background There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self‐regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education. Purpose/Hypothesis This study explores the impacts of a mindfulness training program on first‐year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies. Design/Method A four‐session mindfulness‐based program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. Qualitative data were collected from a total of 35 students through a post‐survey ( n = 32), 3‐month follow‐up survey ( n = 24), and interviews ( n = 18). A thematic analysis process accompanied by validity and trustworthiness checks was employed to analyze the data. Results The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (e.g., self‐regulation, focus, resilience, and well‐being) and interpersonal competencies (e.g., empathy, communication, teamwork, and leadership). Discussion/Conclusions The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal competencies among engineering students, which can support their overall academic experience, personal, and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs.