A mindful adventure: a collaborative inquiry of mindfulness, adventure education, and student success

Abstract

This collaborative inquiry sought to answer the primary research question “How can a series of facilitated dialogues focused on mindfulness and adventure enhance student success within the Adventure Studies Department at Thompson Rivers University?”. Guiding this inquiry was the intention to work with the department and its students using an action research methodology that considered the Action Research Engagement model and an appreciative stance. Five second-year diploma students from the Adventure Studies Department participated in three dialogical methods of learning circle, participant journaling, and a focus group. Any interaction with participants adhered to the Royal Roads University Research Ethics Policy. Using both an inductive qualitative analysis and a deductive analysis the following four themes emerged: understanding mindfulness, mindfulness and adventure education, community, and emotional intelligence. Each conclusion ultimately informed recommendations that center on implementing mindfulness into the program and are worth pursuing. The recommendations are: adopt mindfulness into the Adventure Studies Department’s strategic plan, encourage staff to explore mindfulness for their own sake, and integrate mindfulness into the existing curriculum using guiding principles.