English professor makes self-care a core component of IU Northwest class
When you picture an English class, you likely think of writing essays, discussing an assigned article or drafting a creative short story.
These are staples for a good reason, but assistant professor of English Erin Schaefer has introduced something a little different to her professional writing skills course – mindfulness.
Her students participate in sitting meditations, learn breathing exercises and complete a self-society care plan, in which they develop mindful practices that benefit both themselves and the world around them. The assignment and class are intended to show how self-care shouldn’t be separated from caring for society.
“Our own well-being is interconnected with the well-being of society, and we can identify care practices that simultaneously care for both the individual and our community,” the assignment reads.
Schaefer began interdisciplinary research on mindfulness as she completed her two master’s degrees from 2009-2014. During her PhD in 2018, she published her first article on mindfulness pedagogies, “Using Neurofeedback and Mindfulness Pedagogies to Teach Open Listening.”
Schaefer’s idea for incorporating mindfulness as a “self-society care” in the classroom came during the pandemic. She had recently started her position at Indiana University Northwest, teaching remotely and had never visited the campus.
“I was writing my dissertation, and I knew from my experience of the pandemic how stressful and isolating it felt,” Schaefer said. “I wanted to create a unit that would support students during a really tough time.”
While she has studied mindfulness as part of her academic career for over fifteen years, Schaefer’s connection to mindfulness is much deeper than that. The seeds that would eventually grow into this unit were planted during her childhood.
Growing up with two moms in an area where homophobia was common, Schaefer witnessed and experienced significant bullying and prejudice in her community. She once knocked on her neighbor’s door, looking for her pet cat, only to have it shut in her face when they realized she was the child of a same-sex couple.
“I was just a kid, but I remember how it felt for me. I think it was almost more painful seeing how that affected my moms,” she said.
Schaefer struggled, feeling like she didn’t belong and became more depressed as she got older. But when she was 16, Schaefer and her mothers found themselves taking an eight-week mindfulness course. It covered sitting meditation, body scans and ways of looking at the world with an open mind.
“It helped with my depression. It helped me feel more confident when interacting and connecting with people,” Schaefer said. “Your mind and body feel so different if you do this intentional, regular practice.”
Mindfulness in the healthcare field
Today, Schaefer’s childhood experiences are making an impact on students, even those outside the English discipline.
Erika Guerrero had taken numerous English courses before, having previously earned a degree in communications from Purdue. But as Guerrero shifted her sights toward becoming an ultrasound technician, Schaefer’s mindfulness unit gave her a new perspective.
“I never realized the connection that a professional writing course could have to health science,” Guerrero said. “In healthcare, you see a lot of sad things. Some people are scared, and you have to give your best self to patients and manage your emotions while still being professional.”
After completing Schaefer’s course, Guerrero continues incorporating mindfulness into her everyday life. She makes a bigger effort to exercise, enjoy nature and stop procrastinating. Guerrero is still doing the sitting meditations that Schaefer taught. “They have done wonders for my anxiety and helped keep me sharp and aware,” she said.
From an academic standpoint, Guerrero is glad she learned about mindfulness so early in her degree program.
“When I was a communications major, it wasn’t hours of studying and flashcards. What I learned about mindfulness really helps during tests in math, statistics and anatomy classes,” Guerrero said. “It helps with calming down my anxiety.”
From the classroom to the community
Over the years, Schaefer has heard from several students, in addition to Guerrero, who have benefited from mindfulness. “I’ve had students say that they feel more connected with their families, that they feel less stressed and it’s helped them sleep better,” she said.
For the next academic year, Schaefer plans to have her first-year writing classes volunteer with an organization of their choice.
“I want to make sure when students are engaging with the community, they’re practicing being self-aware and empathetic,” she said. “I want them to make the connection between caring for their community and caring for themselves.”
Schaefer’s hope is that by teaching mindfulness, she can help encourage a more curious environment and move toward a healthier, more connected community.
“Practicing mindfulness can help you better understand yourself and other people. It’s an opportunity to encourage people to really reflect on their prejudices and a way of building community,” she said.
