1. Mindfulness and learner success in Australian higher education: A Case Study by Ratna Malar Selvaratnam EdD SFHEA ANU College

2. Background to determine how far mindfulness contributes positively to the success of non-traditional students in tertiary education in Australia Tool: Freiburg Mindfulness Inventory (FMI), 2- day inventory, 14 questions Sample: 11 ASGS1103, 18 ENGN8150

3. Mindfulness Moment to moment non- judgmental awareness Western invention, Asian tradition

4. The faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgement, character and will. An education which should improve this faculty would be the education par excellence. But it is easier to define this ideal than to give practical instructions for bringing it about.

5. A quiet pedagogical revolution Educational methods that support: Development of student attention Emotional balance Empathetic connection Compassion Altruistic behaviour And new pedagogical techniques that support creativity and learning of course content

6. ANU Associate Degree sub-degree program supported to successfully undertake Bachelor Degree study at ANU within two years ATAR 60 full-time load for each student will be two ANU courses, and two support courses, for three semesters of study

7. ANU Associate Degree final semester of study, successful students will undertake a normal full-time academic program specialize in the areas of business, social studies or science and technology

8. Learning Outcomes 1. To develop and consolidate the academic skills needed for Bachelor degree level study at the Australian National University. 2. To provide foundational, research-based knowledge of an academic discipline which is broad-based in conceptual and theoretical content. 3. To show a broad range of cognitive, technical and communication skills to select and apply methods and technologies to: analyse information in the field of social studies, business or science and technology interpret and transmit solutions to unpredictable and sometimes complex problems of the field of social studies, business or science and technology

9. I am open to the experience of the present moment

10. I sense my body, whether eating, cooking, cleaning or talking

11. When I notice an absence of mind, I gently return to the experience of the here and now

12. I am able to appreciate myself

13. I pay attention to what's behind my actions

14. I see my mistakes and difficulties without judging them

15. I feel connected to my experience in the here-and-now

16. I accept unpleasant experiences

17. I am friendly to myself when things go wrong

18. I watch my feelings without getting lost in them

19. In difficult situations, I can pause without immediately reacting

20. I experience moments of inner peace and ease, even when things get hectic and stressful

21. I am impatient with myself and with others

22. I am able to smile when I notice how I sometimes make life difficult

23. Summary of findings ASGS1103 Highly self-critical ENGN8150 surprisingly self-effacing. International cohort. Implications for mindfulness and university success

24. Lessons learnt Adopting mindfulness strategies in the classroom