Mind Matters Mini-Sessions (3M Sessions) and Universal Design for Learning

We identified a need for a holistic program that is free of cost for use, tailored to post-secondary students in Canada transitioning to post-secondary education, and that connects students to services available on campus. Through a Wickerson Foundation Fund grant, we worked with our Academic Skills Centre and Student Wellness Centre and developed the Mind Matters Mini-Sessions (3M Sessions). From September to December of 2023, twelve weekly 10–15-minute in-class sessions were integrated into one section of a first-year anatomy class (~350 students). Sessions included active learning opportunities on a variety of topics relating to learning, self-regulation, and wellness (Table 1).

Table 1. Schedule of the MindMatters Mini-Sessions

A central purpose of the 3M Sessions was to help students entering first year with diverse backgrounds and abilities to navigate the transition to university.  As such, the 3M Sessions incorporated several principles of Universal Design for Learning (UDL) that could be generalized to every course.  UDL is an approach to teaching that aims to provide equal opportunities to learn for all students and endeavors to create learners who are purposeful and motivated, resourceful, knowledgeable, strategic, and goal-oriented (CAST, 2024). We designed the 3M session topics to directly promote multiple means of engagement by welcoming interest, building sustained effort and persistence, and providing tools for emotional capacity. We also designed the 3M session topics to encourage multiple means of action and expression by promoting strategy development.    

Sustaining effort and persistence can be encouraged by fostering collaboration and community.  Since the 3M sessions took place in class, students completed the active learning components together as a group. They practiced types of meditative breathing techniques together, simultaneously participated in chair yoga, and collectively reflected on their study routines and stress management strategies.  One student stated,

Furthermore, most of the facilitators for these sessions were staff of the Trent Academic Skills and Student Wellness Centres, which helped to connect students with these individuals so that accessing campus resources was less intimidating. One student stated,

Designing options for emotional capacity involves developing “learners’ intrinsic abilities to regulate their own emotions and choose how to move forward in service of their learning” (CAST, 2024).  The 3M sessions (mostly developed by our Student Wellness Centre) focused on topics such as: 

• Stress Management and Coping Strategies (Week 2)
• Sleep Hygiene (Week 5)
• Chair Yoga (Week 9)
• Meditation (Week 10)
• Strategies for Personal Resilience (Week 11)

These topics helped students learn how to be aware of their own emotions and how to regulate those emotions in connection with their learning. Part of developing emotional capacity with respect to academics is also learning strategy development.  This includes the setting of goals, enhancing the capacity for monitoring progress and self-assessment, and reflecting on learning.  These were directly addressed in sessions developed by our Academic Skills Centre that were distributed throughout the course:

• Active Learning Strategies (Week 1)
• Productive Routines for Learning [Study Cycle] (Week 3)
• Communication and Common Goals for Group Work (Week 6)
• Midterm Check-In: Reflect on Learning (Week 8)

These sessions all worked to help students with diverse backgrounds and experiences become motivated, strategic, goal-directed learners.