Abstract

College students frequently exhibit prolonged periods of sedentary behavior while completing course-related work. Walking meetings offer an alternative classroom engagement approach that integrates movement to enhance learner productivity, drawing on evidence that physical activity supports mental health, creativity, memory, and executive function. This article uses a pilot study approach to gauge the student perspective of incorporating walking meetings in the college classroom. After participating in a walking meeting, student participants completed a survey reflecting on enjoyment, learner productivity, and overall experience. Participants consistently described walking meetings as energizing, productive, and conducive to meaningful interaction. Findings indicate that walking meetings can serve as a practical strategy for enhancing health promotion and learner productivity in any college classroom. This article includes faculty considerations for planning and design of the exercise for successful implementation.

Document Type

Article

Source Publication

The National Teaching & Learning Forum

Version

Accepted Version

Publication Date

10-23-2026

Volume

35

Issue

6

Rights

The Author(s)

Comments

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