Prior qualitative work has investigated early life experiences that motivate geoscience majors, and has highlighted the importance of time spent outside in nature, such as camping, hiking, and visiting inspiring natural landmarks. However, geographic or transportation difficulties in accessing natural spaces, familial variations in outdoor-related skills and self-efficacy, and differential cultural values around time spent outdoors are just a few of the many reasons not all students have had equal opportunity to build a sense of connection to nature. This study explored the impact of a mindful nature-awareness practice called "sit spots" on students' connectedness to nature across five courses taught by three instructors. As a class assignment in each course, students participated in eight sit-spots in an outdoor location of their choosing on campus during a one-month window, then journaled about each experience using guided reflective prompts. We administered a pre-post survey using the Nature Connection Index, Illustrated Inclusion of Nature in Self Scale, and New Ecological Paradigm Scale to measure students' connectedness to nature, as well as the Positive and Negative Affect Scale to measure changes in mood, the Mindfulness Practice Questionnaire to assess shifts in mindfulness skills, and demographic questions to assess variation in the population. Results demonstrate an overall enhancement in connectedness to nature and enhancements in mindfulness. These results suggest that this assignment may be of value for geoscience courses, especially introductory courses that may aim to recruit additional majors and tackle some of the affective transitions students experience in their first-year of university study. Further analyses of demographic trends will explore questions around which students may benefit most strongly from this practice.