Implementing a New Contemplative Pedagogy Faculty Development Program

Posted on Nov 27, 2013

A webinar with David Lee Keiser and Julie Dalley of Montclair State University
Originally broadcast on Thursday, November 21, 2013

Dr. David Lee Keiser and Julie Dalley present their work on developing and implementing a new contemplative pedagogy faculty fellowship at Montclair State University, discussing the steps taken: recruiting faculty, organizing the program, and program assessment. They share reflections from faculty participants on the effect of the program, exploring the diversity of experiences with mindful learning in the classroom as well as the transformative effect on the faculty themselves.

About the Presenters:

David Lee KeiserDavid Lee Keiser is an Associate Professor of Teacher Education at Montclair State University. He has long been interested in the intersection of contemplation, compassion and education, and has taught a graduate course, Mindful Teaching, at MSU. He has worked with the CARE Program (Cultivating Awareness and Resilience in Education, or CARE for Teachers) since 2008 and is a member of the Association for Contemplative Mind in Higher Education. He regularly presents his work at the American Educational Research Association annual meeting, and is active in the Confucianism and Taoism in Education Special Interest Group. Over the last few years, he has given talks on mindful teacher preparation in Saudi Arabia, at Prince Sultan University, at the Center for Consciousness Studies Hong Kong Conference, as well as at Contemplative Mind events and other academic venues. He is a published poet and the co-editor of Teacher Education for Democracy and Social Justice. His article, “The Buddha in the Classroom,” appeared in the Summer 2007 issue of The Journal of Transformative Education. He recently co-authored a book chapter, “Fitting in Breath Hunting,” with a Thai monk, which will soon appear in a SUNY Press compilation of contemplative pedagogies in higher education, Contemplative Learning and Inquiry Across Disciplines.

Julie DalleyJulie Dalley is Assistant Director and Editor at the Research Academy for University Learning. She holds a B.A. in History from Vermont College, Norwich University and an M.A. in English Composition from Montclair State University. She is chief writer and editor for The Teaching Times in Higher Education, a regular blogger at Tumblr and WordPress, and has co-authored articles for the Huffington Post. Ms. Dalley is also an Adjunct Professor in the First-Year Writing Program at Montclair State University. She brings a strong background in education to the Research Academy, with experience as a high school history teacher, debate club mentor/coach and historical researcher of women in antiquity. Her Master’s Thesis work explored the statistical and cultural representation of women in the critical literary establishment.

Her current research includes active participation as a team member delivering, developing, and analyzing the new Creative Thinking course at Montclair State University, a first-of-its-kind course that seeks to immerse students in the creative process through exposure to myriad interdisciplinary approaches to creative ideas, expression, and innovation. She is also working and researching the application of contemplative pedagogy in higher education as a teaching and learning approach that fosters and nurtures student engagement through a holistic concern with student well-being: mind, body, and spirit.

For more information on her work in Contemplative Pedagogy, please visit: http://www.montclair.edu/academy/contemplative-pedagogy/

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