Contemplative Pedagogy Program
|NEWS| The Power of Contemplative Practices in Language Teaching and Learning
Contemplative pedagogy—the integration of reflective or meditative practices into higher education—has been shown to boost concentration and improve cognitive and academic performance. Studies also indicate that this integrative approach increases capacities such as self-awareness, creativity, empathy, compassion, and interpersonal skills.
- apply to and attend the TRC’s five-day Course Design Institute (June 1–5, 2015) and form a Contemplative Pedagogy Learning Team to 1) develop learning objectives rooted in contemplative pedagogy, 2) identify common challenges to academic learning and examine how CP approaches can be used to overcome these, 3) design well integrated activities that support students’ academic, cognitive, and personal growth and 4) create a variety of learning-centered assessments to measure the impact of CP. Participants are required to pay for CDI (approximately $975) using their annual Education Benefit.
- teach their course in the 2015–16 fall or spring semester;
- develop a continuous improvement plan and systematically assess student learning in their course;
- participate in on-going monthly learning community meetings during the 2015-2016 academic year;
- participate in on-going assessment of their course, to include, for example, in-class observations, surveys, interviews, and/or focus groups; make relevant course materials available to the TRC and the Contemplative Sciences Center.
- In the future, we hope that participants will be interested in sharing their knowledge and insight with the broader U.Va. community.
- complete the online application for the Course Design Institute and check the box indicating that you’re applying for the Contemplative Pedagogy Learning Community
- email John Alexander (email@example.com) with a brief statement (200-300 words) about your interest in this year-long learning community
- why do you want to participate?
- why do you think your students would learn better if this course would include contemplative practices?
- how do you see yourself contributing to this learning community?
- what is your level of experience with contemplative pedagogy?
- do you have a regular contemplative practice? what type? how often do you practice?