Date: Friday February 26, 2016
Location: Center for Teaching Excellence
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A growing number of college faculty use contemplative pedagogies to support their students’ learning. While research has demonstrated the positive outcomes of many contemplative practices, little is known about the results of contemplative pedagogies in university settings. And some may reasonably wonder whether assessment and grading might undermine the purposes of contemplative pedagogies. In this interactive session, we will explore how our pedagogical intentions and disciplinary methods can inform the ways we assess our students, our courses, and our programs. We also will consider whether assessment practices truly can be mindfully aligned with course goals and classroom cultures.
Peter Felten is the Assistant Provost for Teaching and Learning, Director of the Center for Engaged Learning, and Professor of History at Elon University. His publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (Jossey-Bass, 2014). He also is co-editor of the International Journal for Academic Development and president-elect of the International Society for the Scholarship of Teaching and Learning.