CTL & ASSETT Newsletter - March 2024 | Center for Teaching & Learning

CTL & ASSETT Newsletter - March 2024

Explore mindfulness and meditation techniques to help you and your learners focus on well-being

Are you feeling ready for a break and feeling it is hard to sustain your motivation? March brings the promise of spring and the middle of the semester and serves as a good reminder to Be Well and Be Prepared. Mental health concerns in higher education have worsened during the COVID-19 pandemic (Gruber et al., 2023; Wang et al., 2020) and continue听to rise for faculty, staff, and learners. Mindfulness and Meditation practices have been studied by neuroscientists, educators, and cognitive & behavioral therapists. Benefits include stress reduction, improved focus, enhanced working memory, mind-body connectedness, and the ability to work through societal and personal issues. For this month and future courses, play around with the idea of integrating some of these practices for yourself and for your learners to help improve focus and reduce stress.

Dr. Young Min, from the Program of Writing and Rhetoric (PWR) program, shares her strategies for bringing mindfulness practices into her course and improving learner engagement and learning transfer in her article, . As well, look at this听to allow yourself a few moments of calm before you take on the next thing in your day. If you would like to learn more about incorporating mindfulness and meditation as ways to engage in difficult dialogues or connect to metacognition, please reach out to Dr. Kalpana Gupta at the CTL (Kalpana.Gupta@colorado.edu).

Further reading & resources:

Barbezat, D. P., & Bush, M. (2014). Contemplative practices in higher education. Jossey-Bass.听
Behmer, P. M. (2019). Moving to learn: A meditative yoga approach to teaching and learning anatomy and physiology in multiple contexts. In L. Tisdell, K. Gupta, & K. Archuleta (Eds.), Meditation and mindfulness in adult education. New directions for adult and continuing education (Vol. 161, pp. 67鈥�77). Jossey-Bass.听
Berila, B. (2016). Integrating mindfulness into anti-oppression pedagogy. Routledge.
Greeson, J. M., Juberg, M. K., Maytan, M., James, K., & Rogers, H. (2014). A randomized controlled trial of Koru: A mindfulness program for college students and other emerging adults. Journal of American College Health, 62(4), 222鈥�233.听
Ramli, N. H. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). . Behavioral Sciences, 8(1), 1鈥�12.
Russell, T. A., & Arcuri, S. M. (2015). . Frontiers in Human Neuroscience, 9, 282.
Singleton, O., Holzel, B. K., Vangel, M., Brach, N., Carmody, J., & Lazar, S. W. (2014). . Frontiers in Human Neuroscience, 8, 33.

Save-the-date for the Summer Studio 2024:听Teaching & Learning with AI on Tuesday, May 21 from 9:30 a.m.-4:30 p.m. MT, Registration opens in early April

The rapid popularization of generative AI tools has created new challenges and opportunities for educators while raising complex questions about how we can best prepare our students to work with AI responsibly and ethically in their future professional, personal, and civic lives.听Please join us in the unfolding experience of understanding this emergent technology at Summer Studio 2024: Teaching & Learning with AI. This full-day event features invited speakers and hands-on work time. This event is open to the CU Community. (This is an in-person event with a hybrid option for those with barriers to physical attendance.) Email Blair.Young@colorado.edu to join ASSETT's AI听Email Network to stay up to date once more details are available!听

Call for Applications for the AI听Design Studio:听May 20-22

Are you interested in developing and contributing lessons to a brand-new, open-access repository on AI-specific teaching and learning resources? which will include two half-day in-person workshops that bookend the Summer Studio 2024: Teaching & Learning with AI. This design studio portion is limited to 20 participants and those who are accepted will receive a professional development award. 听to be considered.

Be a Transfer Advocate

Sign up for a Transfer Advocate 101 session听to learn more about our transfer student landscape, the unique contributions they bring and barriers they face, and how you can best support our Transfer Buffs.

CU Engage is now accepting applications for the 2024-2025 Graduate Fellowship in Community-Based Research (CBR)听

CU Engage鈥檚 Graduate Fellowship in Community-Based Research helps train a generation of scholars in CBR practices/principles and prepares doctoral students for public scholarship careers. Emerging scholars are often forced to make a difficult choice 鈥� either engage in the community or do peer-reviewed research. The goal of this fellowship is to enable emerging scholars to build strong academic careers while working on public issues in partnership with community groups.听

The CBR Fellowship program includes a cohort of 4-6 PhD students, working with a CU Engage faculty member, each academic year. Fellows work together to support each other in designing, implementing CBR projects, and to explore ways of disseminating and translating knowledge gained through CBR projects. All fellows receive a stipend to support their participation and CBR work.

CU 麻豆影院 doctoral students from any department are eligible to apply. The online application will close on Friday, April 12听at 5:00 p.m. MT. Read more about the CBR Fellowship program听and听.

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