2007 Conference Archive
Investigating Contemplative Practice in Creative Writing and Education Classes
Copyright
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Abstract
This presentation reports findings of a research project at the University of Massachusetts at Dartmouth (UMD) and Saint Martin's University (SMU). Our primary purpose has been to examine the impact of contemplative practice on teaching and learning in an undergraduate creative writing class and a graduate education methods class on teaching writing. As part of our universities' participation in the CASTL Cognitive Affective Leadership Program, our project investigates how contemplative practice via reflective writing informs affective development in student learning, particularly a sense of self as writers and as teachers of writing. Secondary purposes of the project are to study the effectiveness of collaborative practice in cognitive affective learning (CAL) and model the changing nature of faculty work in higher education.
Location
Room 2903
Publication Type and Release Option
Event
Recommended Citation
Hall, Maureen and Archibald, Olivia, "Investigating Contemplative Practice in Creative Writing and Education Classes " (2007). SoTL Commons Conference. 50.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/50
Investigating Contemplative Practice in Creative Writing and Education Classes
Room 2903
This presentation reports findings of a research project at the University of Massachusetts at Dartmouth (UMD) and Saint Martin's University (SMU). Our primary purpose has been to examine the impact of contemplative practice on teaching and learning in an undergraduate creative writing class and a graduate education methods class on teaching writing. As part of our universities' participation in the CASTL Cognitive Affective Leadership Program, our project investigates how contemplative practice via reflective writing informs affective development in student learning, particularly a sense of self as writers and as teachers of writing. Secondary purposes of the project are to study the effectiveness of collaborative practice in cognitive affective learning (CAL) and model the changing nature of faculty work in higher education.
