09 October 2014
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
Welcome to Queen Margaret University's Centre for Academic Practice (CAP) Blog, where you can find updates on activities in the Centre, inspiring learning and teaching quotes, and discussion topics around the enhancement of the student experience at QMU.
Thursday, September 25, 2014
CAP Workshop - Writing Retreat
Wednesday, 8th October 2014
9:00- 17:00
Satisfies RDF references: B2, D2
This one day workshop provides an environment where participants are able to work alongside likeminded individuals; you will have the opportunity to discuss your writing with others as well as being offered protected writing time.
Whether you are writing a grant application, a journal article or working on a section of your thesis, this taster course will provide you with the tools you need to succeed.
More information, contact Dr. Wendy Beautyman
To Register, contact CapAdmin
9:00- 17:00
Satisfies RDF references: B2, D2
This one day workshop provides an environment where participants are able to work alongside likeminded individuals; you will have the opportunity to discuss your writing with others as well as being offered protected writing time.
Whether you are writing a grant application, a journal article or working on a section of your thesis, this taster course will provide you with the tools you need to succeed.
More information, contact Dr. Wendy Beautyman
To Register, contact CapAdmin
CAP Workshop - Surprising Spaces: Arts Enriched Reflection
Tuesday 7th October, 2014
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
Friday, August 22, 2014
I am exited to finally see the outcome of a book project edited by Peter Lake and Prudence Layne! Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries (Professional Learning and Development in Schools and Higher Education) is anticipated to be available from mid November. There is a chapter about contemplative practices at QMU. It's a bit expensive though so might be a good one for the library. http://www.amazon.co.uk/gp/product/3319104810
Thursday, August 14, 2014
Introductions to contemplation and mindfulness
The Centre for Academic Practice is offering several sessions to introduce people to the idea and practice of contemplation and mindfulness in general and within the context of higher education. Most of these sessions will be followed by a lunch-time drop-in contemplation/mindfulness session.
These sessions are scheduled as follows, rooms to be confirmed:
Introductory sessions to contemplation, mindfulness and the the 8-week foundation course
Introduction to contemplative practices in higher education
Deep Reflection: Introduction to Contemplative Practices in Higher Education
Dr Iddo Oberski. 11:15-12:15 Dates as follows:
09/10/2014
25/11/2014
10/02/2015
12/03/2015
PLease check the CAP website for updates: http://www.qmu.ac.uk/cap/LandTWkshopsHome.htm
These sessions are scheduled as follows, rooms to be confirmed:
Introductory sessions to contemplation, mindfulness and the the 8-week foundation course
Dr Avinash Bansode (www.mindfullybeing.co.uk):
Tuesdays 14/10 and 11/11: 11:15-12:15 h
Dr Michele Hipwell:
Fridays 17/10 and 14/11
12:15-1:15
Introduction to contemplative practices in higher education
Deep Reflection: Introduction to Contemplative Practices in Higher Education
Dr Iddo Oberski. 11:15-12:15 Dates as follows:
09/10/2014
25/11/2014
10/02/2015
12/03/2015
PLease check the CAP website for updates: http://www.qmu.ac.uk/cap/LandTWkshopsHome.htm
Wednesday, August 13, 2014
8-week Mindfulness Foundation Courses for 2014-15. Book now to ensure your place! (QMU only)
Dr Michele Hipwell and Dr Avinash Bansode, both expert mindfulness practitioners, will once again be running the 8-week Mindfulness Foundation Course. The 8-week course consists of one 2.5 h long meeting per week, plus a whole day 'retreat' at the University. The course provides an excellent foundation for anyone wanting to become more familiar with mindfulness meditation. The course will also support you in developing your own practice, which is vital if you wish to experience the potential benefits of this practice for yourself.
Prices (internal to QMU only) as follows to be paid in advance:
Staff course (Dr Bansode): £75
Student course (Dr Hipwell): £50
Staff (Avinash): 28/1; 4/2; 11/2; 18/2; 25/2; 4/3; Retreat on 7/3; 11/3; 18/3
Wednesdays: 1:30-4 pm
Students (Michele): 30/1; 6/2; 13/2; 20/2; 27/2; Retreat on 7/3; 13/3; 20/3
Fridays 8:45-11 am
For more information please contact Dr Iddo Oberski (ioberski[at]qmu.ac.uk). To book your place please contact Matt Sanders (capadmin[at]qmu.ac.uk).
Prices (internal to QMU only) as follows to be paid in advance:
Staff course (Dr Bansode): £75
Student course (Dr Hipwell): £50
Staff (Avinash): 28/1; 4/2; 11/2; 18/2; 25/2; 4/3; Retreat on 7/3; 11/3; 18/3
Wednesdays: 1:30-4 pm
Students (Michele): 30/1; 6/2; 13/2; 20/2; 27/2; Retreat on 7/3; 13/3; 20/3
Fridays 8:45-11 am
For more information please contact Dr Iddo Oberski (ioberski[at]qmu.ac.uk). To book your place please contact Matt Sanders (capadmin[at]qmu.ac.uk).
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