Co-sponsored by the Garrison Institute Initiative on Contemplation and Education and the Mind and Life Institute

This event is full; registration is now closed.

April 26, 2012, 9am - 3:30pm 

Denver, CO

This meeting will convene researchers and contemplative education practitioners to promote networking, dialogue and collaboration. Panels will develop a deeper understanding of the field of contemplative education as well as the nature and importance of evidence-based practice. Working sessions will help individual programs to clarify their logic models, examine ways to gather evidence about the impact of their work and receive feedback from colleagues. Researchers and practitioners will gain insight into each other's work, and advance the knowledge base of the field.

This event will be held in conjunction with the inaugural International Symposia for Contemplative Studies, Denver, CO, April 26-29, 2012, a collaborative effort among centers and laboratories around the world to explore the correlates and consequences of contemplative practice. Facilitated by the Mind & Life Institute, the broader Symposia will consider how training the mind through the use of contemplative practices can lead to a reduction in suffering, enhanced health and cognitive/emotional functioning, greater happiness and increased social harmony.

Registration for Contemplative Teaching and Learning: Strengthening Evidence Based Practice is now closed.




tbroderick_tPatricia Broderick is a Research Associate with the Prevention Research Center at Penn State University and former director of the Stress Reduction Center at West Chester University of PA. She is a licensed psychologist, certified school psychologist (K-12), certified school counselor (K-12), and certified teacher. She was trained in Mindfulness-Based Stress Reduction (MBSR) at the Center for Mindfulness at UMASS Medical Center and has taught MBSR since 2003. Her research interests include mindfulness in education, gender differences in coping styles of early adolescents, and relationships between rumination and the development of depression. Her developmental psychology textbook, The Life Span: Human Development for Helping Professionals is now in its third edition. She is also the creator of Learning to BREATHE, a school-based mindfulness curriculum for adolescents.

mgreenberg_tMark Greenberg is the Bennett Chair of Prevention Research, Professor of Human Development and Family Studies, and the Director of the Prevention Research Center at Penn State University. Dr. Greenberg has published widely on development and understanding aggression, violence, and externalizing disorders. His research focuses on four topics. First, he has been examining the effectiveness of school-based curricula (the PATHS Curriculum) to improve the social, emotional, and cognitive competence of elementary-aged children. This includes a newly funded NIDA study in collaboration with D. Fishbein (at RTI) on neuroscience and prevention. Second, he is an investigator of the FastTrack Project whose goal is to prevent violence and delinquency in adolescents. Third, his most recent area of interest is understanding the factors that influence the sustainability of community-based prevention. He is directing the PA site of PROSPER––a multi-site NIDA study examining the efficacy of a new model for the dissemination and sustainability of empirically validated substance abuse prevention programming for children and youth. Fourth, his work has concerned an understanding of how risk and protective factors operate to place children at risk for aggression and other conduct problems. He is the PA Director of the multi-site study called the Family Life Project (funded by NICHD and NIDA).

Tish_Jennings_80Patricia (Tish) Jennings is the Director of the Initiative on Contemplation and Education at the Garrison Institute and Research Assistant Professor in Human Development and Family Studies and the Prevention Research Center at Penn State University. Dr. Jennings leads the faculty team in the development of Garrison Institute's Cultivating Awareness and Resilience in Education (CARE) program and she is conducting research to examine how CARE may improve teacher-student relationships, increased student pro-social behavior, a more positive classroom atmosphere and improved student academic performance. Dr. Jennings also has over 22 years of research and teaching experience in the field of education. She founded and directed an experimental school where she developed and field-tested curriculum for children from infancy through 5th grade, applying a variety of contemplative approaches in the classroom and later worked as Director of Intern Teachers at St. Mary's College Graduate School of Education.

Roeser_tRobert W. Roeser is a Professor of Psychology and Human Development in the Department of Psychology at Portland State University in Portland, Oregon. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan, and also holds masters’ degrees in religion, psychology, and clinical social work. In 2005 he was a United States Fulbright Scholar in India, and from 1999-2004 he was a William T. Grant Foundation Faculty Scholar. In his research, Dr. Roeser focuses upon the school as the primary cultural context of identity formation in adolescents and professional development for teachers. He is currently studying the ways in which contemplative practices like mindfulness and yoga might be skillfully integrated into the secondary school curriculum and teachers’ professional development in order to reduce stress, enhance well-being, and cultivate compassion among students and educators.

kschonert-reichl_tKimberly Schonert-Reichl is an Associate Professor in the Department of Educational and Counseling Psychology, and Special Education in the Faculty of Education at the University of British Columbia. She began her career as a school teacher. Her primary duties at UBC include research and teaching adolescent development to prospective secondary and middle school teachers enrolled in the UBC Teacher Education Program. Dr. Schonert-Reichl also teaches graduate courses in the social and emotional development of children and adolescents, behavioral and emotional disorders, and risk and resiliency in childhood and adolescence. Dr. Schonert-Reichl's research examines the social and emotional development of children and adolescents with a particular emphasis on discerning the developmental processes and mechanisms associated with positive development across childhood and adolescence, especially in relation to school settings.



9:00   Opening Contemplative practice

9:10    Welcome and overview of the day: Tish Jennings

The rationale behind this meeting: developing evidence-based practice as a way to help build the field of contemplative teaching and learning.

Participant sharing about desired outcomes. 

9:30 - 10:00  Session 1: Logic models: what they are and why they matter

Facilitated by: Tish Jennings and Mark Greenberg

A presentation on what logic models are, and how they lay the groundwork for collecting evidence. Examples of logic models will be shared, along with other resources for developing them.

10:00 - 10:30 - Session 1A: Small Group Working Session: Developing your logic model

Participants will work in small groups (mixing researchers and those developing contemplative education programs) to develop logic models.

10:30   Break

10:45 - 11:15  Session 2: Panel and Participant Dialogue:  What is evidence?

Presenters: Kim Schonert-Reichl (MindUP), Rob Roeser (SMART), Trish Broderick (Learning to BREATHE)

Moderator: Mark Greenberg

Understanding different types of evidence (qualitative and quantitative, experimental research, action research, evaluation, case study, etc.). What kinds of evidence do we want to gather? How does a research agenda for a program develop over time? 

11:15 - 12:00  Session 3:  How to decide what to measure given your logic model?

Presenters: Kim Schonert-Reichl, Rob Roeser, Trish Broderick
Moderator: Mark Greenberg

How do we match the appropriate type of measures to the logic model and types of evidence we seek? How do we pick measures that are likely to change if our logic model is correct?

12:00 Lunch and Reflections on the Morning

1:00 - 2:20  Session 4: Small Group Working Session: How to assess your bintervention?

Participants will work in small groups (mixing researchers and those developing contemplative education programs) to link logic models, designs and measures.

2:20 - 3:20   Group Sharing of Results, Open Discussion
         Moderator: Tish Jennings

3:20   Closing contemplative practice

3:30   End

Hyatt Regency Denver at Colorado Convention Center
650 15th Street
Denver, CO 80202
United States
April 26th, 2012 9:00 AM   through   3:30 PM
Phone: 845-424-4800 ext 131
Open to the public