My work has involved a great deal of time at the intersections where decisions about educational programs are made – I’ve delved into how curricula support the learning it is designed to deliver – and how people, money, and time should be allocated to sustain the enterprise. I have discovered that understanding, defining, and evaluating teaching and learning must connect to its community: the people engaged in an educational process in meaningful and authentic ways.

Seven years ago, I started my personal journey with contemplative practice at the Esalen Institute. That first workshop, which in part explored neuroplasticity and the benefit of mindful meditation, was impressive and led me to develop my own practice.

I have since attended several workshops and retreats and have become familiar with the academic literature on the benefits of contemplative practice. I have enjoyed personal growth and a deep connection I didn’t know was possible with communities engaged in these practices. This is why I am drawn to the Garrison Institute Fellowship program – I wish to explore the intersection of contemplative practice, creativity, and educational design.

I believe that connecting ideas and experiences from my academic work with the creative work of others and contemplative practice has the potential to generate positive and transformative structures for action. I want to open new spaces in conversations about how accessing mindful and aesthetic dimensions in the learning and teaching process can have powerful impact.