Date/Time
Date(s) - Friday September 30
12:00 pm - 2:00 pm

Location
Tucker Technology Center, Room 139


Co-sponsored by the AddRan College of Liberal Arts, Contemplative Studies Faculty Interest Group, Koehler Center for Teaching Excellence, Department of Religion, and Department of Sociology & Anthropology

In this interactive workshop, Bobbi Patterson will introduce participants to a variety of contemplative pedagogies. She will explain how using such pedagogies can help students learn better, and will provide concrete examples from her own teaching experience, such as how student understanding can be enriched through structured observation exercises, comparisons of ethical assumptions conveyed in class texts with students’ own ethics, and analysis of component parts of an argument or experience. She will also discuss techniques for assessing the success of contemplative pedagogies at facilitating student learning.

Dr. Patterson will present several modules during the workshop. Each will involve small-group work among faculty to clarify understandings and determine how a particular pedagogy might work in each instructor’s classes.

A boxed lunch will be provided for attendees who register for the workshop in advance.

NOTE: Attendees are requested to complete a brief survey before the workshop, so that Dr. Patterson can better tailor her presentation to your specific interests.

Register Online at rsvpBOOK.com

About the Speaker

Bobbi Patterson

Bobbi Patterson

Bobbi Patterson is Professor of Pedagogy in the Department of Religion at Emory University, and a nationally known expert in contemplative pedagogies. Dr. Patterson’s scholarship focuses on questions of place and space in relation to cultural, social, and life systems. Her interests in lived religion in communities also draw on theories and practices of Christian and Buddhist contemplative studies. Coordinating the Religion and Ecology Collaborative of Emory’s Graduate Division of Religion, she shares scholarly interest in how and when nature, ethics, and urban communities interact and generate resilience. With a longstanding commitment to the scholarship of teaching and learning, she remains engaged in various pedagogical projects focused on community and civic engagement, place-based pedagogies, and the discovery of richer paradigms for assessment.