The Art of Mindfulness: Transforming Faculty Development by Being Present

Session Time and Location

Thu, 7 Jun 2018
9:45am to 10:45am
Room: Room:
Session Track
Session Format


Faculty burnout has become a critical issue in academia that extends from new faculty to seasoned faculty.  Burnout can come from several factors, but is especially due to stress that comes about because of professionals and personal responsibilities.  This session will introduce attendees to the concept of mindfulness and how we as faculty developers can incorporate aspects of mindfulness into our faculty development programs as a means of helping decrease stress and increase attention.  A mindfulness program that has been started at an American university will be presented along with data regarding how this program has affected faculty participants. 


  • Session References +

    Grossman, P., Niemann, L., Schmidt, S., & Walach H.  (2004).  Mindfulness-based stress reduction and health benefits:  A meta-analysis.  Journal of Psychosomatic Research, 57, 35-43.

    Kabat-Zinn, J.  (1990).  Full catastrophe living: Using the wisdom of your body andmind to face stress, pain, and illness. New York: Delacorte.

    Ramsburg, J. T., & Youmans, R. J.  (2013).  Meditation in the higher-educationclassroom: Meditation training improves student knowledge retention during lectures.  Mindfulness, 1868-8535, doi: 10.1007/s12671-013-0199-5.

    Reisz, M.  (2011, April 14).  Why academics suffer burnout.  Retrieved from Inside Higher Ed website:

    Roth B., & Stanley, T.  (2002).  Mindfulness-based Stress Reduction and healthcare utilization in the inner city:  Preliminary findings.  Alternative Therapies, 8(1), 60-66.

    Robertson & Watts.  (2011).  Burnout in university teaching staff:  A systematic        literature review.  Educational Research, 53(1), 33-50, doi: 10.1080/00131881.2011.552235.