Investigating Contemplative Practice in Creative Writing and Education Classes: A Play (of Practice and Theory) in Three Acts

Abstract

This article documents the partnership and collaborative SoTL research investigating the intersectionsbetween and among contemplative practices and reflective writing for deepened learning. This SoTL investigation interrogated the problem involving students (both undergraduate and graduate) not valuing themselves as writers. In addressing this problem, a series of assignments were designed where contemplative practice was done via reflective writing at the beginning of each class session. Data were collected on how these new practices and assignments in these two courses affected student learning.