Chapter 15: Using Faculty Learning Communities to Create a Contemplative Community on Campus

Recent studies have demonstrated the value of using contemplative techniques to enhance learning. Contemplative practice can result in stress reduction, more focused attention, and better regulated emotions, all of which can contribute to greater resilience and a more positive learning environment. For seven years, the California State University San Marcos (CSUSM) Faculty Center and Mindful CSUSM have supported a range of Faculty Learning Communities (FLCs) focused on integrating contemplative pedagogy into the classroom. These FLCs have brought together faculty from different disciplines and colleges to integrate contemplative pedagogy into specific courses, to discuss challenges and successes that they face when using this pedagogy, and to assess the efficacy of contemplative techniques. In this chapter, using a case study approach, we describe the range of FLCs that we have offered, as well as how FLCs have helped us integrate contemplative practices into our classrooms. We show how FLC participants developed course-specific contemplative pedagogy techniques across disciplines, created communities of support for engaging in contemplative pedagogies, fostered compassion and community on campus, implemented practices which supported inclusivity and equity, and increased student engagement and well-being.