About the Contributors

Andrea Aebersold is the executive director of the Center for Teaching and Learning at Montana State University Billings. Her research focuses on active learning and pedagogical wellness in higher education.

Marietta S. Adams, EdD, is an assistant professor and teacher educator in the Department of Curriculum and Instruction at the University of Louisiana at Lafayette. Dr. Adams’ research interests include studying the use of Japanese Lesson Study in higher education contexts. She is dedicated to continuously inquiring into her professional practice and the teacher education program in which she works to improve the preparation experiences of future teachers.

Jocelyn Ahlers is a professor of linguistics in the Liberal Studies Department. She has been using contemplative pedagogy in her classrooms since 2015, and has been actively involved in six Faculty Learning Communities related to contemplative pedagogy, as participant, co-leader, and leader. She is a graduate of the Mindfulness Meditation Teaching Certification Program, sponsored by UC Berkeley’s Greater Good Science Center. She has co-authored several publications on mindfulness and contemplative pedagogy, including: Basu, Ranjeeta, Jocelyn Ahlers, Jacqueline Thomas, Marie Thomas, and Jill Weigt (2020), Working Towards Beloved Community: Contemplative Practice and Social Justice in One Public University, Journal of Contemplative Inquiry; and Stuhr, Paul, Jocelyn Ahlers, Jennifer Jeffries, and Jacqueline Thomas (2018), Mindfulness From A to Z: Concepts, Practices, and Resources for Health and Physical Educators, California Association of Health, Physical Education, Recreation, and Dancee Journal.