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Kelly\u27s Whole Human Pedagogy: A Conversation with Eric Mortensen
Full text linkThis interview with Eric Mortensen, Professor of Religious Studies at Guilford College, was conducted by Anna Kelly as a part of her study, Whole Human Pedagogy: A Novel Framework for Education Abroad Praxis (2024). In this interview, Kelly and Mortensen discuss holistic pedagogy, largely referencing Mortensen’s experience leading religious studies study abroad programs in Asia. They touch on the themes of embodiment, emotions, relationality, and the purpose of holistic teaching and learning in international education. This interview was conducted with IRB approval
Slow Reading Course Evaluations: From Discomfort to Discovery
Full text linkStudent evaluations of teaching (SETs) help faculty to get feedback on their teaching, identify areas of strength and growth, and document their teaching effectiveness from the student perspective. While much has been written about whether or not student evaluations are biased (Benton & Cashin, 2012; Kogan, et al., 2010; Shorter, 2023), about the validity of student evaluations in measuring student learning (Uttl et al., 2017), and how to interpret data (Davis, 2009; Hoover-Dempsey n.d.; Lewis, 2001; Linse, 2017; Perlmutter, 2011; Petchers & Chow, 1988; Reibman, 2004), we offer a new, mindful approach to reading student evaluations that might help instructors engage more thoughtfully and deeply with student feedback: slow reading. Slow reading has been associated with deeper, more meaningful, and clearer understandings of texts (Bach & Alexander, 2015; Corrigan, 2013; Elkins et al., 2019; Haight, 2010; Kahane, 2014; Keator, 2018; & Lichtmann, 2005). In this reflective essay, we make visible our efforts to engage in a deliberately paced, mindful, and reflective reading of SETs over the period of multiple months, resulting in increased equanimity in the evaluation process, deeper engagement with student perspectives on learning, and greater intimacy with the features of our courses
Leading and Learning From Inside Out: Insights from Meditative Inquiry
Full text linkThis article explores our modern world and our role in shaping collective experiences. By our thoughts, choices and behaviours (our character), we influence our shared reality. Higher education has an imperative responsibility to engage students ethically and develop their character. I offer a teaching metaphor and case study to meaningfully develop students’ self-awareness of character via an undergraduate leadership course. I employed the ‘seed’ metaphor to illustrate how nurturing students’ self-awareness and agency mirrors the growth of a seed within a carefully cultivated ecosystem. Each contemplative practice (character development) intertwined with leadership content (competence and confidence), serves as essential nourishment, fostering interconnected growth, resilience, and transformation within students and in their broader interactions in our learning community. This curates the life-long development of an ethically impactful leadership style essential for handling complex challenges, leading others, and making sound decisions (Strum et al., 2017). The study highlights how a holistic pedagogical approach cultivates leadership qualities, inspires character growth, and encourages students to engage meaningfully with themselves, their peers, and their communities. Faculty who foster environments conducive to ethical leadership and societal well-being serve to better ourselves, our classrooms, and our communities
The BG News September 24, 2025
Full text linkThe BGSU campus student newspaper. Volume 105-issue 05. September 24, 2025https://scholarworks.bgsu.edu/bg-news/10270/thumbnail.jp
The Laughing Buddha: The Education of Compassionate Leaders through Improvisational Play
Full text linkWith an urgency to build a generative future, educational systems do not have a choice but to pay attention to how and what we train our future leaders. Yet there is still a gap as leadership studies are often relegated as a “soft” skill, rather than integrated as technical knowledge critical to the holistic effectiveness of a tertiary education. As a result, there is often a disconnect between students immersed in the idealistic bubble of the academy and graduates navigating life outside. Inquiry- and reflective-based methods of contemplative practices may be critical for leaders to avoid short-term, short-sighted decisions that ill prepare people and communities for continuous change and upheaval. With human, more than human, and planetary health at risk, the need for wise leadership is necessary to discern the paths forward for a more generative future. Fortunately, there has been increased attention of and call for leadership rooted in compassion as a strategic approach to leadership. Research around contemplative practices, such as gratitude and mindful meditation, offer evidence that they help strengthen the capacity to lead with and for compassion. This article explores another, often overlooked, contemplative practice: improvisational play and humor. Indeed, compassion and humor have been inextricably linked across many knowledge traditions. This article examines how the applied contemplative practice of improvisational play and humor offer an untapped opportunity for institutions of higher education to close the gap between theory and practice and to fulfill its responsibility of cultivating wise leaders of tomorrow
The BG News February 12, 2025
Full text linkThe BGSU campus student newspaper. Volume 104-issue 17. February 12, 2025https://scholarworks.bgsu.edu/bg-news/10258/thumbnail.jp
Take a Risk or Play it Safe? Views Held by Student-Athletes
Full text linkBecause assessing and managing risks is an integral part of sports, athletes may develop general beliefs regarding taking and avoiding risks that they draw upon. This qualitative study used inductive content analysis of survey responses to examine risk-related experiences and attitudes in sample of U.S. NCAA Division I college student-athletes (N = 101) from a variety of sports. Participants were asked to describe situations they experienced that required deciding whether or not to take risks, and to describe their “personal philosophy” on taking risks and playing it safe. Thematic analysis identified five situational contexts in which the student-athletes said they encountered risk decisions: a) during competition, b) managing health and injuries, c) preparing for competition, d) managing expectations, and e) navigating student-athlete life. Student-athletes valued taking risks for success, personal growth, avoidance of regrets, and social approval. Although most respondents were able to describe situations in which they considered it best to play safe, either as the best competitive strategy, to avoid injury/protect one’s health, and to follow instincts, a small segment of participants expressed that it is never acceptable to play it safe. Findings hold implications for coaches, trainers, parents and others working to improve student-athlete success and well-being
Retention of CPR Knowledge and Skills Among NCAA Division III Athletic Coaches: A Prospective Cohort Study
Full text linkObjective/Context: It is crucial for athletic coaches to be proficient in cardiopulmonary resuscitation (CPR) knowledge and skill performance for the health and safety of their athletes. This research aimed to assess CPR knowledge and CPR skill retention five months post-training among athletic coaches. In addition, the study assessed whether the number of years certified in CPR had an association with CPR skill performance scores five months post-training. Design and Setting: As a part of a master’s thesis, this prospective cohort study was performed over a five-month period to align with the research timeline. Participants: The study was conducted among 19 NCAA Division III athletic coaches. Intervention: All participants attended an American Red Cross CPR training immediately followed by an initial knowledge and skills assessment. Five months later, participants completed the same knowledge and skills assessment again. Participants completed a survey to submit the number of years they had been certified in CPR. Main Outcome Measure(s): Paired samples t-test assessed the change in CPR knowledge and skill performance scores (dependent variables) over a five-month period (independent variable). A multiple linear regression analysis assessed whether the number of years certified in CPR (independent variable) had an association with CPR skill performance scores (dependent variable) five months post-training, after controlling for the initial scores. Results: Paired samples t-tests revealed a significant decrease in CPR knowledge performance (t(18)=4.42, pt(18)=0.62, p\u3e0.05) from the initial to five-month follow-up assessments. A multiple linear regression analysis assessed whether the number of years certified in CPR had an association with CPR skill performance scores five months post-training (F(2,16)=3.64, p=0.05) with an R2 of 0.23. After controlling for the initial scores, the multiple linear regression analysis did not reveal a significant association between the number of years certified in CPR and CPR skill retention (t =-1.75, p\u3e0.05). Conclusion: This study does not reflect a decrease in skill performance, but a decrease in knowledge performance thus suggesting that refresher trainings may be beneficial among athletic coaches to improve CPR knowledge and skill retention
A Preventionist Framework for Reducing Drowning: A Case for Parenting Interventions
Full text linkDrowning is preventable but still claims the lives of over 300,000 people worldwide every year. The purpose of this theoretical review paper is threefold: 1) discuss the theoretical framework for a multi-faceted system of prevention; 2) discuss the importance of parenting, a crucial area where current drowning prevention research is falling short in this multi-faceted approach; and 3) discuss how evidence-based practices from psychosocial parenting research could be used to create drowning prevention interventions that support parents to implement water safety practices in their families. Practical ideas for integrating psychosocial parent interventions with drowning prevention knowledge are discussed. Such interventions have the potential to support all families, especially those from marginalized backgrounds, and ultimately reduce drowning rates and save lives
A Description of Mental Health Policies in Ohio Secondary Schools
Full text linkOBJECTIVE To compare secondary school mental health policies implemented for the student body with those implemented for student athletes
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