Program & Presenters

Summer Conference 2026 Program

Jocelyn Ahlers

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 Dance eJournal

• Abstract - Ahlers
  Contemplative practice has a wide range of benefits in the context of higher education. Mindfulness, which can be defined as the practice of bringing a kind, focused attention to present-moment experience (e.g., Saltzman, 2014), helps to cultivate a range of beneficial mindstates for both students and faculty in the classroom. The use of contemplative practices in educational settings can help to reduce anxiety, stress, and lack of focus, while improving educational outcomes for students (e.g., Brown et al, 2007; Cho et al 2016; Helber et al, 2012, Shapiro et al, 2011; Zenner et al, 2014). The range of practices which can be introduced to students across the course of a semester varies considerably, depending on the goals and experience of the instructor. The purpose of this workshop is to create a space for educators to consider the possible roles and benefits of contemplative practices in their classrooms, and then to look at how those practices can be introduced to students across a semester-long class. Experience suggests that students benefit from a staged introduction to contemplative practice, which provides students with appropriate and effective building blocks, eases students into practice, and offers a structure which can create a “safe-enough” space for contemplative practice among a diverse audience. Functionally, this means building from mindfulness of breath and body, moving to practices which use that as a foundation to consider present-moment awareness of thoughts and emotions, and then, if desired, adding practices which focus on human interconnection and support prosocial outcomes. Throughout, the importance of the instructor’s own contemplative practice, the role of careful introduction of practice, the offering of “off-ramps” for students and trauma-informed guidance, and the benefits of debriefing space are discussed. This 90-minute workshop is an opportunity not only to learn about, but to practice a range of mindfulness exercises that can be used in the classroom, potentially including: orienting, awareness of breath, body scan, mindfulness of thoughts, exploring emotion in the body, mindful movement, Just Like Me, and holding others in loving awareness. The practice of these exercises offers an opportunity to also practice and model introductions and debriefs to each. Participants should please bring a notebook and writing utensil, and should have in mind one or more classes to which they wish to bring contemplative practice.

Ranjeeta Basu

Dr. Ranjeeta Basu is a Professor of Economics and Director of the Center for Contemplative Practices at California State University San Marcos (CSUSM). She is a trained mindfulness teacher and practitioner and facilitates faculty learning communities, workshops and trainings for the CSUSM campus community and beyond. She has published articles and presented her work at conferences both nationally and internationally. She is currently developing a mindfulness workshop series for students in NIH funded programs.

• Abstract - Basu

  In this session we will present the findings of our NIH funded study on how mindfulness tools can help reduce stress and anxiety and improve the overall wellbeing of students to increase their success in STEM programs. In our study we provided students with mindfulness tools that (i) reduce emotional reactivity and cultivate deep learning; (ii) increase feelings of connectedness, compassion and belonging; and (iii) help students thrive and develop resilience in an uncertain and rapidly changing world. Students engaged in mindfulness practices to learn to deal with everyday challenges with equanimity; develop capacity for dealing with difficult emotions with kindness; and to learn that making mistakes is not a sign of failure but rather an opportunity to learn from their mistakes and be stronger and more resilient in the process. Students were better prepared to be thoughtful scientists who have the knowledge, skills, research experience and resilience for successful completion of researcher and degree programs in STEM. 

Jennifer Daubenmier

Jennifer Daubenmier, Ph.D., is an Associate Professor in the Holistic Health Studies Program at San Francisco State University. She received her doctorate in Social Psychology at the University of California, Berkeley in 2002 with an interest in Buddhist Psychology and was Assistant Professor at the Osher Center for Integrative Medicine at the University of California, San Francisco, for 9 years. She conducts clinical trial research on the impact of Eastern mind-body healing practices, including meditation and yoga, on psychological well-being and health outcomes among individuals with stress-related health conditions, such as obesity, Type 2 diabetes, and heart disease. She has published 50 research articles in high-impact journals, including Lancent Oncology, Psychosomatic Medicine, Health Psychology, Psychoneuroendocrinology, and Obesity. Her research has also been featured in public media, including NBC Nightly News, TIME, Consumer Reports, and U.S. News and World Report. Dr. Daubenmier has engaged in Buddhist contemplative practices for over 25 years. In 2015, she was awarded a U.S. Fulbright Senior Research Scholar Award to study Tibetan medical and Buddhist perspectives of the mind-body relationship in Dharamsala, India, where she began to study Tibetan medicine. More recently, she has become interested in applying a social justice lens to the study of contemplative practices across religious traditions to address health inequities and enhance commitment to social justice movements. Within the larger campus community, she developed a campus-wide workshop series on Contemplative Practice and Social Justice to bring contemplative practices to faculty, staff and students which was published in an edited volume, Contemplative Practices and Anti-Oppressive Pedagogies for Higher Education (eds, Gaard and Erguner-Tekinalp). She currently teaches courses on secular meditation and mind-body healing methods from traditional Tibetan perspectives.

Erika M. Díaz-Almeyda

• Abstract - Diaz-Almeyda
  Co-presenter with Michael Romano (see abstract under Romano).

Melissa Elias

Melissa Elias is a student fellow with Center for Contemplative Practices. Melissa's mindfulness journey began at CSUSM, where weekly class exercises first challenged her —and then transformed her. Now pursuing a Master’s in Social Work, she recalls how a VRbased activity helped her see mindfulness as a powerful tool for managing depression and anxiety. Today, her daily practice blends body awareness, mindful walking, and intentional eating, and she enjoys exploring different styles through campus sessions. She’s passionate about higher education and dreams of giving back to CSUSM, where she once served as a peer mentor and staff member in academic advising.

• Abstract - Elias

  Students who face structural or legal barriers that limit their ability to visit their home country often experience increased stress, disrupted cultural connection, and a reduced sense of belonging, underscoring the importance of developing supportive and culturally responsive approaches to promote their emotional well being.  Existing research demonstrates that virtual reality (VR) is an emerging and effective platform for mindfulness based interventions, with systematic reviews showing reductions in stress, improved emotional regulation, and increased engagement among university students participating in VR delivered mindfulness programs. Although VR has been used to evoke comfort, familiarity, and cultural connection through place based environments, there remains limited empirical research on how VR based mindfulness can specifically nurture cultural belonging among students who face barriers to accessing their home cultural spaces. We plan to develop a mindfulness intervention using VR as a tool for cultural connections. We will implement community centered mindfulness intervention that introduces VR to bridge the gap between sense of belonging and cultural connection. We will evaluate the impact of using VR as a tool for mindfulness and its impact on mental health. We will present the findings from our study at the conference. 

Shawn Feeney

Shawn Feeney is a composer, performer, and visual artist. As a multi-instrumentalist and recording artist, Feeney crafts sonic worlds inspired by ambient, classical, electronic music, and more. His 2020 debut solo album, “Thin Places,” and 2021's "Bloom Infinitum" are centered around music written for quartz singing bowls.

Originally from eastern Long Island, New York, Feeney studied music at Harvard College. His thesis composition (advised by electronic music pioneer Mario Davidovsky) was the first in the department's history to feature a multi-channel electronic music performance. He learned piano, bass guitar, and electronic music techniques in high school, performing both classical music and heavy metal. Feeney earned his MFA in Intermedia in New Zealand, studying with instrument inventor Philip Dadson. At the California Institute of Integral Studies, Feeney studied Sound, Voice, and Music in the Healing Arts with vocalist Silvia Nakkach. In 2017, he became a certificate holder in Deep Listening®, based on the work of Pauline Oliveros. 

Feeney explores musical ideas in his visual art and sound sculpture as well: the connection between the visible, physical nature of bodies and instruments with the invisible, ephemeral nature of sound and music. In 2015, he was artist-in-residence at the de Young Museum in San Francisco. The exhibition included his Musical Anatomy drawings, Overtone Crown, Somatic Percussion Station, and performances of his musical game piece, Raw Shack. His work has also been presented at the Museum of Modern Art in New York, Audiofoundation HQ in Auckland, and CounterPULSE in San Francisco. Feeney has led workshops and retreats at venues such as Lifebridge Sanctuary and the Barnes Foundation. 

• Abstract - Feeney

  In this presentation, we present a contemplative practice we call an "Attunement"—a methodology for cultivating presence through the interplay of sound, story, and somatic awareness. As artists and mindfulness facilitators deeply influenced by Pauline Oliveros' Deep Listening philosophy, we create conditions whereby participants can step beyond habitual perception into expanded states of receptivity, recognizing that imagination serves as a key pathway to transformative learning.

  Our session begins with gentle somatic and breathing practices that ease participants into receptive awareness, calming the nervous system and creating the cognitive space necessary for deep imagination work. We then offer participants practice questions that guide their attention to their internal landscapes, preparing them for the journey ahead. From here, we facilitate a guided journey through immersive sonic landscapes composed of original improvisational compositions. This soundscape serves as a neural tuning fork, subtly rewiring how people feel, listen, and perceive. Woven through this sonic terrain are narratives that open imaginative doorways, helping participants access deeper layers of consciousness through the transformative power of mythopoetic storytelling, while cultivating the curiosity essential for genuine connection with themselves and others.

  The journey concludes with a witnessing circle, where participants practice listening to each other from this expanded state of awareness. This approach offers tools for navigating complexity through embodied attunement. Participants learn to remain calm without being numbed, expanded without being overwhelmed, and connected without losing access to their own inner state. This somatic methodology provides practical skills for educators, therapists, and creatives seeking to cultivate the contemplative capacities needed for teaching, healing, and community building in rapidly changing times.

Juliana Goodlaw-Morris

• Abstract - Goodlaw-Morris
  Co-presenter with Darcy Taniguchi (see abstract under Taniguchi)

Mary Hamer

Mary Hamer is a dynamic undergraduate student at CSU San Marcos studying Social Sciences with an emphasis in Psychology. At CSUSM, she serves as a student fellow exploring the profound impact of mindfulness practices. As the treasurer and social media manager for both the CSUSM Social Sciences club and the Non-Traditional Students in Solidarity club, she skillfully promotes engaging experiences and cultivates vibrant community connections with flair. Mary's energy extends far beyond campus boundaries as she serves to champion inclusivity as a Queer Student Center Advocate at Cuyamaca College. She also volunteers at Camp Hope America, where she ignites hope and joy, fostering resilience in kids and teens from backgrounds marked by domestic abuse.

• Abstract - Hamer

  In this session we will present the findings of our study on music and mindfulness. We will conduct a study where we use songs as a mindful resourcing practice that allows students to replenish their inner resources while strengthening their cultural and familial roots. Utilizing music as a resourcing practice and helping students identify and develop coping skills to manage difficult emotions-alongside mindfulness, is an effective way to build emotional resilience. Singing, particularly lullabies, fosters belonging and trust, while also offering cultural identity, which is vital for marginalized youth facing systemic challenges and mental health risks. In a series of six 30-minute sessions delivered during class time, 25 CSUSM students in Prof. Merryl Goldberg’s class (VPA 321: Learning Through the Arts) will learn mindfulness tools to reduce stress and emotional reactivity and improve sense of community. Participants will explore songs that make them feel safe and loved, using them as tools for emotional regulation, and will have opportunities to share and learn songs promoting connection and healing. Students will be invited to complete a pre-survey and post-survey to measure the impact of using mindfulness and music practices. We plan to present the findings from this pilot project at the conference. 

Neera Malhotra

Dr. Neera Malhotra, a teaching assistant professor, brings more than two decades of commitment to exploring student-centered pedagogical practices. Her scholarship explores internalized oppression and the transformative impact of contemplative embodied practices on learning. She has earned a doctorate in education (Ed.D.). Additionally, she has engaged in postdoctoral work in Interpersonal Neurobiology, Depth Psychology, Somatic Experiencing, and Chaplaincy. She offers grief workshops as a volunteer within the Oregon Women's Prison System.

• Abstract - Malhotra

  The purpose of this workshop is to invite participants to engage in a slow process of connecting with the embodied Sensations (S), deep Listening (L), understanding one's Orientation (O) of mind, and witnessing (W) to cultivate S.L.O.W. Presence as a contemplative pedagogical framework. Who am I as an instructor in class when everything around me is falling apart? This is an inner stewardship practice rooted in deep silence, writing, and engagement with one another, asking open-ended, direct, and invitational questions. S.L.O.W. Presence is a research-based practice rooted in contemplative practices, somatic psychology, and interpersonal neurobiology. Participants will engage in looking deeply into their pedagogical practice and explore it further with the support of other participants. The workshop will include a movement practice, silence, writing, and dialogue through open, invitational questions.

Vanessa Marr

Dr. Vanessa Marr (She/Her) is an embodied educator, curious creative, and sacred leadership coach dedicated to collective care through expressive arts and healing justice. She currently serves as an Assistant Professor of Social Work at Augsburg University in Minneapolis, Minnesota, where she teaches anti-oppressive approaches to clinical practice and environmental justice. Her research interests include cultural humility development, ecospirituality, community resilience, and Black feminist/womanist approaches to experiential education. Vanessa also is the founder of Mosaic Mindfulness, LLC, a liberation-centered practice that combines education consulting and community facilitation. 

• Abstract - Marr

  This presentation explores the integration of Ecowomanism—a framework centering the ecological wisdom and spiritual legacies of women of African descent—with contemplative social work practice. Traditional social work often utilizes a “Person-in-Environment” (PIE) model that remains anthropocentric; however, an ecowomanist lens expands this to include the sacredness of the "more-than-human" world and acknowledges the parallel exploitation of Black women’s bodies and the Earth. By centering ecomemory—the reclamation of ancestral connections to land—this approach offers practitioners a decolonial pathway to healing systemic trauma and environmental injustice. Contemplative practices within this framework move beyond individualistic stress reduction to foster collective liberation and "interconnectedness." The session includes a mindfulness-based ecomemory exercise, where participants engage in sensory grounding to identify a "spirit-place" of resilience. This interactive practice uses breathwork and visualization to bridge the gap between internal self-attunement and external social advocacy. Ultimately, this ecowomanist model equips social workers to address the climate crisis while honoring the holistic well-being of historically-excluded communities.

Ky Miller

• Abstract - Miller
  Co-presenter with Michael Romano (see abstract under Romano).

Nirmala Natraj

Nirmala Nataraj is a New York–based writer, editor, book midwife, theater artist, and mythmaker. Her work lives at the crossroads of creativity, mythology, storytelling, and collective liberation. As a multi-genre collaborator and creative facilitator, she believes in generative solutions in the midst of chaos, the coexistence of messiness and magic, and breathtaking beauty as a natural consequence of this wild ride. She is trained in a variety of methods of narrative-based collective healing, including Family Constellations, Psychodrama, Playback Theatre, and Theatre of the Oppressed. Some of the passions she brings to facilitation include movement (especially 5 Rhythms), guided visualization, and creative writing from unexpected prompts. Nirmala is also a playwright whose background in community participatory theater stems from her early work in grassroots theater. In addition, Nirmala is the author of four bestselling books about the cosmos (Earth + Space, The Planets, Stargazing, and Spacecraft + Rockets, all published by ChronicleBooks, with prefaces by Bill Nye). Her website is nirmalanataraj.com and you can find her writing on Substack @thedivingbellspider.

• Abstract - Nataraj

  Co-presenter with Shawn Feeney (see abstract under Feeney)

Kayne O'Reilly Collins

Kayne is very passionate about mindfulness. She has been practicing mindfulness for a few years now. She uses deep breathing practices to be able to process her emotions. She took the four week mindfulness course with Frank! and she learned a lot from the more structured education of mindfulness.

She plans to pursue a post graduate degree in Psychology. By being a mindfulness fellow, she continues to learn about mindfulness practices, how to implement them in her own life, and how to teach them to others. Since she plans to work with youth, her clientele will be heavily influenced by their emotions, because their prefrontal cortex isn't fully developed. Mindfulness practices help shift activity from the limbic system, amygdala, to the prefrontal cortex, prompting better logical decision making, compared to emotional-based decision making. IShe plans to use the skills she develops as a mindfulness fellow to help her clients accomplish their goals. 

• Abstract - Collins

  Co-presenter with Mary Hamer and Mona Saii (see abstract under Hamer)

Gary Padgett

Gary Padgett, Ph.D. is currently a Professor in Teaching, Learning, and Leadership at the University of North Alabama and his research interests involve integrating contemplative practices with STEM/STEAM curricula to foster deeper understanding through a holistic, cross disciplinary approach.

• Abstract - Padgett

  This presentation will examine a multi-year, contemplative gardening project implemented with fourth-grade students and sustained through peer-led continuity. This project integrated mindfulness practices with STEAM education through the cultivation of Cherokee Long Ear Small popcorn, and emphasized embodied learning, ecological awareness, and relational pedagogy.
  Students were introduced to the historical and cultural context of corn cultivation in the local region, including Indigenous agricultural practices that emphasize relationship to land and seasonal cycles. Planting instruction combined this place-based knowledge with a European agricultural rhyme used to teach sowing rhythms and attention to environmental cues. These practices were intentionally framed as contemplative activities, and invited students to slow down and attend to the sensory experience. Learning outcomes for this project were to encourage students to reflect on care, patience, and responsibility.
  As the corn grew, students engaged in mindful weeding practices, each tending a one-square-foot garden plot with sustained, focused attention. This activity functioned as an embodied mindfulness practice while reinforcing scientific concepts related to plant growth, ecosystems, and soil health. At harvest, storytelling was used to explore themes of interdependence and diversity, emphasizing that corn kernels, like human communities, are stronger when grown together rather than separated by their differences in color.
  In the next year, participating students returned as fifth graders to mentor the new fourth-grade class.  They taught planting methods, songs, and contemplative practices. This created a self-sustaining, peer-led cycle of learning that reinforced continuity, leadership, and collective responsibility.
  This research presentation reflects on the pedagogical design, implementation, and observed outcomes of the project, situating contemplative gardening as an effective, accessible method for integrating mindfulness into STEAM education. The session contributes to ongoing conversations about embodied learning, place-based pedagogy, and the role of contemplative practices in fostering attention, connection, and sustainability in educational settings.

Janice Phung

Janice Phung is an Associate Professor of Psychology at CSU San Marcos. Her past research has utilized mindfulness practices in the context of a martial arts intervention among children on the autism spectrum. Since then, she has had a growing interest in integrating mindfulness practices with her research and pedagogy to support the well-being and success of her students, particularly among those from underrepresented backgrounds.

• Abstract - Phung
  Co-presenting with Jill Weigt and Ranjeeta Basu (see abstract under Weigt)

Ghazala Rehan

Dr. Ghazala Rehan is a psychiatrist with Student Health and Counseling Services at CSU San Marcos. She has been in that position for the last twenty years. She has a strong interest in mindfulness and is currently serving on the advisory board of the Center for Contemplative Practices. 

• Abstract - Rehan
  Co-presenter with Ranjeeta Basu (see abstract under Basu).

Lesly Rodriguez

Lesly Rodriguez is a student fellow with Center for Contemplative Practices. Lesly is currently enrolled in the Master's in Public Health program at CSUSM. Lesly's experience with mindfulness comes from her undergraduate experience as a dance minor with CSUSM Dance Studies. Combining mindfulness and movement through somatic practices taught her how to create holistic experiences that foster self awareness, well-being, and allow one to focus on breath. Participating in this fellowship program will enhance her future career path by encouraging her to find ways to implement mindfulness in not only her professional work but also her personal life. As a future public health professional, she also wants to promote mindfulness to marginalized communities that are at risk for higher stress and anxiety because health is shaped by systems built to fail certain communities.

• Abstract - Rodriguez

  Co-presenter with Melissa Elias (see abstract under Elias).

Michael Romano

• Abstract - Romano

  Around the world, humanity has developed sophisticated lineages of wisdom traditions. These lineages are often transmitted through the engagement of embodied contemplative practices. One such wisdom tradition is called milpa, an ecological knowledge framework in continuous practice for at least 9,000 years in Mesoamerica. Scholars have long recognized that milpa serves as a model for sustainable food production in a world increasingly challenged by issues of food security and climate resiliency. For example, despite being cultivated in nutrient-poor soils, milpa yields high productivity without the use of synthetic fertilizers or pesticides. But milpa’s success is more than the products of its agroecological system alone. As a deep-rooted biocultural heritage, milpa can also be described as an intangible heritage of complex socio-contemplative practices. Milpa practitioners cultivate pro-social and pro-environmental attitudes and behaviors by building community while sustainably feeding it. Our ethnographic research of current milpa practitioners in México’s Yucatán Peninsula suggests that the intergenerational learning and engagement of specific socio-contemplative practices are inseparable from the agroecology of milpa. In this talk, we explore those practices by contextualizing them within the ontological, epistemological, and causal-reasoning frameworks in which they are practiced. Through contextualization, we argue that milpa’s socio-contemplative practices are just as central to its sustainability successes as the health of the crops. To fully understand milpa, one needs to study it as an embodied practice. Beyond food production, we describe the individual and community benefits of practicing milpa, which include fostering gratitude, respect for and reciprocity with nature, a relational understanding of land stewardship, pro-social attitudes, and community building.

Jessica Rossi-Katz

• Abstract - Rossi

  The Center for Contemplative Practice (CCP) at California State University San Marcos is a compelling example of how institutes of higher education may incorporate contemplative practices into educating diverse students and prioritizing the wellbeing of their campus community.  Looking to design an integrated model of professional preparation - grounded in mindfulness, compassion and resilience - that addresses the health of our healthcare workforce at my home institution (MSU Denver), I found inspiration in CCP’s model.  Over the Spring 2026 semester, I collaborated with Center leadership and key partners both virtually and through time in-residence.  In this presentation, I weave stories collected from individuals connected to the CCP to the Center’s guiding principles as well as offer a third-person perspective on opportunities and obstacles to the Center’s ongoing evolution.  Session attendees are encouraged to engage in their own self study of contemplative pedagogies and possibilities for transformation within their local systems and the broader culture of higher education.

Mona Saii

Mona Saii is currently a second-year graduate student in the Psychological Science M.A. program at CSUSM with the goal of attending a Ph.D. program and becoming a professional researcher in the field of cognitive psychology. While her interests in the field primarily concern attention and working memory, she is fascinated by the flow experience, Buddhism, and the practice of meditation, which were fostered during her early undergraduate student years at Moorpark College. Practicing mindfulness meditation as a CCP student fellow of the 2025-2026 class and in general, will expand her ability to carry out work-related responsibilities and daily life with presence, attentiveness, and compassion toward self and others. 

• Abstract - Saii

  Co-presenter with Mary Hamer and Kayne O'Reilly Collins (see abstract under Hamer).

Martha Stoddard Holmes

Martha Stoddard Holmes is a CCP advisory board member.  She teaches British literature, creative writing, medical humanities, and film at California State University, San Marcos, where she is Professor Emerita of Literature and Writing Studies. Her published work includes Fictions of Affliction: Physical Disability in Victorian Culture (U Michigan P, 2004), A Cultural History of Disability in the Long Nineteenth Century (Bloomsbury, 2020, coedited with Joyce L. Huff), and The Teacher's Body (SUNY P 2003, coedited with Diane P. Freedman).

• Abstract - Stoddard Holmes
  One of the attributes of “the current moment” is speed. A “slow reading” approach to engaging poetry or any other text invites receptive listening as a counter to rushing and speed. It counters the summary or quick-analytical reading often encouraged in academic settings and necessary in daily life situations. This practice session introduces participants to mindful reading of poetry (or any other text), following this outline:
  a) relaxing the body and mind
  b) listening to poetry read aloud from a position of mindful awareness
  c) sharing resonant words, phrases, images without analysis or interpretation
  d) using shared “seeds” to generate writing
  e) if time, using a “spiral writing” technique to build on perceptions and words
  f) voluntary sharing of writing.

Paul Stuhr

Dr. Paul T. Stuhr is a professor (full) in Kinesiology at CSUSM. He has over 20 years working in the field of sport pedagogy. He teaches courses related to social-emotional health and physical education teacher education. His research focuses on student outcomes associated adventure-based learning and mindfulness, specifically exploring how cooperative learning, group processing, and contemplative practices impact the lived-experience. 

Dr. Stuhr has conducted over 100 national, state, and local presentations. He has collaborated with several local, non-profit community groups in delivering ABL to promote relationship skills – during this time, documenting how this curriculum promotes supportive learning communities and social-emotional health. 

Dr. Stuhr currently has focused his research on reflective practices within an adventure-based learning (ABL) curriculum. ABL consists of highly structured physical activities with periods of reflection (i.e., group processing) that help promote personal and social development of the participants who take part in the experiential experiences. ABL has been primarily used to help K-12 students develop intrapersonal and interpersonal relationships. The versatility of this curriculum is its focus on enhancing participant human relationship skills.

• Abstract - Stuhr
  For this 30-minute interactive session, my thought was to have the entire conference group experience wu-wei through 5 short experiential activities as a means to shift the energy of the collective group. These activities could be conducted in higher education classrooms in as little as 5-10 minutes to help students focus on the present moment, re-energize, or simply connect with one another on a deeper level.  

Darcy Taniguchi

• Abstract - Taniguchi
  Climate change is one of the most pressing threats to life on Earth. It can lead to extreme weather events, food insecurity, wildfires, sea level rise, biodiversity loss, and more, which affect life, infrastructure, and resources around the globe. Among people, knowledge and experience of the detrimental impacts of climate change can elicit negative emotions such as anxiety, fear, frustration, and anger. These emotions can affect mental health, concentration, sleep, and productivity. Mindfulness techniques and contemplative practices can create space for negative emotions to ease and be released. They can lift people out of climate-related negativity into an optimistic, action-oriented state of mind that is crucial to address the climate crisis. The aim of this roundtable session is to share and discuss techniques and practices that educators in higher education can use in their classes to foster optimism, compassion, and resiliency among students in the context of climate change. These practices include mindful meditation, cognitive reframing, eco-friendly activities, and connections with nature. This roundtable session will also consider how these techniques can be translated to an individual level for students and educators to practice on their own outside the classroom. Additionally, this session will provide a space for sharing concerns and experiences related to climate anxiety. These actions will help lay the foundation for building a community of like-minded individuals committed to addressing the climate crisis. The climate-related awareness, practices, and connection that will be fostered in this roundtable will improve practitioner wellbeing so that they are better able to face the uncertainty that climate change brings. 

Jill Weigt

• Abstract - Weigt
  According to the National College Health Assessment Survey (2023), CSUSM students identified procrastination, stress and anxiety as the most important barriers to their academic success. A growing body of research documents that mindfulness practices can address many of the psychological challenges that plague students - including stress, procrastination, lack of belonging  – and, thereby, improve academic performance. Thus, using mindfulness pedagogies, our project aimed to better understand the impact of mindfulness practices on student stress, procrastination, and sense of belonging. We recruited seven faculty to participate in the pilot project in fall 2025. Four of them are in Psychology and three of them in Mathematics. We trained them to implement one or more mindfulness pedagogical strategies in their classes in the fall.  We will present the findings of this study at the conference.