Supporting Student and Faculty Wellbeing in Graduate Education
Teaching, Learning, Policy, and Praxis
Herausgeber: Obradovic-Ratkovic, Snezana; Pinar Sen, Ayse; Bajovic, Mirjana
Supporting Student and Faculty Wellbeing in Graduate Education
Teaching, Learning, Policy, and Praxis
Herausgeber: Obradovic-Ratkovic, Snezana; Pinar Sen, Ayse; Bajovic, Mirjana
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This text recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. The work provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships.
This text recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. The work provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships.
Produktdetails
- Produktdetails
- Routledge Research in Higher Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 214
- Erscheinungstermin: 18. November 2022
- Englisch
- Abmessung: 229mm x 152mm x 14mm
- Gewicht: 462g
- ISBN-13: 9781032213910
- ISBN-10: 1032213914
- Artikelnr.: 64684576
- Routledge Research in Higher Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 214
- Erscheinungstermin: 18. November 2022
- Englisch
- Abmessung: 229mm x 152mm x 14mm
- Gewicht: 462g
- ISBN-13: 9781032213910
- ISBN-10: 1032213914
- Artikelnr.: 64684576
Sneana Obradovi¿-Ratkovi¿ is a research officer and instructor in the Faculty of Education, Brock University, Canada. Mirjana Bajovic is an assistant professor in the Faculty of Education, Brock University, Canada. Ayse Pinar Sen is a Ph.D. candidate, instructor, research assistant, and Mindful Writing Facilitator in the Faculty of Education, Brock University, Canada. Vera Woloshyn is a professor in the Faculty of Education, Brock University, Canada. She is Director of the Canadian Culture and Education Studies and Leadership in Community-based Education programs. She is also a Registered Psychotherapist (RP). Michael Savage is an associate professor of education in the Faculty of Education, Brock University, Canada. He is Director of the MEd program and Undergraduate Educational Studies. He is also a licensed clinical psychologist (C. Psych).
Introduction: Defining "Wellbeing" for Students and Faculty in Graduate
Education. PART I: Conceptualizing Student and Faculty Wellbeing in
Graduate Education Globally. 1. Graduate Student Mental Health and
Wellness: What We Know from Global Perspectives. 2. Indigenous and
Immigrant Voices for Healing and Wellness in Graduate Education. 3.
Promoting Communal Care for Wellbeing in Graduate Education: Community
Building, Belonging, and Navigating the COVID-19 Pandemic. PART II:
Teaching, Learning, and Policy for Supporting Student and Faculty
Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic
Practice in Graduate Education: Scholarly Reflections on Playbuilding,
Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic
Listening to Empower Academic and Emotional Wellbeing in Graduate
Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental
Health: An Environmental Scan of Mental Health Policies and Strategies in
Ontario Universities. Part III: Individual and Relational Strategies for
Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to
Support the Mental Health and Wellbeing of International Female Graduate
Students. 8. Self-care as an Essential Part of Trauma-informed Educational
Practice and Policy in Graduate Education. 9. Learning with and from One
Another: Valuing Self-care as a Part of the Higher-Degree Research Student
and Supervisor Relationship. 10. A Closer Look at the Experiences of
International Graduate Students during the COVID-19 Pandemic: Connections
to Wellbeing. 11. Conclusion: Leading the Way.
Education. PART I: Conceptualizing Student and Faculty Wellbeing in
Graduate Education Globally. 1. Graduate Student Mental Health and
Wellness: What We Know from Global Perspectives. 2. Indigenous and
Immigrant Voices for Healing and Wellness in Graduate Education. 3.
Promoting Communal Care for Wellbeing in Graduate Education: Community
Building, Belonging, and Navigating the COVID-19 Pandemic. PART II:
Teaching, Learning, and Policy for Supporting Student and Faculty
Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic
Practice in Graduate Education: Scholarly Reflections on Playbuilding,
Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic
Listening to Empower Academic and Emotional Wellbeing in Graduate
Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental
Health: An Environmental Scan of Mental Health Policies and Strategies in
Ontario Universities. Part III: Individual and Relational Strategies for
Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to
Support the Mental Health and Wellbeing of International Female Graduate
Students. 8. Self-care as an Essential Part of Trauma-informed Educational
Practice and Policy in Graduate Education. 9. Learning with and from One
Another: Valuing Self-care as a Part of the Higher-Degree Research Student
and Supervisor Relationship. 10. A Closer Look at the Experiences of
International Graduate Students during the COVID-19 Pandemic: Connections
to Wellbeing. 11. Conclusion: Leading the Way.
Introduction: Defining "Wellbeing" for Students and Faculty in Graduate
Education. PART I: Conceptualizing Student and Faculty Wellbeing in
Graduate Education Globally. 1. Graduate Student Mental Health and
Wellness: What We Know from Global Perspectives. 2. Indigenous and
Immigrant Voices for Healing and Wellness in Graduate Education. 3.
Promoting Communal Care for Wellbeing in Graduate Education: Community
Building, Belonging, and Navigating the COVID-19 Pandemic. PART II:
Teaching, Learning, and Policy for Supporting Student and Faculty
Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic
Practice in Graduate Education: Scholarly Reflections on Playbuilding,
Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic
Listening to Empower Academic and Emotional Wellbeing in Graduate
Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental
Health: An Environmental Scan of Mental Health Policies and Strategies in
Ontario Universities. Part III: Individual and Relational Strategies for
Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to
Support the Mental Health and Wellbeing of International Female Graduate
Students. 8. Self-care as an Essential Part of Trauma-informed Educational
Practice and Policy in Graduate Education. 9. Learning with and from One
Another: Valuing Self-care as a Part of the Higher-Degree Research Student
and Supervisor Relationship. 10. A Closer Look at the Experiences of
International Graduate Students during the COVID-19 Pandemic: Connections
to Wellbeing. 11. Conclusion: Leading the Way.
Education. PART I: Conceptualizing Student and Faculty Wellbeing in
Graduate Education Globally. 1. Graduate Student Mental Health and
Wellness: What We Know from Global Perspectives. 2. Indigenous and
Immigrant Voices for Healing and Wellness in Graduate Education. 3.
Promoting Communal Care for Wellbeing in Graduate Education: Community
Building, Belonging, and Navigating the COVID-19 Pandemic. PART II:
Teaching, Learning, and Policy for Supporting Student and Faculty
Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic
Practice in Graduate Education: Scholarly Reflections on Playbuilding,
Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic
Listening to Empower Academic and Emotional Wellbeing in Graduate
Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental
Health: An Environmental Scan of Mental Health Policies and Strategies in
Ontario Universities. Part III: Individual and Relational Strategies for
Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to
Support the Mental Health and Wellbeing of International Female Graduate
Students. 8. Self-care as an Essential Part of Trauma-informed Educational
Practice and Policy in Graduate Education. 9. Learning with and from One
Another: Valuing Self-care as a Part of the Higher-Degree Research Student
and Supervisor Relationship. 10. A Closer Look at the Experiences of
International Graduate Students during the COVID-19 Pandemic: Connections
to Wellbeing. 11. Conclusion: Leading the Way.