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Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum

Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum

Gilmour, Alison ORCID: 0000-0003-2256-1995 and George, Rachel (2021) Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

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Abstract

The Greenwich Students’ Union (2020) Covid-19 Impact Survey pointed to mental health as the number 1 priority for students, and the University of Greenwich ‘Principles for delivery of teaching and research in 2020/21’ identified staff and student wellbeing as the guiding principle for the current academic year. This paper is based on a developing area of scholarship in Greenwich Learning and Teaching on embedding wellbeing in the curriculum. Using a literature review of wellbeing interventions, it outlines ways we can consider wellbeing in the university curriculum, specifically around groupwork and collaboration, and informed by compassionate-focused pedagogy, to enhance practice.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: embedding wellbeing, compassion, higher education, belonging,
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Educational Development Unit
Greenwich Research into Innovative Pedagogies (GRIP)
Related URLs:
Last Modified: 12 Feb 2021 14:41
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/31016

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