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Session Description

Free ticketed event
Relationality perspectives rely upon the premise that we are shaped by our interconnectedness to
others. It considers how we are all entangled, with and through others, and to contexts,
environments, and place. Using relational practices in facilitation of faculty development efforts
helps to build connection and community with and between participants, which increases
engagement and enhances impact. Beyond relational practices, faculty developers can create
programming that brings relationality to the forefront as a value and a goal in engineering
education. This is particularly relevant as centering relationality serves to foster more inclusive
environments and enhanced wellbeing, issues of importance to the engineering education
community.
This workshop will create an interactive space for faculty developers to begin viewing their
efforts through a relational lens, ideate innovative tools and strategies for authentically centering
relationality in ways that utilize participants strengths and interests, and identify areas where skill
development is needed. A case study featuring Mindful Mentoring, a relational model of
mentorship training, will be presented as an example of using a relational framework and
practices that prompt faculty learning and growth.
Planned Schedule
The workshop will start with a short mindfulness practice and introductions of facilitators and
participants. An overview will introduce the concept of centering development efforts in
relationality through a case study of the Mindful Mentoring model. The remainder of the
workshop is split into three categories: building awareness, creating a values-based purpose and
generating a plan for implementing potential ideas that draws on an individual participant’s
strengths, skills and context.
Interactive activities will include written reflection and group discussion. Relational mindfulness
and coaching practices and principles will be used to create space to help participants embody
the relational work envisioned as part of the workshop goals.
Table 1. Schedule outlining workshop activities.
Activity Time Description
Mindfulness Practice 5 min The facilitator will guide a breath awareness meditation.
Introductions,
Overview and Case
Study
20 min Introduction to facilitators, participants and an overview of
relationality. Mindful Mentoring will be presented as a
case study for centering relationality in faculty
development.
Building Awareness 10 min A series of written reflections will be used to build
awareness around participants’ current relational practices
and how they center relationality as a value in
programming.
Small Group Sharing 15 min Small group discussion at tables to share ideas.
Values Driven
Purpose
20 min Written reflections and a guided visualization practice will
aid participants in creating a clear picture of what impact
they want to have in their faculty development efforts, as
well as why and how that can be used to drive
programming. Participants will create a purpose statement.
Round Robin 10 min Participants each share one word or a short phrase that
captures their values driven purpose with the large group
(optional).
Brainstorming
Strategies and Ideas
15 min Participants will individually brainstorm relational
strategies they may want to try and ideas for how they may
want to center relationality as a value in programming.
This would consider the values driven purpose as well as
the interests and unique skills of the participant.
Participants may identify areas where they need skill
development.
Small Group
Discussion
15 min Small group discussion at tables will be used to share and
refine ideas.
Closing 10 min Participants will do a closing written reflection
summarizing their main take-away and next action steps.
Facilitators will share resources for skill development.

Collaboration:
This workshop is in collaboration with the ASEE Faculty Development Division and between
Professor Jennifer Brown (Montana State University) and Professor Karen High (Clemson
University). Jennifer Brown is a professor of Chemical and Biological Engineering and has
experience in facilitation of communities centered in relationality such as Mindful Mentoring, a
relational model of mentor and mentee training. Her philosophies in relationality are grounded in
perspectives from relational mindfulness principles and she is a certified mindfulness teacher
through the Mindfulness Institute for Emerging Adults (MIEA) and Mindful Living Revolution.
Karen High is a professor of Engineering and Science Education (ESED) and currently serves as
the inaugural Director of the Clemson Graduate Center for Transformational Mentorship. With
nearly 30 years of experience in higher education, she has significant expertise and training in
faculty and leadership development. Dr. High also conducts research in the areas of faculty
development, mentoring, and graduate student development.

Speakers

1. Dr. Jennifer R Brown

   Montana State University - Bozeman

   Jennifer Brown is experienced in facilitation of communities centered in relationality. She developed the novel relational model of mentorship training, Mindful Mentoring, which aims to cultivate and sustain functional mentoring relationships and facilitates these programs at MSU for both mentors (faculty and staff) and graduate student mentees. Her philosophies in relationality are grounded in perspectives from relational mindfulness principles, as well as expertise in relational models of mentorship. She is a certified mindfulness teacher through the Mindfulness Institute for Emerging Adults (MIEA), a Center for Improved Mentoring Experiences in Research (CIMER) trained facilitator and has undergone relational mindfulness facilitator training through Mindful
   Living Revolution.

2. Dr. Karen A High

   Clemson University

   Karen High, Ph.D., is a professor of Engineering and Science Education (ESED) at Clemson University and currently serves as the inaugural Director of the Clemson Graduate Center for Transformational Mentorship. With nearly 30 years of experience in higher education, she has significant expertise and training in faculty and leadership development, as well as mentoring graduate students. Dr. High also conducts research in the areas of faculty development, mentoring, and graduate student development.