Submission Purpose
Main Conference
Type of Paper
Roundtable
Abstract
This roundtable will help educators develop a holistic focus on their mental, physical, and spiritual well-being to engage fully with learners (hooks, 1994). Faculty affected by the global pandemic and stressors of academia took control of their work-life balance crucial to human sustainability (Sheared, 2019). Researcher One participated in a diabetes prevention program, experienced improved health and overall well-being, then used a community education model to share her learning with colleagues. The researchers are exploring their informal self-directed learning process using Prochaska and DiClemente’s (1982) transtheoretical model, Lave and Wenger’s (1991) community of practice, and Kolb’s (1984) experiential learning model.
Keywords
Human sustainability, transtheoretical model, community of practice, experiential learning, learning for health and well being
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Gnanadass, E., Griswold, W., & Menke, D. (2021). Human sustainability: Collaborative learning for health and well-being in the academy. AERC [Roundtable] presented as a part of the Adult Education in Global Times Conference. University of British Columbia. Canada.
Human sustainability: Collaborative learning for health and well-being in the academy
This roundtable will help educators develop a holistic focus on their mental, physical, and spiritual well-being to engage fully with learners (hooks, 1994). Faculty affected by the global pandemic and stressors of academia took control of their work-life balance crucial to human sustainability (Sheared, 2019). Researcher One participated in a diabetes prevention program, experienced improved health and overall well-being, then used a community education model to share her learning with colleagues. The researchers are exploring their informal self-directed learning process using Prochaska and DiClemente’s (1982) transtheoretical model, Lave and Wenger’s (1991) community of practice, and Kolb’s (1984) experiential learning model.
