ABSTRACT
Supporting Student and Faculty Wellbeing in Graduate Education 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.
The authors offer a uniquely holistic approach to supporting the wellbeing of both students and academic staff in graduate education. The text showcases optimized approaches to self-care, self-regulation, and policy development, as well as trauma-informed, arts-based, and embodied pedagogies. Particular attention is given to the challenges faced by minority groups including Indigenous, international, refugee, and immigrant students and staff.
Providing a timely analysis of the current issues surrounding student and faculty wellbeing, this volume will appeal to scholars and researchers working across the fields of higher education, sociology of education, educational psychology, and student affairs.
TABLE OF CONTENTS
part I|57 pages
Conceptualizing Student and Faculty Wellbeing in Graduate Education Globally
chapter 3|20 pages
Promoting Communal Care for Wellbeing in Graduate Education
part II|60 pages
Teaching, Learning, and Policy for Supporting Student and Faculty Wellbeing
chapter 4|21 pages
Building Intercultural Mentorship, Wellbeing, and Wholistic Practice in Graduate Education
chapter 5|20 pages
Using Facilitated Dialogues and Empathetic Listening to Empower Academic and Emotional Wellbeing in Graduate Education
chapter 6|17 pages
Roadmaps of Mental Health
part III|74 pages
Individual and Relational Strategies for Supporting Student and Faculty Wellbeing