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"This retreat is for faculty in higher education. It is based on the philosophy that well facilitated shoptalk is one of the highest forms of professional development. No individual "expert" can match the collective knowledge, experience, wisdom, creativity, and genius of 30-40 teachers who are actively involved in their profession. The participants themselves are the experts at the retreat! You will meet with other teachers from different disciplines and institutions, engage in highly interactive discussions, share successful teaching strategies and innovations, seek solutions to your own teaching problems and challenges, and much more (see instructions for Prior Preparation about what to bring to the retreat). The retreat facilitators will provide structure and guidelines to help assure effective use of retreat time, but you and the other participants will decide which issues are most important and relevant to discuss. Together, we will pursue a quest for the ideal of the "great teacher." The Red Rock Great Teaching Retreat is based on the seminar model of the National Great Teachers Movement, founded in 1969 by David Gottshall. This movement continues to grow with workshops, retreats, and seminars held across the United States, Canada, and other parts of the world."

This retreat is for college and university faculty. It is based on the philosophy that well facilitated shoptalk is one of the highest forms of professional development. No individual "expert" can match the collective knowledge, experience, wisdom, creativity, and genius of 30-40 teachers who are actively involved in their profession. The participants themselves are the experts at the retreat! You will meet with other teachers from different disciplines and institutions, engage in highly interactive discussions, share successful teaching strategies and innovations, seek solutions to your own teaching problems and challenges, and much more (see instructions for Prior Preparation about what to bring to the retreat). The retreat facilitators will provide structure and guidelines to help assure effective use of retreat time, but you and the other participants will decide which issues are most important and relevant to discuss. Together, we will pursue a quest for the ideal of the "great teacher." The Red Rock Great Teaching Retreat is based on the seminar model of the National Great Teachers Movement, founded in 1969 by David Gottshall. This movement continues to grow with workshops, retreats, and seminars held across the United States, Canada, and other parts of the world.

If you are a post-secondary educator who seeks to enhance your teaching and ensure greater learning on the part of your students, then this is the perfect seminar for you. Whether you teach full-time or part-time, are a veteran teacher or new to the profession, the National Great Teachers Seminar in the Canadian Rockies gives you a unique and powerful opportunity to reflect on what great teaching is all about.

We are pleased to announce that the 2017 International Great Teachers Leadership Summit will be held Tuesday-Friday, June 6-9, 2017 at the Conference Center of George Williams College of Aurora University, Lake Geneva (Williams Bay), Wisconsin. To begin the Summit, we will have "Dinner with David Gottshall" (Founder of the Great Teachers Movement) at 5:00 PM on June 6th. The quality of the venue is excellent, but space is limited, so please register early!

The Symposium will occur over three days (April 7-9, 2013) and include a combination of workshops, plenaries, panel presentations, concurrent and poster sessions, and roundtable discussions. Ben Wildavsky, author of The Great Brain Race, will be the plenary speaker. A number of presidents/rectors of international universities will participate in panel and follow-up breakout discussions on current and future higher education issues in their home institutions and nations and meet with Symposium participants.

Faculty, staff, and administrators throughout higher education are employing contemplative practices for many reasons. These include sharpening attention; creating environments that enhance the well-being of all; addressing inclusion and access for all in support of the vibrant diversity of our institutions; deepening engagement and learning of subject matter; reflecting on and supporting meaning-making; considering the wider impacts of our actions; and ultimately supporting the development of a more just and compassionate society. Given the breadth and depth of these many intentions, the types of practices used are extremely diverse, and their assessment needs to be approached with great sensitivity. Assessment of practices designed to develop attention, for example, will be different from assessment of those practices designed to increase conceptual understanding or develop compassion and creativity.