The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.

1. Adult Education Organizations

2.  Jennifer: National Association of Emergency and Medical Services
Educators, American Association for Adult and Continuing
Education, and The National Center for Community Education.
 Tonda: The Association of United Church Educators, The
Association for Clinical Pastoral Education, The United Church of
Christ (Leadership Office), Spiritual Directors International
National Hospice and Palliative Care Association, and Gestalt
Pastoral Care.
 Stephanie: National School Boards Association, Federation of
Teachers Association, Education Foundation Association,
American Medical Association, American Grant Writers
Association, and National Aerobic and Fitness Instructors
Association.

3.  Jennifer, Tonda, and Stephanie have been
involved and impacted by a variety of adult
education organizations. While some have been
of benefit professionally, others have been of
benefit personally. All agree, that learners
benefit from both formal and traditional types of
educational organizations and professional
association as well as less traditional and formal
organizations and associations. For this report,
we included one of each category.

4. Organization #1

5.  AECT is an organization that includes thousands
of educators that are focused on improving
instruction through the use of technology.
 AECT happens to be the oldest organization of
its kind having both a national and international
presence. Founded in 1923, the organization has
evolved just as technology has. The AECT
mission is “helping people learn more efficiently
and effectively through the use of the best
technologies available at the time.” (Association
for Educational Communications and
Technology, 2013)

6.  The members of AECT are involved in various
tasks such as planning, studying, developing
and producing communications media for
instruction.
 AECT members are found in various
educational facets including colleges and
universities as well as the military

7.  The organization is directed by a Board of
Directors that is well-diversified and come
from all over the country.
 Board members also represent a variety of
colleges and universities.

8.  AECT publishes two print journals;
Educational Technology, Research and
Development and TechTrends.
 AECT publishes are two online journals;
International Journal of Designs for Learning
and Journal of Applied Instructional Design.
 These journals provide the latest research
and development in the technology and
education field.

9.  There are ten divisions within the
organization that support technology in
education in different ways.
 The divisions allow focus on development for
each of the respective areas.
 Members of ACET are encouraged to join a
division of their interest.
 One of the board members oversees the
functions of their respective divisions.

10.  Design & Development
 Distance Learning
 Graduate Student Assembly
 International
 Multimedia Production
 Research & Theory
 School Media & Technology
 Systemic Change
 Teacher Education
 Training & Performance

11.  ACET now has developed affiliations with 24
state and six international organizations that
also are related to adult education.
 All of these affiliations join ACET in
maintaining and promoting the highest level
of standards in development and
professionalism.

12.  The main roles and responsibilities of AECT
include; promotion and improvement of the
use of technology in education.
 Through the affiliations with state and
international adult education agencies, the
relationship of professionalism and
instruction through technology in practice

13.  AECT originated as discussed earlier in 1923
by a small group of educators.
 This group of educators had a vision and
passion to make education better through
the use of pictures and slides.
 Later, in the 1930s the activity of
incorporating new media into instruction
gained momentum as it spread to higher
education organizations.

14.  During 1958-1970, the federal government
encouraged the improvement of teaching math,
science, and foreign languages, which led to the
use of new media via television in the classroom.
 From 1971-1982 there was a shift in AECT from
audiovisual orientation to a systems approach
and a new definition statement characterized
“educational technology as a systematic
problem-solving process.” (Association for
Educational Communications and Technology,
2013)

15.  Later in the 1980s & 1990s the organization
moved its headquarters and central office to
Bloomington, Indiana while continuing to evolve
in their focus and changing towards a center on
instructional design.
 AECT adapted by developing relationships with
instructional designers and computing
specialists.
 The AECT organization evolved into one of
several divisions with multiple board members
and unique affiliations with external adult
education agencies.

16.  The impact of AECT is one that has continued
to grow in the field of instructional design
through the use of technology over the
course of 90 years.
 Rather than becoming stagnant, the
organization embraced change and
continued to meet the ever demanding needs
of students and adult education
organizations.

17. •AECT prioritized development of media in education
through use of detailed divisions within the organization.
•AECT developed standards for use of technology in the
classroom. These standards are used worldwide.
•AECT has impacted educational entities through
developed relationships, published works, and
conferences.
•The AECT is about making sure through standards and
development that the most proficient media and
technology is available for educational purposes.
•The AECT has driven innovation in educational delivery
methods.

18. Program #2
The Association for Contemplative
Mind in Higher Education
(ACMHE)

19. They are a multidisciplinary, non-profit, professional academic association, consisting of educators, scholars, and administrators in high
 ACMHE is a multidisciplinary, non-profit,
professional academic association, consisting of
educators, scholars, and administrators in higher
education.
 ACMHE is an organization that understands
adult education as an opportunity “to cultivate
deep personal and social awareness; an
exploration of meaning, purposes and values in
service to our common human future” (ACMHE,
n.d., p.2).

20.  The mission of the ACMHE is to advocate for contemplative
practice in higher education; to encourage new forms of
inquiry and imaginative thinking; and to educate active
citizens who will support a more just and compassionate
direction for society.
 ACMHE supports the development of contemplative
pedagogy, research methodology, epistemology and
organizational designs by creating forums for the exchange
of diverse perspectives on contemplative practice in higher
education.
 ACMHE supports the creation of a community of
contemplative educators, scholars, administrators and
students to develop a broad culture of contemplation in the
academy.

21.  The ACMHE’S mission was developed out the
history of adult education. The roots of higher
education in the West can be traced back to
the cathedral schools and monasteries of the
12th century in Europe. Likewise, in Asia,
education was inseparable from religious and
spiritual life. With the Enlightenment,
education made a crucial and proper shift
towards the secular.

22.  ACMHE works to integrate all aspects of
education. If does not differentiate, but rather
integrates every dimension of education.
 The work of the ACMHE supports an ethics and
spirituality that is not rooted in an ideology or
creed but rather available equally to all. “We
seek to recast the traditional foundations for
education into a truly integrative,
transformative, and communal enterprise that
cultivates the whole person in the fullest way
possible” (ACMHE, n.d., p.2).

23.  ACMHE perceives the current challenge of
adult education to be; creating a form of
education that is at once true to the best
ideals of the Enlightenment, which valued
reason, experience, and human rights, and at
the same time reconnecting to the ethical
and spiritual foundations that support our
values and deepest understandings.

24.  Founded May 1, 2008
 The Association for Contemplative Mind in Higher
Education developed out of an initiative of its parent
organization “The Association for Contemplative Mind”;
following 10 years of administering fellowships and
developing a community of contemplative educators,
scholars, and administrators, a distinct field of study and
practice had emerged.
 The ACHME states the story behind their formation began
in 1996 when the Center was looking for opportunities to
explore the central question: “Could contemplative
practices change the way we think and act so that we
move toward a more just, compassionate and reflective
society?”

25.  In July 2007 the Academic Program
Committee formed the Association Steering
Committee. In September 2007, the Board
endorsed a refined Association proposal
including a mission statement, membership
qualifications, and a mandate for the Steering
Committee. The organization launched the
Association in May 2008.

26.  The role of the ACHME in adult education is
the recovery and development of the
contemplative dimension of teaching,
learning and knowing.
 According to their web site the ACMHE
carries out this responsibility of connecting a
network of leading institutions and
academics in effort to promote
contemplative academics.

27. The ACMHE connects institutions and academics by:
 Stimulating scholarship and research concerning contemplative
pedagogy, methodology and epistemology within and across disciplines;
 Sponsoring forums for the presentation of research and exchange of
ideas through webinars, regional and national meetings and an annual
conference;
 Supporting the development of courses and curricula through one-week
residential summer sessions;
 Supporting the deepening of contemplative teaching through retreats
for academics offering a variety of traditional and secular practices;
 Distributing scholarly work and general information relating to the field
of contemplative education online, including a quarterly e-newsletter;
 Providing online resources for members to participate in discussion
forums and share profiles, publications, papers, and syllabi (ACMHE, n.d.,
p.1)

28.  Individual membership in the Association for
Contemplative Mind in Higher Education is
open to current, retired and emeriti faculty,
administrators, and graduate students in
institutions of higher education, and to
independent scholars by application.
 Membership is by application and supported
by a dues system of sustainability. Annual
membership dues are scaled to position.

29.  Members become part of a leading network of
academics and institutions that is working to pioneer
a broad culture of contemplation in the academy.
 Members learn from others, share their questions and
contribute to a body of ideas and information that can
transform teaching, learning and knowing.
 Members participate at events at Colleges and
University settings throughout the United States as
well as at national and international conferences.
 Participants can engage through webinars and online
discussion.

30. Participants have access to several forms of support:
 Bibliography-Contemplative Practice Fellows and members
of the Association for Contemplative Mind in Higher
Education have contributed their writings and suggested
books and papers which have been valuable in their course
planning and research, as well as texts for classroom use.
 Syllabi-Available to assist you in designing your courses and
to provide examples of how contemplative practices have
been incorporated into the classroom, these syllabi were
used in courses designed and taught by ACMHE
members, Contemplative Practice Fellowship Recipients
and Summer Session participants.

31.  Webinar Archive-The ACMHE webinar series provides short
"seminars" which you can attend via the internet. Our
webinars feature ACMHE members and staff presenting on a
variety of topics relating to teaching, learning, and
contemplative practices.
 eNewsletters-The Association for Contemplative Mind in
Higher Education publishes an e-newsletter featuring news
and announcements from members. Subscriptions are
available to the general public, but only members may
contribute content.
 Links-Programs, departments, study centers, organizations
and research projects working with contemplative
approaches in education.

32.  Education has developed techniques over thousands of years to
develop the exterior abilities of the student; this Association’s
impact is to give care and intention to the development of the
interior.
 ACMHE has been able to recast the traditional foundations for
education into a truly integrative, transformative, and communal
initiative that cultivates the whole person in the fullest possible
way.
 ACMHE has promoted contemplative education that offers
reflective, contemplative and experiential methods developed
within the contemplative traditions for exploring the mind and the
world.
 When taken together with conventional methods, an enriched
research methodology and pedagogy are available for opening up
new pathways for deepening and enlarging perspectives which
can lead to real and lasting solutions to the problems we confront.

33.  It is possible to integrate ethics and spirituality in
education, in a secular way that is not rooted in
ideology or creed, but which is available equally
to all.
 Contemplative education embraces and
develops an enlarged view, one that has room in
it for the exploration of meaning, purpose, and
values and how to serve out common future.
 Ethically, contemplative education can be a
place where we learn to practice an ethics of
genuine compassion, and learn to extend
generosity to others beyond those closest to us.

34.  Association for Educational Communications
and Technology. (2013). Retrieved March 13,
2013, from ACET: http://aect.site-
ym.com/?page=aect_in_the_20th_cen
 Association for Contemplative Mind in Higher
Education.(2013). Retrieved March 13, 2013,
from http://www.acmhe.org

35. Adult Educational Association for Communication and Association for Contemplative Mind in
Educational Technology Higher Education
Organizations
Year Founded: 1923 May 1, 2008
Mission and Goals: The ACET mission is “helping people learn Advocate for contemplative practice in higher
more efficiently and effectively through the education, encourage new forms of inquiry
use of the best technologies available at the and imaginative thinking, and to educate
time.” citizens who will support a compassionate
society.
Roles and Responsibilities: . To improve the use of technology in Administer fellowships and develop a
community of educators, scholars, and
education by supporting the profession
administrators in effort to create a distinct
through its ten divisions, 24 state and six
field contemplative inquiry and thinking
international affiliates.
within higher education.
Other Important Information: Oldest organization in its respective field. Includes over 150 fellows in 100 colleges and
Publishes two print journals and two online universities throughout the country.
journals Developed out of the Center for Contemplative
Mind in Society which was founded in 1996.
Impact: An old and developed organization of over 90 Brought the culture of contemplation into the
years that focuses on changing their focus to network of leading institutions and academics.
stay on top of the communication and Stimulated research concerning contemplative
technology needs of education. pedagogy methodology and epistemology.
Implications: Able to demonstrate flexibility in evolving to There are ways to integrate the practice of
meet the needs of education organizations contemplation into the academics of higher
through different time periods. education which have profound impact on the
learner. This can be done via retreats, forums,