From the Teaching Mindfulness Summit April 24.

• The need for standardization and professionalization in the field.
• The realities of livelihood for mindfulness teachers.
• Mindfulness teacher training and continuing education.
• The evolution of mindfulness teaching and the need for reassessment.

Diana Winston is the Director of Mindfulness Education at UCLA’s Mindful Awareness Research Center (MARC). She is the author of The Little Book of Being and co-author of Fully Present: The Science, Art, and Practice of Mindfulness. She has taught mindfulness for health and well-being since 1999 in a variety of settings including in healthcare, universities, businesses, non-profits, and schools in the US and internationally. Her work has been mentioned in the New York Times, O Magazine, Los Angeles Times, Allure, and Women’s Health, among others. She created the evidence-based Mindful Awareness Practices Program (MAPs), UCLA’s Training in Mindfulness Facilitation, which she has taught since 2011. She is a founding board member of the International Mindfulness Teachers Association. The LA Times calls her one of the nation’s best-known teachers of mindfulness.” A former Buddhist nun, you can find her on the UCLA Mindful, Waking Up and Ten Percent Happier apps. https://dianawinston.com/

From the Teaching Mindfulness Summit April 24.

• Buddhist perspective on teaching and overcoming imposter syndrome.
• Teaching meditation and embodiment.
• Teaching Buddhism and preparing audiences for more profound teachings.
• Mindfulness teaching and practice.

Gil Fronsdal is the senior guiding co-teacher at the Insight Meditation Center (IMC) in Redwood City, California, and the Insight Retreat Center in Santa Cruz, California. He started Buddhist practice in 1975 and has taught for IMC since 1990. Gil is an authorized teacher in two traditions: the Insight Meditation lineage of Theravada Buddhism of Southeast Asia and Japanese Soto Zen. He holds a Ph.D. in Buddhist Studies from Stanford. He is a husband and the father of two sons. https://www.audiodharma.org/speakers/1

From the Teaching Mindfulness Summit April 24.

• The evolution of MBSR & mindfulness facilitation.
• Improving access & promoting inclusiveness.
• Criteria for assessing and developing mindfulness teaching skills

Lynn Koerbel serves as the Assistant Director of MBSR Teacher Training and Curricula Development at the School of Professional Studies at Brown University. In this capacity, Lynn continues the work she began at the University of Massachusetts Medical School’s Center for Mindfulness, nurturing MBSR teachers and teachers in training and supporting the integrity of the MBSR curriculum and best practices in teaching. Lynn spent 25 years as an integrative bodywork therapist with a focus on supporting individuals who had experienced early trauma. This work influenced Lynn’s deep trust in the body’s wisdom, the power of presence, and the human capacity to meet injury, trauma and stress with resources reflecting the inherent wholeness in each person. Lynn has practiced and taught Siddha Yoga Meditation since 1986, a non-dual tradition that draws from Advaita Vedanta and Kashmir Shaivism, and has been practicing Western Insight Meditation since 2003. Currently, she also serves on the international committee supporting the development of trainings for The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC), the only evaluation and training tool for Mindfulness-Based Teachers; she has co-authored several articles on this topic. https://www.brown.edu/public-health/mindfulness/people/lynn-koerbel-mph