Sharon G. Solloway completed her B.S. in Elementary Education in August 1969. In August 1996 she completed her Masters in Early Childhood Education at the University of Central Oklahoma. She received her Ph.D. in Applied Behavioral Studies at Oklahoma State University in 1999. Her dissertation, “Teachers as Contemplative Practitioners: Presence, Meditation, and Mindfulness as a Classroom Practice,” is the first work in the United States to explore the value of meditation and mindfulness practice for teachers in classrooms nursery school through high school in rural, suburban, and inner-city public & private schools. She began her university career in 1999 in Department of Early Childhood and Elementary Education at Bloomsburg University in August 1999. In the Department of Academic Enrichment at Bloomsburg University, she continued her work of integrating mindfulness practice across various courses and volunteer projects within the university through her retirement in May 2016. In collaboration with William P. Fisher, Jr., she calibrated a mindfulness survey instrument. The instrument was calibrated using a Rasch rating scale model and reports mindfulness practice in linear measures. Using a Rasch Rating Scale model allows mindfulness growth to be expressed in linear measures, a common language in which to compare mindfulness growth from one mindfulness intervention to another and one population to another. Her most recent work investigates a mathematically sound comparison between the Toronto Mindfulness Scale, the Mindfulness Attention Awareness Scale and the Solloway Mindfulness Survey.Specialties: Mindfulness measurement, mindfulness in the university classroom