Reflective Dialogue Collective is dedicated to nurturing presence, care, and meaningful engagement. Our mission is to guide individuals and groups in deepening connections with themselves, others, and the wider world through thoughtful dialogue.
A small group of practitioners tends the practice together. They support learning, reflection, and accountability, and they attend carefully to how reflective dialogue is practiced across contexts.
Each brings distinct experience and perspective. What holds the work together is not affiliation or expertise, but shared responsibility to the practice itself.
Practitioner, Reflective Dialogue
Director, Ellbogen Center for Teaching and Learning (University of Wyoming)
Dr. Janel Seeley is Director of the Ellbogen Center for Teaching and Learning at the University of Wyoming, where she supports educators in navigating the complexity of teaching, learning, and institutional life. Trained in educational psychology and collaborative communication, her work attends closely to how people learn, make meaning, and work together in contexts shaped by power, history, and consequence. Her practice of reflective dialogue is grounded in care for relationship, sustained attention to context, and responsibility to the work.
Practitioner, Reflective Dialogue
Clinical Assistant Professor, UNC Greensboro
Dr. Tiffany LS Tovey is a clinical assistant professor at UNC Greensboro in the Office of Assessment, Evaluation, and Research Services. She leads and collaborates on program evaluation and research projects across educational and social systems, including work focused on how reflective dialogue can support ethical inquiry and contextual validity. Her practice is shaped by a commitment to reflective dialogue as a pathway for learning, accountability, and meaningful social change.
Practitioner, Reflective Dialogue
Environmental Health & Safety Leader
Linda Hamilton brings over two decades of experience in environmental health and safety (EHS) in higher education, and manufacturing. Her current work in EHS in higher education is grounded in facilitating the incorporation of refeclive dialogue into program effectiveness, culture, and engagement. Fostering reflective dialogue skills and practices facilitates cultures that are clear, supportive, inclusive, and grounded in shared responsibility. She blends technical expertise with a deeply people-centered approach, supporting organizations in moving beyond compliance toward practices rooted in care, trust, and accountability. In addition to taking a reflective dialogue approach to work, Linda also contributes her passion for dialogue in the community and faith based domains.
Practitioner, Reflective Dialogue
Senior Faculty Development Professional, University of Wyoming
Rachel Watson is a Senior Faculty Development Professional at the University of Wyoming and director of the Science Initiative’s Learning Actively Mentoring Program. She supports educators in developing reflective, values-aligned approaches to teaching, learning, and assessment across disciplines and contexts. Drawing on science, humanism, feminism, and queer theory, her work centers on active learning, lived experience, and social and environmental justice, and is informed by decades of practice as an educator, coach, and convener.
Reflective Dialogue Collective® 2026