Structuring Holistic Faculty Development Within Communities of Practice

• In Event: Roundtable Session 16
  In Roundtable Session: Pushing the Envelope: Examining Holistic Education Practices in Higher Education

Abstract

This paper reports results from an ongoing programmatic self-study of a holistic professional development process embedding faculty and organizational development within sustainable communities of practice. The holistic faculty development process incorporates self-study of teaching into a year-long faculty development process grounded in social, moral, cognitive, and spiritual dimensions of adult human development research that instantiate the presence of the communal concept of agape in acts of teaching. A community of inquiry structure connects faculty in their self-study of teaching practice to discernment of inner life purpose. Teaching practices are examined as generative acts of community development. Participants collaboratively problem solve practices self-identified as central to the ongoing well being of each participant’s teaching life and the larger faculty community.

Authors

• Roger B. Peckover, Saint Mary's University of Minnesota

• Jason Spartz, Saint Mary's University of Minnesota

• Karen Sorvaag, Saint Mary's University of Minnesota

• Stephen Pattee, Saint Mary's University of Minnesota

• Joseph Tadie, Saint Mary's University of Minnesota

• Kristen Sellke, Saint Mary's University of Minnesota

• Rose Beal, St. Mary's University of Minnesota

• Chun Chim (David) Leung