By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within.

After a long career of writing and speaking about how living in congruence--without division between inner and outer life--allows for being present with ourselves and those who journey with us, Parker Palmer and colleagues at the Center for Courage & Renewal developed a process of shared exploration. This Circle of Trust(R) approach encourages people to...

While issues of interpersonal boundaries between faculty and students is not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas. How do we set appropriate expectations regarding e-mail response time in a twenty-four-hour, seven-day-a-week Internet-connected culture? How do we maintain our authority with a generation that views the syllabus as negotiable?

Complex questions about power, positionality, connection, distance, and privacy underlie these decision points. This sourcebook provides an in-depth look...

With pedagogical philosophy and practice changing significantly, faculty development has become much more important.

Each chapter in this volume identifies particular areas of opportunity, and although the authors recognize that not every initiative suggested can be implemented by all institutions--circumstances such as institutional mission, available resources, and governance issues will dictate that--it is their hope that every reader will be able to glean details that might provide a spark or fan a flame on campus. As educators themselves, McKee, Johnson, Ritchie, and Tew invite...

The complexities of 21st-century life--personal, social, cultural, and environmental--demand thoughtful responses, responses fostered and enhanced through contemplative experience. Contemplative education includes studies of the history, psychology, and socialcultural context of such experience, as well as the development of experiential knowledge through one or more personal practices.

Contemplative education has recently emerged in the academy. Although there has been significant published discussion of postsecondary courses and programs that incorporate contemplative views and...

This volume addresses theories and practices surrounding the entitled, self-absorbed students called Millennials. Stereotypical Millennials are often addicted to gadgets, demand service more than education, and hold narrow perspectives about themselves and those around them; when seen through this lens, Millennial students can understandably frustrate the most dedicated of professors.

The contributors show how new and better educational outcomes can emerge if professors reconsider Millennials. First and foremost, many of these students simply don't fit their stereotype. Beyond that,...

With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration.

But many colleges and universities are redesigning the spaces in which students learn, collapsing...

In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn. It means that most individuals want to learn, to improve their ability to better understand the world in which they live, and to be able to navigate their pathways of life.

This volume includes the following topics:

- best practices for teaching students with social, economic, gender, or ethnic differences

-...

In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn. It means that most individuals want to learn, to improve their ability to better understand the world in which they live, and to be able to navigate their pathways of life.

This volume includes the following topics:

• best practices for teaching students with social, economic, gender, or ethnic...

Presenting current trends in transformative learning and adult higher education, this volume paints a vivid picture of the Transformative Learning theory in action. The concepts that knit these articles together despite the variety of educational settings and populations are: relationships, community, and the body experience--often missing in higher education.

This volume includes:

• the voices of marginalized populations often excluded from research studies such as community college students, emerging adults with learning differences, English language learners,...

Develop effective models of practice and positively impact institutional teaching and learning quality. This volume provides examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the scholarship of teaching and learning (SoTL) that impact the institutional pedagogical climate. Topics include:

• the historical development of SoTL in Canada,
• institutional SoTL practices, including evidence of impact,
• program design and case studies, and
• continuing challenges with this work.
...