This chapter argues that today's dominant forms of education are insufficient for today's world because they ignore the vast and conventionally untapped resource that lies in the disciplined inwardness that is contemplative life. It then surveys a range of transformative examples that are emerging in the educational movement known as…

This autoethnographic account describes interconnections among the author's personal prayer life, teaching, and research. The contextual frame for the story includes episodes and observations from a twelve-year span, encompassing postacademic tenure and promotion to the present. The author's prayer is that others might resonate with parts of this…

In this article, the author explores internationalization efforts through the lens of global sustainability and examines the role of universities in educating for sustainable development through their research, their teaching (and pedagogies), and by acting as models in their own physical operations. Rather than suggesting that sustainability…

Faculty development efforts should strive to create a work environment encouraging and rewarding continuing growth by faculty of all ages and experience and be flexible enough to respond to career growth objectives at successive career stages. This may require adaptation of general development programs or programs specifically for older faculty…

Identifies the problems and challenges of large lecture-class-format college classes and offers empirical and theoretical rationales for moving to approaches that emphasize small-group learning. Cites research showing small groups promote cognitive elaboration, enhance critical thinking, provide feedback, promote social and emotional development,…

Teaching assistantships can be a help or hindrance to a student's completion of a graduate degree and preparation as a teacher-scholar. The way in which graduate students are introduced to pedagogical scholarship and enabled to use that knowledge is critical. Different models are in use to train and mentor graduate students. (Author/MSE)

Through their own pedagogically oriented inquiry-based learning, teachers become better prepared to support an increasingly diverse student population in their learning.

Many college faculty are reluctant to examine and refine their own classroom communication skills, for a variety of reasons, but teachers should focus on developing the effectiveness of their classroom instruction through the student-teacher relationship. (MSE)

The connections between college student self-evaluation and student development are examined, and it is proposed that such self-evaluation may actively encourage specific aspects of cognitive, psychological, and social development and help the student integrate the experience. (MSE)

Approaches to developing teaching assistant programs are discussed, based on the organizational change literature. Five models are identified: rational planning, social interaction, human problem solving, political models, and a research and development approach. Political processes often can be blended with social interaction and problem-solving…

The traditional concept of community is considered and redefined in relation to the new phenomenon of virtual community, which offers an expansion, and significant changes, in professional relationships and activities. Perspectives are offered on community within organizations and professional groups, the role of professional community in higher…

At a time when resources for higher education are scarce and overtaxed, senior faculty members constitute a valuable resource. Interaction with like-minded peers, periodic changes in the nature of the work or the work setting, and administrative and organizational intervention are important strategies for helping senior faculty members stay…

Instructional technology, seen broadly, includes teaching methods, classrooms, and the training of faculty in addition to traditional considerations of instructional equipment and materials. In the near future, societal pressures will force college faculty to overcome resistance to instructional use of technology. (Author/MSE)

Whereas questions about meaning and purpose are appropriate and perhaps essential in the classroom, teachers should integrate them with caution.

The college teacher can develop his or her own teaching and communication skills by becoming familiar with the literature on recommended teaching communication behaviors, making use of the internal and external resources, and practicing. (MSE)