This chapter presents one faculty member's narrative in which academic research, teaching, advising, and mentoring coalesced into an activist agenda for transformative learning and social justice.

An educator's self-directed critical reflection on experiences led to the following discoveries about faculty development: articulation of assumptions about educational processes, explication of knowledge claims about development, and identification and examination of faculty development conventions. (SK)

This chapter discusses the challenges of fostering spirituality in the higher education classroom and its relationship to the practice of transformative learning.