This article explores a significant element of faculty development that is often missing or given little attention. The author analyzes the results of a series of Courage Study Circles, which provided time and space for faculty members to reflect upon and revitalize their identity as teachers. The study draws on participant evaluations of yearly Study Circles and a survey of participants five years later. Responses indicate the effectiveness of these experiences, especially the opportunities for deep reflection and engagement in a safe community, in sustaining the professional practice of educators. Discussion includes specific implications for faculty development programs.
The article appeared in The Journal of Faculty Development, January 2013, Vol 27, No. 1. https://www.newforums.com
