ABSTRACT
With a host of significant external forces pushing for change in academic institutions, the entire enterprise of teaching and learning has come under the microscope. Long-established and widespread teaching practices are increasingly considered obsolete in terms of adding clear value to students' collegiate learning experience. Higher education has been disrupted with innovations that challenge people's entire teaching and learning enterprise. It means engaging with the idea that people are in it to develop students as holistic persons, as participants engaged with communities they help them enter, and as lifelong learners. For most faculty, moving to high-touch, long-term relational teaching goes against everything they have been trained to do, against the very model of being a content area expert acquired through doctoral programs and research streams. To move to the practices associated with learning in relationship, colleges must commit resources for faculty development.
