Personal renewal and professional growth for teachers: a study of meaningful learning in an interdisciplinary environment

Abstract

This research examines the experiences of mid-career teachers who were selected as Fellows in the Stokely Institute for Liberal Arts Education, an interdisciplinary residential university program. The annual 5-week summer programs were convened for 12 successive summers between 1983 and 1994. The purpose of the Institute was to immerse teachers in interdisciplinary learning through intensive readings-based seminars, collegial discussions, guest lectures, and community activities. This article explores the supportive, challenging, open, and integrative learning communities that emerged from the interactions among university faculty, Fellows, and the Stokely program of study. The findings indicate that participants experienced significant personal renewal, professional growth, and new or revived interests in transformative learning.